A resource that contains a variety of materials that explores the different child development theories

Child Development Theories

Erik Erikson (1902-1994) was a German-American psychologist who developed a theory of personality based on Freud's work. He suggested that their are stages through which individuals progress and they determine their personality. During each stage, the person experiences a crisis which could have a positive or negative outcome. A positive or negative outcome will determine personality traits in adulthood. Please click on the link below and read the article which explores Erikson's theory

<a href="https://www.ncbi.nlm.nih.gov/books/NBK556096/?report=printable">https://www.ncbi.nlm.nih.gov/books/NBK556096/?report=printable</a>

More Knowledgeable Other Vygotsky proposed that a child learns with the help of a more knowledgeable other (MKO) An MKO is someone who has a better understanding or a higher ability level than than the learner, with respect to a particular task -this could be a parent, a teacher or a peer. "Scaffolding" or supportive learning activities a re provided by the MKO to support the child as he or she is led through the zone of proximal development.

Consider the video below in relation to Bronfenbenner's theory

What is the most important influence on child development | Tom Weisner | TEDxUCLA

Thank you for engaging with the materials. Please do not hesitate to contact me if you have any questions jrobinson31@uclan.ac.uk

Behaviorism: Pavlov, Watson, and Skinner

Behavioral theory | Behavior | MCAT | Khan Academy

Neuropsychology This branch of science is concerned with the interaction of the brain and behaviour. The recent advances in MRI scans allows for the use of technology to observe the structure and functioning of our brains. The development of the connections between nerve cells (neurons), the coating (or myelination) of these cells and the neurochemistry of the brain are shaped in part by what a person does or experiences. Infants are born with almost all the neurons they will have, however they have few synapses (connections) between them. This results in human babies having fewer inert behaviours than other animals and they ar more open to the learning from their environment. The experiences they have will shape and consolidate these connections and the formation of the brain. (Levine And Munsch, 2014)

Schemas, assimilation, and accommodation | Processing the Environment | MCAT | Khan Academy

Lev Vygotsky (1896-1934) highlighted the importance of the social and cultural context in relation to cognitive development Vygotsky believed that learning takes place via interactions between people (the child and another), the child then internalises this learning and it becomes part of their own independent learning. Vygotsky was more interested in what a child could achieve and become rather than in how he/she correctly functions. An important concept of Vygotskys theory is the "Zone of Proximal Development"

Behavioural Genomics This is the interaction of genes and behaviour. Despite the fact that science has identified the genes that make up the human genome (all our genetic material) we still do not fully understand what most of our genes actually do and how are behaviours relate to gene function. however, this is a growing area of research. Genetic influences and environmental settings are often intertwined in complex ways and it is now believed that environment can influence gene expression. For example, scientists have found that humans have one of two versions of a gene that determines our levels of MAO-A(Monoamine-oxidase-A). Those who have less MAO-A tend to be more aggressive. Recent studies show that not all individuals with version of the gene that produce lower levels of MAO-A turn out aggressive. The individuals with the version of this gene who also experienced abuse during childhood were more likely to be aggressive. The environmental "trigger" of abuse "turned on " the negative effects of lower level of MAO-A. Those with the other version of the gene were much less likely to be aggressive whether they experienced child abuse or not .(Taken from Munsch and Levine, 2014) Please click on the PDF for more information

Developmental genomics.pdf

Bowlby's Attachment Theory

Bowlby believed that children come into the world biologically pre-programmed to form attachments with others, because this will help them to survive The child has an innate (i.e. inborn) need to attach to one main caregiver Bowlby defined attachment as a 'lasting psychological connectedness between human beings.' Children will seek proximity to the caregiver when feeling threatened or stressed The child will form an attachment or bond to the caregiver that responds (whether that be negatively or positively) Bowlby defined different stages of attachment - see next page

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Freud’s 5 Stages of Psychosexual Development

Microsystem: The face to face interactions between a person and their immediate settings eg family, teacher, friends Mesosystem: Brings together two settings that contain the child eg teachers talking to parents about the child's progress. This brings together the home and school settings. Exosystem: These are the settings that the child never enters but has an effect Macrosystem: The cultural norms, attitudes and beliefs that guide the nature of the wider organisations that are part of the child's life Chronosystem: This was added later by Bronfenbenner and it consists of the changes in time over one's environment

Vygotsky's Theory of Cognitive Development in Social Relationships

PSYCHOTHERAPY - John Bowlby

Piaget's developmental Stages

Please watch the three videos below to help explain this phenomenon.

1. Experiences Build Brain Architecture

2. Serve & Return Interaction Shapes Brain Circuitry

3. Toxic Stress Derails Healthy Development

Albert Bandura (1925- present date) Albert Bandura was a professor at Stanford university He was not content with the idea that all behaviour develops because of a direct response to the environment, that not all human behaviours can be linked to a series of stimuli. He proposed that as well as classical and operant conditioning we learn through imitation and role modelling He believed that internal mental processes also played a part in human learning and behaviour. He called his theory: Social Cognitive Learning

Bandura's Bobo Doll Experiment

Piaget's Stages of Development

PsychoAnalytical Theory

Freud believed that an individual's personality was made up of 3 parts: The Id, The Ego and The Superego. Id: Freud thought everyone was born with an Id. It is made from our basic drives, it operates on the pleasure principle as it seeks immediate gratification for it's urges. For example, infants have no control of their drives ,if they get hungry they will scream for food until it is provided and therefore their urge is satisfied. Ego: This is the ability to be able to balance between the basic drives and urges and the real world. As children grow older they become aware of the world around them and control their emotions but still get their needs met. They may still have the urges of feeling hungry, but know if they ask politely for food they will get it. Superego: Moral principles are maintained by the Superego. Freud believed that children develop moral principles between the ages of 5-7 years , before then they do not feel guilt. So a younger child when hungry may help himself to a biscuit, but in an older child the superego helps them resist this urge and controls their actions as they know it is wrong to just take one.

Freud believed that the most fundamental drive was the sex drive. In his psychosexual theory of development he outlined 5 stages and in each stage, sexual energy is invested in different parts of the body and the urges associated with these parts of the body are particularly pleasurable The way on which the gratification of these urges were handled in these stages may lead to successful "completion" of the stages. Freud argued that successful completion of these stages led to the development of a healthy personality, but fixation at any stage prevents completion andtherefore development of an unhealthy, fixated personality as an adult. The different stages are oral, anal, phallic, latency and genital. Although Freud's theories have been crticised over the decades (you will critique these theories in a later session) his theory still forms the basis of many mentat health therapies today. (Levine, L.E. &amp; Munsch, J. (2014) Child development: An Active Learning Approach 2nd Ed. London; Sage)

Bronfenbenner (1917 -2005) Bronfenbenner developed his ecological theory in the 1970s. He believed that you need to know how an individual interacts with different aspects of his/her environment to understand how they develop and grow. He suggested that the environment effects the individual but also the individual has an impact on their environment and tis is a two way process. Bronfenbenner proposed that individuals develop and grow within four systems and these systems are embedded within each other. As the child grows, the relationship with the systems change. He emphasised the importanceof understanding the individual, not on their own or in a laboratory like other theories, but within all their contexts and within their natural environments.

This book will explore child developmental theories using a variety of materials. Please work your way through this book and access it when needed as a useful resource The theories explored in this book are: Bowlby Attachment Theory Psychoanalytical Theory (Freud) Psychosocial Theory (Erikson) Behaviourism and Social Cognitive Theories (Watson, Skinner and Bandura) Cognitive development Theories (Piaget, Vygotsky) Ecological Theory (Bronfenbenner) New Approaches ( Neuropsychology, Behavioural Genomics)

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