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    This document summarizes several major theories of child development: - Freud's psychosexual theory which describes 5 stages of psychosexual development and the importance of how parents manage a child's drives. - Erikson's psychosocial theory which expanded on Freud with 8 stages and focuses on social skills development. - Behaviorism as developed by Watson which views behavior as shaped by conditioning and the environment. - Piaget's cognitive development theory which describes 4 stages of increasing complex thought as children interact with their world.

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    Child Development Theories Powerpoint

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    506 views14 pages
    This document summarizes several major theories of child development: - Freud's psychosexual theory which describes 5 stages of psychosexual development and the importance of how parents manage a child's drives. - Erikson's psychosocial theory which expanded on Freud with 8 stages and focuses on social skills development. - Behaviorism as developed by Watson which views behavior as shaped by conditioning and the environment. - Piaget's cognitive development theory which describes 4 stages of increasing complex thought as children interact with their world.

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    This document summarizes several major theories of child development: - Freud's psychosexual theory which describes 5 stages of psychosexual development and the importance of how parents manage a child's drives. - Erikson's psychosocial theory which expanded on Freud with 8 stages and focuses on social skills development. - Behaviorism as developed by Watson which views behavior as shaped by conditioning and the environment. - Piaget's cognitive development theory which describes 4 stages of increasing complex thought as children interact with their world.

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    Download as pptx, pdf, or txt
    506 views14 pages

    Child Development Theories Powerpoint

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    api-248998432
    This document summarizes several major theories of child development: - Freud's psychosexual theory which describes 5 stages of psychosexual development and the importance of how parents manage a child's drives. - Erikson's psychosocial theory which expanded on Freud with 8 stages and focuses on social skills development. - Behaviorism as developed by Watson which views behavior as shaped by conditioning and the environment. - Piaget's cognitive development theory which describes 4 stages of increasing complex thought as children interact with their world.

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    The key theories discussed are Freud's psychosexual theory, Erikson's psychosocial theory, behaviorism, and Piaget's cognitive development theory.

    Freud proposed five main stages: oral, anal, phallic, latency, and genital.

    Erikson proposed eight main stages: trust vs mistrust, autonomy vs shame and doubt, initiative vs guilt, industry vs inferiority, identity vs role confusion, intimacy vs isolation, generativity vs stagnation, and integrity vs despair.

    CHILD DEVELOPMENT

    THEORIES
    Alyssa Kenda
    January 22, 2014
    Course #

    P S YC H O S E X UA L T H E O RY
    DEVELOPED BY SIGMUND FREUD

    Emphasizes how parents


    manage their childs
    sexual and aggressive
    drives in the early years is
    important for healthy
    personality development
    (Berk, pg. 15).
    In his theory, there are
    three main parts of the
    personality: id, ego, and
    superego (Berk, pg. 15).

    He broke childhood
    psychosexual
    development down into
    five stages, involving the
    different personality
    characteristics. The
    satisfaction in each stage
    is linked to challenges
    associated with that age
    (Berk, pg 15).

    P S YC H O S E X UA L T H E O RY
    DEVELOPED BY SIGMUND FREUD

    Freuds 5 Psychosexual Stages


    Oral- (Birth to age 2) The mouth is source of pleasure
    (sucking and biting). A lot of eating and teething take
    place during this time (Browne, pg. 119). If the oral
    needs are not met, the child may develop habits later in
    life such as thumb sucking, smoking, or overeating (Berk,
    pg. 16).
    Anal- (2-3 years) Holding in urine and bowel movements
    become the source of pleasure. Potty training is
    beginning to take place. (Browne, pg. 119). If potty
    training begins before the child is ready then extreme
    orderliness or disorder may take place (Berk, pg. 16).

    P S YC H O S E X UA L T H E O RY
    DEVELOPED BY SIGMUND FREUD

    Freuds 5 Psychosexual Stages


    Phallic- (3-6 years) The genitals are the source of
    pleasure. Identifying gender roles is taking place by
    developing same-sex parent roles. The superego
    develops (Berk, pg. 16).
    Latency- (6-12 years) The sexual urges are now
    dormant. The child is more focused on homework and
    sports (Browne, pg. 119).
    Genital- (12-18 years) The genitals are the source of
    pleasure. (Browne, pg. 119). Sexual impulses start to
    reappear. Marriage and sexual reproduction will be
    beginning (Berk, pg. 16).

    P S YC H O S O C I A L T H E O RY
    DEVELOPED BY ERIK ERIKSON

    Psychosocial theory
    emphasizes on how well
    people deal with
    problems on a social
    level (Browne, pg. 120).
    It also emphasizes on
    the skills, attitudes, and
    ability that a person
    gains to make them a
    contributing member of
    society (Berk, pg. 15).

    Erikson took Freuds


    concept about
    psychosexual
    development and added
    his own ideas.
    He also added three
    more stages (Berk, pg.
    15-16).

    P S YC H O S O C I A L T H E O RY
    DEVELOPED BY ERIK ERIKSON

    Eriksons 8 Psychosocial Stages


    Basic Trust VS. Mistrust- (Birth to 1 year) If an infant
    receives loving care, they build a sense of trust. If an infant
    is neglected, then they form a sense of mistrust (Berk, pg.
    16).
    Autonomy VS. Shame & Doubt- (1-3 years) With the
    newly gained skills children have acquired at this point,
    they want to begin to do things by themselves. Parents
    should allow children to make free choices within reason
    without forcing them or embarrassing them (Berk, pg.16).

    P S YC H O S O C I A L T H E O RY
    DEVELOPED BY ERIK ERIKSON

    Eriksons 8 Psychosocial Stages


    Initiative VS. Guilt- (3-6 years) Children use make-believe to
    help realize the person they can become. When parents support
    their childs actions, initiative develops. When parents are
    demanding and unsupportive, guilt develops (Berk, pg. 16).
    Industry VS. Inferiority- (6-11 years) When children learn to
    work and get along with others, they are forming a type of
    industry. Children begin to feel incompetent when they have
    bad school/home experiences (Berk, pg. 16).
    Identity VS. Role Confusion- (12-18 years) Children form a
    personal identity by exploring. By not exploring, a child can
    become confused about adult roles (Berk, pg. 16).

    P S YC H O S O C I A L T H E O RY
    DEVELOPED BY ERIK ERIKSON

    Eriksons 8 Psychosocial Stages


    Intimacy VS. Isolation- (Early Adulthood) Intimate
    relationships are being formed. Some experience
    disappointment or just dont know how to bond so they
    isolate themselves (Berk, pg. 16).
    Generativity VS. Stagnation- (Middle Adulthood) People
    who give to the next generation will form a feeling of
    accomplishment. People who do not give back dont feel
    that sense of accomplishment (Berk, pg. 16).
    Integrity VS. Despair- (Old Age) People who feel that life
    was worth living experience integrity. People who are
    unhappy about their lives experience despair (Berk, pg. 16).

    B E H AV I O R I S M

    DEVELOPED BY JOHN WATSON

    Defined as an approach that regards directly


    observable events-stimuli and responses- as the
    appropriate focus of study and views the
    development of behavior as taking place through
    classical and operant conditioning (Berk, pg. 17).
    Through classical conditioning, Watson felt you
    could shape a persons entire life by controlling the
    events that take place in the first year of life
    (Browne, pg. 125).

    B E H AV I O R I S M

    DEVE LOPED BY JOHN WATSON

    Classical Conditioning Theory

    Operant Conditioning Theory

    A form of learning that


    involves associating a
    neutral stimulus with a
    stimulus that leads to a
    reflexive response. Once the
    nervous system makes the
    connection between the two
    stimuli, the neutral stimulus
    alone will produce the
    response (Berk, pg. 179).

    A form of learning in
    which a spontaneous
    behavior is followed by a
    stimulus that influences
    the probability that the
    behavior will occur again
    (Berk, pg. 180). This was
    B.F. Skinners theory
    (Berk, pg. 17).

    B E H AV I O R I S M

    DEVE LOPED BY JOHN WATSON

    Classical Conditioning Theory

    Watson came to the


    conclusion that the
    environment was an
    extremely important
    factor in development
    and you can shape a
    childs behavior by
    controlling the stimulusresponse associations
    (Berk, pg. 17).

    Operant Conditioning Theory

    Skinner came to the


    conclusion that a behavior
    can be increased with
    reinforcements such as
    food, new toy, praise, or
    decreased through
    punishment (Berk, pg.
    17). We see a lot of this in
    todays homes and
    classrooms.

    COGNITIVE DEVELOPMENT
    T H E O RY
    DEVELOPED BY JEAN PIAGET

    Defined as children constructing their own knowledge


    as they manipulate and explore the world around them
    (Berk, pg. 19).
    Piaget theorized that as the brain develops and the
    experiences expand, children move through four stages
    characterized by different ways of thinking. The four
    stages are sensorimotor, preoperational, concrete
    operational, and formal operational (Berk, pg. 19).
    He also theorized that the environment had the most
    influence on the way a child develops. (Browne, pg.
    129).

    COGNITIVE DEVELOPMENT THEORY


    DEVELOPED BY JEAN PIAGET

    Sensorimotor- (Birth to 2 years) Infants think by acting on


    the world with their eyes, ears, hands, and mouth (Berk, pg.
    19). Infants are also learning that objects still exist even when
    they cant see them (Browne, pg. 132).
    Preoperational- (2-7 years) Preschool children use symbols
    to represent their earlier sensorimotor discoveries. They are
    still lacking logical thinking (Berk, pg. 19).
    Concrete operational- (7-11 years) Childrens thinking
    becomes more logical and more organized (Berk, pg. 19).
    Formal operational- (11 years on) Children turn into
    adolescents and adults with complex, abstract thinking (Berk,
    pg. 19).

    REFERENCES
    Berk, L.E. (2012). Infants, Children, and Adolescents
    (7th ed.). Boston,
    MA: Pearson.
    Browne, K.W., & Gordon, A.M. (2007). Beginning
    Essentials in Early Childhood Education. Belmont,
    CA: Cengage.

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