1、TechDis Accessibility Essentials 3: Creating Accessible Presentations,This Theories of Child Development presentation highlights the use of internal hyperlinks in creating alternative routeways and a navigable contents.Use the buttons at the base of the slides to navigate between sections.,Key theor
2、ists,Use the buttons below to navigate your way through some of the key theorists in the field of child development.For each theorist you are given the key words/terminology associated with their ideas.,Gesell,Freud,Erikson,Skinner,Bandura,Vygotsky,Piaget,Arnold Gesell - 1880-1961,Main points Develo
3、pment genetically determined by universal “maturation patterns” which occur in a predictable sequence. Key words Biological maturation; milestones; normative development; cephalo-caudal; proximo-distal; nativist (nature) language development; biological/genetic determinism.,More detail,Home,Gesell,F
4、reud,Erikson,Skinner,Bandura,Vygotsky,Piaget,Sigmund Freud - 1857-1959,Main points Experiences in early childhood influence later development. Assumes sexual factors are major factors, even in early childhood. Key words Psychodynamic; psychosexual; libido; oral stage; anal stage; phallic stage; late
5、ncy stage; genital stage; id; ego; super-ego; Electra complex; Oedipal complex; conscious; unconscious; psychoanalysis,More detail,Home,Gesell,Freud,Erikson,Skinner,Bandura,Vygotsky,Piaget,Erik Erikson - 1902-1994,Main points Develops beyond Freuds ideas. More stages (8) and more influence of enviro
6、nmental factors. Key words Psychodynamic; psychosexual; psychosocial; 8 development stages; identity; crises/dilemmas,More detail,Home,Gesell,Freud,Erikson,Skinner,Bandura,Vygotsky,Piaget,B. F. Skinner - 1904-1990,Main points Reinforcement and punishment moulds behaviour. Children are conditioned by
7、 their experiences. Key words Operant conditioning; positive/negative reinforcement; consequence; reward; punishment; respondents; operants; social learning theory; behavioural learning theory,More detail,Home,Gesell,Freud,Erikson,Skinner,Bandura,Vygotsky,Piaget,Nature,Nurture,Alfred Bandura - 1925-
8、current,Main points Learning takes place by imitation. This differs from Skinners “conditioning” because there is more emphasis on inner motivational factors. Key words Imitation; copying; modelling; role models; reinforcement; social learning theory; observational theory (social cognitive theory);
9、Bobo doll experiment.,More detail,Home,Gesell,Freud,Erikson,Skinner,Bandura,Vygotsky,Piaget,Lev Vygotsky - 1896-1934,Main points Development is primarily driven by language, social context and adult guidance. Key words Zone of proximal development; zone of actual development; social constructivist;
10、social constructivism; social interaction; language; internalisation; play; social context; cognition; constructivism,More detail,Home,Gesell,Freud,Erikson,Skinner,Bandura,Vygotsky,Piaget,Jean Piaget - 1896-1980,Main points Development takes place in distinct stages of cognitive development. Adults
11、influence but the child is building their own thinking systems. Key words Cognitive learning theory; assimilate; symbolism; accommodate; egocentric; decentre; conservatism; active learners; schemata; sensory-motor; stages; pre-operational; animism; moral realism; concrete operations; formal operatio
12、ns,Gesell,Freud,Erikson,Skinner,Bandura,Vygotsky,Piaget,More detail,Home,Nature,Nurture,More on Gesell,Gesells classic study involved twin girls, both given training for motor skills but one given training for longer than the other. There was no measurable difference in the age at which either child
13、 acquired the skills, suggesting that development had happened in a genetically programmed way, irrespective of the training given. A child learns to whether or not an adult teaches him/her, suggesting physical development at least is largely pre-programmed. By studying thousands of children over ma
14、ny years, Gesell came up with “milestones of development” - stages by which normal children can accomplish different tasks. These are still used today.,Gesell,Freud,Erikson,Skinner,Bandura,Vygotsky,Piaget,More on Freud,Freuds work was heavily criticised for lack of substantial evidence. He regarded
15、basic sexual instincts as being the driving force behind virtually all behaviour. He regarded the development of personality as being the balance between the Id, the Ego and the SuperEgo. The Id strives for unrealistic gratification of basic desires, the SuperEgo strives for unrealistic moral respon
16、sibility and conscience while the Ego acts to compromise these two opposing forces. There are many unproven aspects to Freuds work, for example Freud theorised that characteristics like generosity or possessiveness were related to childhood factors like parental attitudes to toilet training.,Gesell,
17、Freud,Erikson,Skinner,Bandura,Vygotsky,Piaget,More on Erikson,Erikson taught at Harvard and engaged in a variety of clinical work, widening the scope of psychoanalytic theory to take greater account of social, cultural, and other environmental factors. In his most influential work, Childhood and Soc
18、iety (1950), he divided the human life cycle into eight psychosocial stages of development.,Gesell,Freud,Erikson,Skinner,Bandura,Vygotsky,Piaget,Diagram of Eriksons Theories of Child Development,Eriksons Stages of Personality Development,More on Skinner,Skinner maintained that learning occurred as a
19、 result of the organism responding to, or operating on, its environment, and coined the term operant conditioning to describe this phenomenon. He did extensive research with animals, notably rats and pigeons, and invented the famous Skinner box, in which a rat learns to press a lever in order to obt
20、ain food.,Gesell,Freud,Erikson,Skinner,Bandura,Vygotsky,Piaget,More on Bandura,Banduras theory known as “Social Learning Theory“ has been renamed “Social Cognitive Theory“ to accommodate later developments of the theory. Bandura is seen by many as a cognitive psychologist because of his focus on mot
21、ivational factors and self-regulatory mechanisms that contribute to a persons behaviour, rather than just environmental factors. This focus on cognition is what differentiates social cognitive theory from Skinners purely behaviouristic viewpoint.,Gesell,Freud,Erikson,Skinner,Bandura,Vygotsky,Piaget,
22、More on Vygotsky,Lev Vygotski was a Russian psychologist who died prematurely. His most productive years were at the Institute of Psychology in Moscow (192434), where he developed ideas on cognitive development, particularly the relationship between language and thinking. His writings emphasised the
23、 roles of historical, cultural, and social factors in cognition and argued that language was the most important symbolic tool provided by society.,Gesell,Freud,Erikson,Skinner,Bandura,Vygotsky,Piaget,More on Piaget,Jean Piaget is known for his research in developmental psychology. He studied under C
24、. G. Jung and Eugen Bleuler. He was involved in the administration of intelligence tests to children and became interested in the types of mistakes children of various ages were likely to make. Piaget began to study the reasoning processes of children at various ages. Piaget theorized that cognitive development proceeds in four genetically determined stages that always follow the same sequential order.,Gesell,Freud,Erikson,Skinner,Bandura,Vygotsky,Piaget,
