Overview of

Child
Development
Child Development
 Definition:
 Change in the child that occurs over time.
Changes follow an orderly pattern that moves
toward greater complexity and enhances
survival.
 Periods of development:
 Prenatal period: from conception to birth
 Infancy and toddlerhood: birth to 2 years
 Early childhood: 2-6 years old
 Middle childhood: 6-12 years old
 Adolescence: 12-19 years old
 Domains of Development
Development is described in three domains, but
growth
in one domain influences the other domains.
 Physical Domain:
 body size, body proportions, appearance, brain development,
motor development, perception capacities, physical health.
 Cognitive Domain:
 thought processes and intellectual abilities including
attention, memory, problem solving, imagination,
creativity, academic and everyday knowledge, metacognition,
and language.
 Social/Emotional Domain:
 self-knowledge (self-esteem, sexual identity, ethnic
identity), moral reasoning, understanding and expression of
emotions, self-regulation, temperament, understanding
others, interpersonal skills, and friendships.
Theories
 What is a theory?
 Orderly set of ideas which describe, explain,
and predict behavior.

 Why are theories important?

 To give meaning to what we observe.
 As a basis for action -- finding ways to
improve the lives and education of children.
Origins of
Child
Development
Theories
 6th - 15th centuries
Medieval period
 Preformationism: children seen as little
adults.
 Childhood is not a unique phase.
 Children were cared for until they could
begin caring for themselves, around 7 years
old.
 Children treated as adults (e.g. their
clothing, worked at adult jobs, could be
married, were made into kings, were
imprisoned or hanged as adults.)
 16th Century
Reformation period
 Puritan religion influenced how
children were viewed.
 Children were born evil, and must
be civilized.
 A goal emerged to raise children
effectively.
 Special books were designed for
children.
 Religion played an important role in Puritan life.
They felt that they were chosen by God for a
special purpose and that they must live every
moment in a God-fearing manner. Every man,
woman, and child was expected to attend the
meeting on the Sabbath without question. Puritans
were required to read the Bible which showed
their religious discipline. If they didn't read the
Bible, it was thought that they were worshiping
the devil.
 Preparationsfor the Sabbath began the
day before. All of the goods had to be
cook and clothes ready. No labor, not
even sewing, could be done on the
Sabbath. The Sabbath began at sundown
the night before, and the evening was
spent in prayer and Bible study.
 The church was usually a small bare building.
Upon entering people would take their appropriate
places. The men sat on one side, the women sat on
the other, and the boys did not sit with their
parents, but sat together in a designated pew
where they were expected to sit in complete
silence. The deacons sat in the front row just
below the pulpit because everyone agreed the first
pew was the one of highest dignity. The servants
and slaves crowded near the door and rushed to a
loft or balcony.
 The service began with a prayer given by the
minister that usually lasted around an hour.
Puritans did not like music in their services.
They also felt that music and celebrating
were not appropriate in the church meeting
house. It was many years before any musical
instruments were allowed in the church.
 Afterthe prayer, the minister would
continue with an emotional sermon. The
minister's sermon would last for two,
three, even four hours at a time without
restroom breaks or intermissions. The
Puritans listened intently to the terrible
warnings of sin and punishment.
 17th Century
Age of Enlightenment
 John Locke believed in
tabula rasa

 Children develop in
response to nurturing.

 Forerunner of
behaviorism

www.cooperativeindividualism.org/ locke­john.jpg
 TABULA RASA
 Tabula Rasa is the Latin for "scraped tablet." It is
used for the clean slate that is supposed to be the
mind of the newly born.
 The mind before it receives the impressions
gained from experience. The unformed,
featureless mind in the philosophy of John Locke.
 BEHAVIORISM
 According to behaviorism we are all born with a
blank state of mind, tabula rasa (blank peace of
paper), on which the environmental influences
will come and write on, forming this way our
behavior. In other word's our behavior is a result
of learnt behavioral patterns which are enriched
by experiences we live through out our life.
 18th Century
Age of Reason
 Jean-Jacques Rousseau
 children were noble savages, born
with an innate sense of morality;
the timing of growth should not be
interfered with.

 Rousseau used the idea of

stages of development.

 Forerunner of maturationist
beliefs
 MATURATIONIST
 is an early childhood educational philosophy that
sees the child as a growing organism and believes
that the role of education is to passively support
this growth rather than actively fill the child with
information.
 The idea is that genetic factors play a larger role
in development than environmental ones,
particularly in regard to language acquisition.
 Maturationism is associated with the concept
of developmental stages.
DEVELOPMENTAL STAGES
Rousseau also recognized the importance in
understanding child development, and outlined
stages of development.

1. Infancy (birth to age 5)- the child learns directly

from his senses
2. Childhood (5 to 12)- the child begins to construct
personality as he grows, that his actions will cause
consequences that are either pleasurable or
painful. The child is curious by nature, and
explores his environment, learning increasingly
more through his senses. Rousseau argued that
this method is much better than pouring endless
lecture into the child, enforced by the threat of
beating.
3. Boyhood (12-15)-The child can now begin to
learn through books about why the things in
nature work the way they do, thus making a
connection between the physical realm and the
academic one.
4. Adolescence (15-18) The child is now ready to
cope with the real world, and learn about big
concepts such as society, economics, business and
government. He's ready to go out and cultivate his
"aesthetic tastes" as well, exposing himself to
theater, art, and literature.
 19th Century
Industrial Revolution
 Charles Darwin
 theories of natural selection
and survival of the fittest

 Darwin made parallels

between human prenatal
growth and other
animals.

 Forerunner of ethology
 ETHOLOGY
 is a branch of zoology concerned with the study
of animal behavior. Ethologists take a
comparative approach, studying behaviors
ranging from kinship, cooperation, and parental
investment, to conflict, sexual selection, and
aggression across a variety of species.
 he study of animal behavior touches upon the fact
that people receive joy from nature and also
typically see themselves in a special role as
stewards of creation. Behavior is one aspect of the
vast diversity of nature that enhances human
enjoyment. People are fascinated with the many
behaviors of animals, whether the communication
"dance" of honeybees, or the hunting behavior of
the big cats, or the altruistic behavior of a dolphin.
In addition, humans generally see themselves with
the responsibility to love and care for nature.
 The study of animal behavior also helps people to
understand more about themselves.
 20th Century
Theories about children's development
expanded around the world.

 Childhood was seen as worthy of

special attention.

 Laws were passed to protect children,

 Psychoanalytic
al Theories
Beliefs focus on the formation of
personality. According to this approach,
children move through various stages,
confronting conflicts between biological
drives and social expectations.
Sigmund Freud
Psychosexual Theory
 Was based on his
therapy with
troubled adults.
 He emphasized that a
child's personality
is formed by the
ways which his
parents managed his
sexual and
aggressive drives.
 PSYCHOSEXUAL THEORY
 According to Freud, people enter the world as unbridled
pleasure seekers. Specifically, people seek pleasure through
from a series of erogenous zones. These erogenous zones are
only part of the story, as the social relations learned when
focused on each of the zones is also important. Freud's theory
of development has 2 primary ideas: One, everything you
become is determined by your first few years - indeed, the
adult is exclusively determined by the child's experiences,
because whatever actions occur in adulthood are based on a
blueprint laid down in the earliest years of life (childhood
solutions to problems are perpetuated) Two, the story of
development is the story of how to handle anti-social impulses
in socially acceptable ways
 Libido was Freud's word for psychic and sexual
energy. How libido is expressed depends on the
stage of development. But in each stage of
development there are frustrations. If those
frustrations are not successfully dealt with, then the
libido will be tied to that stage of development more
than it should. There is only so much libido for each
person, and to develop successfully a person cannot
use too much of their libido in one stage, because
then there will less for the others. Such overuses will
be reflected in later behavior in one of two ways.

 Stages of Development
 Freud proposed that there were 5 stages of
development. Freud believed that few people
successfully completed all 5 of the stages. Instead,
he felt that most people tied up their libido at one
of the stages, which prevented them from using
that energy at a later stage.
1. ORAL Stage This occurs from birth to about 1
year, and the libido is focussed on the mouth. The
individual may be frustrated by having to wait on
another person, being dependent on another
person. Being fixated at this stage may mean an
excessive use of oral stimulation, such as
cigarettes, drinking or eating.
2. ANAL Stage This period occurs about age 2 and 3
yrs. Here individuals have their first encounter with
rules and regulations, as they have to learn to be toilet
trained. This encounter with rules and regulations will
dictate the later behavior with rules and regulations.
The libido is focussed anally, and frustration may
arise from having to learn a somewhat complex
cognitive and motor response. Being fixated at this
stage can result in stinginess, stubborness, or
orderliness, as well as messiness. Essentially,
behavior related to retention and expulsion may be
related to experiences at this stage.
3. PHALLIC Stage This period starts about age 4-5
years. Some critical episodes for development
occur during this stage, but these episodes occur
differently for boys and girls.
Oedipus conflict - the boy begins to have sexual
desires for his mother, and sees his father as a
rival for her affections. The boy begins to fear that
his father is suspicious of his longing for his
mother, and that the father will punish him for his
desires. That punishment, the boy fears, will be
castratation, which brings us to the second critical
episode for this stage.
 Castration anxiety. The fear of castration make
the boy anxious. This anxiety begun with the fear
of punishment from the father leads to the boy
thinking that the father hates him eventually
becomes unbearable and the boy renounces his
sexual feelings for his mother and chooses instead
to identify with his father, and hopes to someday
have a relationship with a woman (though not his
mother) just like dear old dad has with his mother.
 The story for girls is slightly different. The oral and anal stages
are the same for both girls and boys, so the focus of affection
and attention is on the mother for both. But this focus changes,
for girls, from the mother to the father, when the girls realize
that they don't have penises, so they develop penis envy. This
realization coupled with the knowledge that her mother doesn't
have a penis leads to her thinking her mother unworthy, and
becoming attracted to her father, as he does have a penis.
Just as with boys, girls begin to suspect the same sex parent
knows about their attraction to the opposite sex parent, and
they hate them for it. These feelings go round and round for
awhile until the point when the girls renounce their feelings for
their fathers and identify with their mothers.
4. LATENCY Stage This period occurs after the
oedipus conflict has been resolved and the
feelings that were aroused during that time have
subsided. This lasts from about the age of 7 until
puberty, and this is a period of rest where there
are no developmental events
5. GENITAL Stage Begins at puberty involves the
development of the genitals, and libido begins to
be used in its sexual role. However, those feelings
for the opposite sex are a source of anxiety,
because they are reminders of the feelings for the
parents and the trauma that resulted from all that.
 Erik Erikson
Psychosocial Theory
 Expanded on Freud's theories.
 Believed that development is life-
long.
 Emphasized that at each stage, the
child acquires attitudes and skills
resulting from the successful
negotiation of the psychological
conflict.
 Identified 8 stages:
 Basic trust vs mistrust (birth - 1 year)
 Autonomy vs shame and doubt (ages 1-3)
 Initiative vs guilt (ages 3-6)
 Industry vs inferiority (ages 6-11)
 Identity vs identity confusion (adolescence)
 Intimacy vs isolation (young adulthood)
 Generativity vs stagnation (middle
adulthood)
 Integrity vs despair (the elderly)
 DEVELOPMENTAL STAGES
1. Infancy: Birth to 18 Months
 Ego Development Outcome: Trust vs.
Mistrust
 Basic strength: Drive and Hope
 Erikson also referred to infancy as the Oral Sensory
Stage (as anyone might who watches a baby put
everything in her mouth) where the major emphasis is
on the mother's positive and loving care for the child,
with a big emphasis on visual contact and touch. If
we pass successfully through this period of life, we
will learn to trust that life is basically okay and have
basic confidence in the future. If we fail to experience
trust and are constantly frustrated because our needs
are not met, we may end up with a deep-seated
feeling of worthlessness and a mistrust of the world
in general.
 Incidentally, many studies of suicides and suicide
attempts point to the importance of the early years
in developing the basic belief that the world is
trustworthy and that every individual has a right
to be here.
 Not surprisingly, the most significant relationship
is with the maternal parent, or whoever is our
most significant and constant caregiver.
2. Early Childhood: 18 Months to 3 Years
 Ego Development Outcome: Autonomy vs.
Shame
 Basic Strengths: Self-control, Courage, and
Will
 During this stage we learn to master skills for
ourselves. Not only do we learn to walk, talk and
feed ourselves, we are learning finer motor
development as well as the much appreciated
toilet training. Here we have the opportunity to
build self-esteem and autonomy as we gain more
control over our bodies and acquire new skills,
learning right from wrong. And one of our skills
during the "Terrible Two's" is our ability to use
the powerful word "NO!" It may be pain for
parents, but it develops important skills of the
will.
 It is also during this stage, however, that we can
be very vulnerable. If we're shamed in the process
of toilet training or in learning other important
skills, we may feel greatshame and doubt of our
capabilities and suffer low self-esteem as a result.
 The most significant relationships are with
parents.
3. Play Age: 3 to 5 Years
 Ego Development Outcome: Initiative vs. Guilt
 Basic Strength: Purpose
 During this period we experience a desire to copy
the adults around us and take initiative in creating
play situations. We make up stories with Barbie's
and Ken's, toy phones and miniature cars, playing
out roles in a trial universe, experimenting with
the blueprint for what we believe it means to be
an adult. We also begin to use that wonderful
word for exploring the world—"WHY?"
 While Erikson was influenced by Freud, he
downplays biological sexuality in favor of the
psychosocial features of conflict between child
and parents. Nevertheless, he said that at this
stage we usually become involved in the classic
"Oedipal struggle" and resolve this struggle
through "social role identification." If we're
frustrated over natural desires and goals, we may
easily experience guilt.
 The most significant relationship is with the basic
family.
4. School Age: 6 to 12 Years
 Ego Development Outcome: Industry vs.
Inferiority
 Basic Strengths: Method and Competence
 During this stage, often called the Latency, we are
capable of learning, creating and accomplishing
numerous new skills and knowledge, thus developing
a sense of industry. This is also a very social stage of
development and if we experience unresolved
feelings of inadequacy andinferiority among our
peers, we can have serious problems in terms of
competence and self-esteem.
 As the world expands a bit, our most significant
relationship is with the school and neighborhood.
Parents are no longer the complete authorities
they once were, although they are still important.
5. Adolescence: 12 to 18 Years
 Ego Development Outcome: Identity vs. Role
Confusion
 Basic Strengths: Devotion and Fidelity
 Up to this stage, according to Erikson, development
mostly depends upon what is done to us. From here on
out, development depends primarily upon what we do.
And while adolescence is a stage at which we are neither
a child nor an adult, life is definitely getting more
complex as we attempt to find our own identity, struggle
with social interactions, and grapple with moral issues.
 Our task is to discover who we are as individuals
separate from our family of origin and as
members of a wider society. Unfortunately for
those around us, in this process many of us go
into a period of withdrawing from responsibilities,
which Erikson called a "moratorium." And if we
are unsuccessful in navigating this stage, we will
experience role confusion and upheaval.
 A significant task for us is to establish a
philosophy of life and in this process we tend to
think in terms of ideals, which are conflict free,
rather than reality, which is not. The problem is
that we don't have much experience and find it
easy to substitute ideals for experience. However,
we can also develop strong devotion to friends
and causes.
 It is no surprise that our most significant
relationships are with peer groups.
 6. Young adulthood: 18 to 35
 Ego Development Outcome: Intimacy and Solidarity
vs. Isolation
 Basic Strengths: Affiliation and Love
 In the initial stage of being an adult we seek one or more
companions and love. As we try to find mutually satisfying
relationships, primarily through marriage and friends, we
generally also begin to start a family, though this age has
been pushed back for many couples who today don't start
their families until their late thirties. If negotiating this stage
is successful, we can experience intimacy on a deep level.
 If we're not successful, isolation and distance
from others may occur. And when we don't find it
easy to create satisfying relationships, our world
can begin to shrink as, in defense, we can feel
superior to others.
 Our significant relationships are with marital
partners and friends.
7. Middle Adulthood: 35 to 55 or 65
 Ego Development Outcome: Generativity vs.
Self absorption or Stagnation
 Basic Strengths: Production and Care
 Now work is most crucial. Erikson observed that
middle-age is when we tend to be occupied with
creative and meaningful work and with issues
surrounding our family. Also, middle adulthood is
when we can expect to "be in charge," the role
we've longer envied.
 The significant task is to perpetuate culture and
transmit values of the culture through the family
(taming the kids) and working to establish a stable
environment. Strength comes through care of
others and production of something that
contributes to the betterment of society, which
Erikson calls generativity, so when we're in this
stage we often fear inactivity and
meaninglessness.
 As our children leave home, or our relationships
or goals change, we may be faced with major life
changes—the mid-life crisis—and struggle with
finding new meanings and purposes. If we don't
get through this stage successfully, we can
become self-absorbed and stagnate.
 Significant relationships are within the workplace,
the community and the family.
8. Late Adulthood: 55 or 65 to Death
 Ego Development Outcome: Integrity vs.
Despair
 Basic Strengths: Wisdom
 Erikson felt that much of life is preparing for the middle
adulthood stage and the last stage is recovering from it.
Perhaps that is because as older adults we can often look back
on our lives with happiness and are content, feeling fulfilled
with a deep sense that life has meaning and we've made a
contribution to life, a feeling Erikson calls integrity. Our
strength h comes from a wisdom that the world is very large
and we now have a detached concern for the whole of life,
accepting death as the completion of life.
 On the other hand, some adults may reach this
stage and despair at their experiences and
perceived failures. They may fear death as they
struggle to find a purpose to their lives,
wondering "Was the trip worth it?" Alternatively,
they may feel they have all the answers (not
unlike going back to adolescence) and end with a
strong dogmatism that only their view has been
correct.
 The significant relationship is with all of mankind
—"my-kind."
 Behavioral and
Social Learning
Theories
Beliefs that describe the
importance of the environment and
nurturing in the growth of a child.
Behaviorism
 Developed as a response to
psychoanalytical theories.

 Behaviorism became the dominant

view from the 1920's to 1960's.
 John Watson
 Early 20th century,
"Father of American
Behaviorist theory.”
 Based his work on Pavlov's
experiments on the
digestive system of dogs.
 Researched classical
www.psych.utah.edu./…/Cards/Watson.html conditioning
 Children are passive
beings who can be molded
by controlling the
stimulus-response
associations.
 Classical Conditioning
 Behaviorism as a movement in psychology
appeared in 1913 when John Broadus
Watsonpublished the classic article 'Psychology
as the behaviorist views it'.
 John Watson proposed that the process
of classical conditioning (based
on Pavlov’s observations) was able to explain all
aspects of human psychology.
 Everything from speech to emotional responses were simply
patterns of stimulus and response. Watson denied completely
the existence of the mind or consciousness.
 Watson believed that all individual differences in behavior
were due to different experiences of learning. He famously
said:
“Give me a dozen healthy infants, well-formed, and my own
specified world to bring them up in and I'll guarantee to take
any one at random and train him to become any type of
specialist I might select - doctor, lawyer, artist, merchant-chief
and, yes, even beggar-man and thief, regardless of his talents,
penchants, tendencies, abilities, vocations and the race of his
ancestors”.
Watson and Rayner (1920) Little
Albert
 Ivan Pavlov showed that
classical conditioning
applied to animals. Did it
also apply to humans? In a
famous (though ethically
dubious)
experiment Watson and
Rayner (1920) showed that
it did.
 Little Albert was a 9-month-old infant who was
tested on his reactions to various stimuli. He was
shown a white rat, a rabbit, a monkey and various
masks. Albert described as "on the whole stolid
and unemotional" showed no fear of any of these
stimuli. However what did startle him and cause
him to be afraid was if a hammer was struck
against a steel bar behind his head. The sudden
loud noise would cause "little Albert to burst into
tears.
 When "Little Albert" was just over 11 months old
the white rat was presented and seconds later the
hammer was struck against the steel bar. This was
done 7 times over the next 7 weeks and each time
"little Albert" burst into tears. By now "little
Albert only had to see the rat and he immediately
showed every sign of fear. He would cry
(whether or not the hammer was hit against the
steel bar) and he would attempt to crawl away.
 Watson and Raynor had shown that classical
conditioning could be used to create a phobia. A
phobia is an irrational fear, i.e. a fear that is out of
proportion to the danger. Over the next few
weeks and months "Little Albert" was observed
and 10 days after conditioning his fear of the rat
was much less marked. This dying out of a
learned response is called extinction. However
even after a full month it was still evident.
B. F. Skinner

 Proposed that children "operate" on

their environment, operational
conditioning.

 Believed that learning could be

broken down into smaller tasks, and
that offering immediate rewards for
accomplishments would stimulate
further learning.
Social Learning Theory
Albert Bandura
 Stressed how children learn by
observation and imitation.
 Believed that children gradually
become more selective in what
they imitate.
 Biological
Theories
Belief that heredity and innate
biological processes govern
growth.
Maturationists: G. Stanley Hall
and Arnold Gesell

 Believed there is a predetermined

biological timetable.

 Hall and Gesell were proponents of

the normative approach to child
study: using age-related averages
of children's growth and behaviors
to define what is normal.
Ethology
 Examines how behavior is
determined by a species' need for
survival.
 Has its roots in Charles Darwin's
research.
 Describes a "critical period" or
"sensitive period,” for learning
 Konrad Lorenz

 Ethologist,
known for
his research
on
imprinting.
 Attachment Theory

 John Bowlby applied ethological

principles to his theory of
attachment.
 Attachment between an infant
and her caregiver can insure
the infant’s survival.
 Cognitive
Theories
Beliefs that describe how
children learn
 Cognitive
Jean Piaget development theory
 Children "construct" their
understanding of the world
through their active
involvement and
interactions.
 Studied his 3 children to
focus not on what they knew
but how they knew it.
 Described children's
understanding as their
"schemas” and how they use:
 assimilation
 accommodation.
 Assimilation is a term referring to another part of
the adaptation process initially proposed byJean
Piaget. Through assimilation, we take in new
information or experiences and incorporate them
into our existing ideas. The process is somewhat
subjective, because we tend to modify experience
or information somewhat to fit in with our
preexisting beliefs.
 Piaget believed that there are two basic ways that
we can adapt to new experiences and information.
Assimilation is the easiest method because it does
not require a great deal of adjustment. Through
this process, we add new information to our
existing knowledge base, sometimes
reinterpreting these new experiences so that they
will fit in with previously existing information.
 For example, let's imagine that your neighbors have a daughter
who you have always known to be sweet, polite and kind. One
day, you glance out your window and see the girl throwing a
snowball at your car. It seems out of character and rather rude,
not something you would expect from this girl. How do you
interpret this new information? If you use the process of
assimilation, you might dismiss the girl's behavior, believing
that maybe it's something she witnessed a classmate doing and
that she does not mean it to be impolite. You're not revising
your opinion of the girl, you are simply adding new
information to your existing knowledge. She's still a kind
child, but now you know that she also has a mischievous side
to her personality.
 If you were to utilize the second method of
adaptation described by Piaget, the young girl's
behavior might cause you to reevaluate your
opinion of her. This process is what Piaget
referred to as accommodation, in which old ideas
are changed or even replaced based on new
information.
 Piaget’s Cognitive
Development Stages
 Sensori-motor
 Ages birth - 2: the infant uses his senses and motor
abilities to understand the world
 Preoperation
 Ages 2-7: the child uses metal representations of
objects and is able to use symbolic thought and
language
 Concrete operations
 Ages 7-11; the child uses logical operations or
principles when solving problems
 Formal operations
 Ages 12 up; the use of logical operations in a
systematic fashion and with the ability to use
abstractions
 Lev Vygotsky
Socio-Cultural Theory
 Agreed that children are
active learners, but their
knowledge is socially
constructed.
 Cultural values and customs
dictate what is important to
learn.
 Children learn from more
expert members of the ced.ncsc.edu/hyy/devtheories.htm

society.
 Vygotsky described the "zone
of proximal development",
where learning occurs.
Information Processing Theory
 Uses the model of the computer to
describe how the brain works.
 Focuses on how information is
perceived, how information is
stored in memory, how memories
are retrieved and then used to
solve problems.
 Systems Theory

The belief that development can't

be explained by a single concept,
but rather by a complex system.
Urie Bronfenbrenner
Ecological Systems Theory
 The varied systems of the
environment and the
interrelationships among
the systems shape a child's
development.
 Both the environment and
biology influence the
child's development.
 The environment affects the
child and the child
influences the environment.
 Bronfenbrenner’s Ecological Model
 The microsystem - activities and
interactions in the child's
immediate surroundings: parents,
school, friends, etc.
 The mesosystem - relationships
among the entities involved in
the child's microsystem: parents'
interactions with teachers, a
school's interactions with the
daycare provider
 The exosystem - social
institutions which affect
children indirectly: the parents'
work settings and policies,
extended family networks, mass
media, community resources
 The macrosystem - broader
cultural values, laws and
governmental resources
 The chronosystem - changes which
occur during a child's life, both
personally, like the birth of a
sibling and culturally, like the
Iraqi war.
Outline of 20th Century Theories
 Psychoanalytical Theories
 Psychosexual: Sigmund Freud
 Psychosocial: Erik Erikson

 Behavioral & Social Learning Theories

 Behaviorism: Classical Conditioning - John Watson &
Operant Conditioning - B.F. Skinner
 Social Learning - Albert Bandera

 Biological Theories
 Maturationism: G. Stanley Hall & Arnold Gesell
 Ethology: Konrad Lorenz
 Attachment: John Bowlby
Outline of 20th Century Theories
 Cognitive Theories
 Cognitive Development: Jean Piaget
 Socio-cultural: Lev Vygotsky
 Information Processing

 Systems Theories
 Ecological Systems: Urie Bronfenbrenner