John Locke
child is a blank slate; Tabula rasa, neither good nor bad until the rewards and punishments of experiences exert an influence on him/her
Rousseau
child is innately good (a noble savage). Humanist
Nature vs. Nurture
Is environment solely responsible for what we become or is genetic background the determiner?
Freud
Psychoanalytic, stresses unconscious drive, deep-seated; Eros & Thanatos instincts (life & death)
Freud Psychosexual stages
Oral - 0 to 18 months Anal - 18 months to 2-3 years Phallic - 2-3 to 6 years Latency period - 6 to 11 years Genital - 11+ years
Freud and personality
Id - basic biological urges, present at birth, seeks immediate gratification (Pleasure Principle)
Ego - Rational/cognitive side of the personality; begins to develop when the demands of the Id and reality crash (Reality principle)
Superego -
Erik Erikson
Influences by Freud;
downplayed importance of sexuality in favor of social environment;
stressed role of ego;
Ego is more than a referee–has a positive thrust to the developing person
Expanded development into adult stages
Erikson Psycho-social stages
Trust vs. Mistrust - 0 - 18 months
Autonomy Vs. Shame & Doubt - 18 mos. - 2(3) years
Initiative vs. Guilt - 2(3) - 6 years
Industry vs. Inferiority - 6 - 11 years
Identity vs. Role Confusion - 11 - adolescence
Intimacy vs. Isolation - early adulthood
Generativity vs. Self-absorption - middle adulthood
Integrity vs. Despair - late adulthood
Tasks for Erikson Psychosocial stages
Trust vs. Mistrust: develop sufficient trust in the world
Autonomy vs. Shame and Guilt: develop sense of control over life
Initiative vs. Guilt: Develop sense of self (responsibility for own actions)
Industry vs. Inferiority: develop sense of self worth
Identity vs. Identity confusion: develop strong sense of identity (ego)
Intimacy vs. isolation: develop close relationships
Generativity vs. Self-absorption: contribute to the world
Integrity vs. Despair: coming to terms with life/death
Behavioristic approach (Learning Theory Approach)
Focus on behavior and the environmental forces that affect behavior
The environment is all-important
No mention of unconscious, id, ego, superego
Replaced with conditioning, reinforcement, punishment, stimulus/response
3 ways of Behaviorist approach
- -Classical conditioning (Pavlov, Watson)
- -Operant conditioning (Skinner)
- -Social learning Modeling/Observational learning (Bandura)
Classical Conditioning
- -Pavlov
- -Learning by association, responsible for many emotions (fears)
- -Definition: taking a natural stimulus, pairing it with a non-natural stimulus such that the non-natural stimulus now elicits the same response elicited by the natural stimulus
Classical conditioning chart
UCS - UCR
UCS - CS
CS - CR
Operant Conditioning - Skinner
- -Consequences of response determine how likely it is to be repeated
- -Behaviors that are reinforced tend to be repeated
- -Behaviors that are not reinforced (or that are punished) are less likely to occur again
Operant conditioning - reinforcement
Reinforcement - any/all stimuli that increases the probability of behavior occurring again.
–Reinforcements can be positive (add something to the situation) or negative (remove something from the situation)
Operant conditioning - punishment
- -Punishment alone never teaches one what to do
- -To be effective, it has to be administered consistenetly
- -The close it can be administered to the offense, the better it is
- -It can backfire (the subject tries to get attention by being doing things to be punished)
Social learning (modeling) tenets
- -We can learn by observing the behavior of others
- -The behaviors we tend to imitate are those that we see being reinforced in others
- -As parents, we need to be careful as to the role models wee place before our children
Cognitive - Piaget
Cognitive means “knowing/thinking.”
- -Piaget focuses on the intellectual development of children
- -Stresses that different ages have different kinds of thinking; perceive the world in a different way
- -Process can’t be hurried; harmful if you try
Piaget’s Four stages
- -Sensorimotor - 1st two years
- -Preoperational - 2-7 years
- -Concrete Operational - 7-11 years
- -Formal operational - 11(12) -14(15) years
Humanistic (Rogers & Maslow)
- -Concerned with the uniqueness of the individual
- -Stresses that we have an internal drive that pushes us to realizes our own potential
- -Rogers talks about our striving to become fully functioning persons
Maslow’s Hierarchy of Needs
(Top to bottom) Self-actualization Self-esteem Belonging needs Safety needs Physiological needs
Vigotsky’s Theory
- -Cognitive development is limited to a certain range at any given age
- -Full cognitive development requires social interaction
- -Used in a lot of social systems
Vigotsky’s “Zone of Proximal Development”
- -Child follows adult’s example and gradually develops the ability to do certain tasks without help
- -Difference between what a child can do with and without help is Zone of proximal development (see chart in book - circle)
Ecological and System’s Approach - Bronfenbrenner
–Looks at child’s development within the context of the systems of relationships that form his or her environment
-
Theorists37
-
Defense Mechanisms14
-
Lifespan Developement - General overview & Research methods30
-
Genetics and Heredity27
-
Prenatal Development and Birth12
-
Infancy - Physical, Cognitive & Social Developent20
-
Early Childhood16
-
Middle Childhood23
-
Adolescence27
-
Early Adulthood29
-
Middle Adulthood11
-
Late Adulthood20
