Chapter 1 The Study of Child Development Theory and Research o How do we know about Development Theory Research Scientific Theory Theory o a set of ideas and principles based on empirical findings research or structured observations that explain related natural phenomena o An orderly integrated set of statements that describe explain and predict development growth and behavior of the child Classic Stage Theories o Stage theories share some common features Stages are sequential the child proceeds from stage 1 to stage 2 stage 3 No stages are skipped to stage 3must go through Stage 2 No regression can occur Development occurs in forward direction No going back to previous Each stage shows a qualitative change in abilities The defining aspect of each stage is a particular behavioral pattern different perspective There are individual differences in the age when children enter and leave any particular stage Age and stage are not synonymous Some kids spend more time in a particular stage than other children Classical Theories Psychoanalytic Perspective Freud s Psychosexual Theory Erikson Psychosocial Theory Behavioral Theories Classical Conditioning Operant Instrumental Conditioning Social Learning social cognitive approach Cognitive Theories Piaget Vygotsky Information Processing Contemporary Theories Ecological Sociocultural Perspectives Behavioral Genetics Evolutionary Dynamic Systems Perspective Classical Theories The Psychoanalytic Perspective o Assumes that children move through a series of stages where they confront conflicts between biological drives and social expectations o How they resolve these conflicts determines their psychological adjustment Freud s Psychosexual Theory o Developed his ideas while working with mental patients o Believed that personality has 3 structures id ego superego o Proposed that we go through 5 stages of development o Emphasized that basic personality is shaped in the first 5 years of life o Describes development as primarily unconscious o Stresses the early experiences with parents extensively shape development o Believe humans are born with strong sexual and aggressive urges o Child s emotional development is set by age 5 Erikson Psychosocial Theory o Four psychosexual stages based on the zone of the body most sensitive at that age Oral anal phallic latency genital o Struggle in each stage Satisfy desires in a socially approved way o ID EGO SUPEREGO Id consists of instincts Source of biological needs and desires Totally unconscious has no contact with reality Unconscious present at birth Ego structure that deals with demands of reality Superego Conscious rational part of mind uses reasoning to make decisions Emerges in early infancy Redirects id impulses acceptably the conscience Moral branch decides what s right or wrong Develops from ages 3 6 from interactions with caregivers o Theorized that we go through 8 stages of psychosocial development o Each stage consists of a unique developmental task that confronts individuals with a crisis that must be resolved o Crisis not catastrophe but a turning point o The more successfully an individual resolves the crises the healthier their development will be culture o Genes govern physical development little environ influence o Erikson noted human desire to interact with environment o Child s personality is formed through interactions with people social institutions and o Certain concerns of height of importance at different points of humans life stages genetically determined o Different psychosocial needs at different stages o Conflict to be resolved o Two influences on how people pass through stages Genetic influence predetermined steps inner laws Social environment nature of crisis arising in each stage success navigating crisis o Erikson s Psychosocial Stages Trust vs Mistrust Infancy birth 1year Childs attitude about the dependability of the world is built chiefly on relationships established as an infant Quality of the relationship important If needs are met trust is built If needs are frustrated mistrust Autonomy vs Shame Doubt 1 3 Years During the second year of life kids are no longer completely dependent on adults Learn they are someone on their own start to discover behavior is their own Begin assertion of independence and autonomy ex 2 year old saying no to everything They practice their new physical skills and develop a positive sense of autonomy Initiative vs Guilt 3 5 years If they are not allowed to do the things they can do ex dress themselves OR they are pushed into doing something they re not ready for ex potty training o may develop a sense of shame or doubt about their own abilities and fail to develop self confidence and feelings of competency in their abilities If Restrained too much or punished too harshly o May develop shame and doubt in their abilities Gain more skill in using language moving about handling things Can formulate a plan of action and carry it through ex making friends Challenged more as they enter preschool years Children are asked to assume responsibility for their bodies behavior toys and pets Developing a sense of responsibility increases initiative introductory act or step leading action Conscience develops Uncomfortable guilt feelings may arise if child is irresponsible made to feel anxious If child is punished for expressing their own desires and plans o feelings of guilt o Fear and lack of assertiveness and lack of taking initiative Industry vs Inferiority Elementary school years During school years kids must learn the academic skills e g reading writing math Learn a variety of social skills If child succeeds in acquiring skills and accomplishments are valued by others o develop a sense of industry and a positive view of achievements If not e g does not succeeds in acquiring skills accomplishments are not valued by others OR if constantly compared to others and come up short even second o may lead to feelings of inferiority Identity vs Role Confusion adolescence Intimacy vs Isolation emerging adulthood Generativity vs Stagnation adulthood Integrity vs Despair old age
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