...or explanations to describe development and to predict kinds of behaviors. In this paper, I will discuss and describe three theories of development, their key concepts, their similarities, their differences, how the domains of development influence each other, and how understanding development helps those who work with developing children. Three Theories of Development: Some important theories of child development include Freud’s psychosexual theory, Erickson’s psychosocial theory, and Piaget’s cognitive-stage theory. “Sigmund Freud believed that people are born with biological drives that must be redirected to make it possible to live in society” (Papalia et. al, 2008). He proposed that development happens throughout five stages in a child’s life. The first stage is referred to as the oral stage. It occurs between birth and 18 months. During this stage, the baby’s chief source of pleasure involves mouth-oriented activities (Papalia et. al, 2008). The second stage is referred to as the anal stage. It occurs between one year and three years of age. During this stage, the child derives sensual gratification from withholding and expelling feces (Papalia et. al, 2008). The third stage is referred to as the phallic stage. This stage occurs between three to six years of age. During this stage, the child becomes attached to parent of the other sex and later identifies with same-sex parent (Papalia et. al, 2008). The fourth stage is called the latency stage. It occurs between six years...
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...years), pre-operational stage (2- 7years), concrete operational period (7-11 years), and formal operations (11-15) years (Herzog et al, 1997). According to him, reasoning in kids deepens as they continue to grow. Their engagement in the social and physical world improves development and all other changes that occur via assimilation and accommodation (Kenpro, 2010). Skinner‘s theory deals with behaviorism in children. His theory explains that a child’s behavior can become increased by the presence of reinforces and declined via punishment. According to this theory imitation or observational learning can greatly improve the chance that the child will learn or develop new behaviors. According to skinner a child’s development is way outside of their influence, but becomes shaped by the environmental stimuli (Herzog et al, 1997). According to Vygotsky, he looks at child development as a social constructivism, where development becomes determined by culture. There are different reasons similar to social constructivism. First and foremost the culture of the child influences the language, activities, and education to where the kids become exposed. These variables always affect the kid’s...
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...English Literature Essay Identity involves recognition of the self. It is not static, but it constantly changes in relation to political, cultural and social events that are occurring. A child's identity is negotiable. Children are presumed innocent and naïve until they have experienced life. Their sense of identity has not been determined if they have not had experiences in which they are able to determine their relationship to and how it affects them. In narrating or privileging a child's perspective in a novel, the language the reader is presented with is simplistic and the viewpoint of the narrator is often minimalistic as it is based upon the experiences which the narrator has encountered. Shyam Selvadurair's Funny Boy is narrated from an adolescent’s perspective, where the presumed innocence and naivety of the child offers an alternative view to the political, cultural, social and historical tensions in India and Sri Lanka and the effect that it has on the developing child in terms of identity. The child narrator in each text is an outsider as they do not merge with the cultural norms imposed upon by society. Arjie, the product of an upper-class Tamil family in Funny Boy, crosses borders in his awakening as a homosexual, falling in love with a Sinhalese, despite his parents attempt to create a masculine identity for him, in order that he may abide by the boundaries and social order that has been imposed upon him. The need to understand identity determines the characters...
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...BSHS/325 October 7, 2013 Maria Perrota MA, Med, Doctorial Candidate Foundations of Human Development in Social Environment 2 Human diversity is the difference among people and how those differences make an effect on society. These differences can include biological, social, and cultural differences. Diversity and Cultural Competence Two recent events have made the need for “cultural competence”— understanding the specific cultural, language, social and economic nuances of particular people and families—more important than ever. One is the civil rights movement that began in the 1950s, in which African Americans, women, gays and lesbians, people with disabilities, and other minority groups alerted the country to their distinct identities and long histories of oppression. The other is the growing number of new immigrants to this country, who bring with them unique cultural, language, religious, and political backgrounds. Histories of internal displacement within their own countries, torture, political oppression, and extreme poverty abound among immigrant communities. Melding these backgrounds with the history, experiences, and expectations of U.S. born ethnic and diverse populations creates both challenges and opportunities for social workers. It is fair to say that both helping professionals and society at large have a long way to go to gain cultural competence. Fortunately, social workers represent a group of service providers with a longstanding history of understanding...
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...Cross sectional study – a study of development in which individuals of different ages are compared at the same time Longitudinal study – a study of development in which observations of the same individuals are compared at different times of their lives Prenatal Period – approx. nine months between conception and birth, development depends on genetic contribution from gametes - x chromosome inactivation is one example of this factor at work, one of two x chromosomes is silenced by women, most of its genes don't synthesize properly; determins whether chromosomes will be inherited from mother or father - x chromosome inactivation is an example of an epigenetic modificatoin zygote stage - where zygote divides many times and the internal organs begin to form embryonic stage – of prenatal development (2-8) weeks - zygote= embryo, fast development, most susceptible to chemicals and toxins like rubella - teratogens: substances, agents and events that can cause birth defects gonads will become either ovaries or testies if testies present, begin to secret sex hormones called androgens; most important = testosteronel development of female sex organs occurs naturally; doesn't need hormones Fetal stage= seven months. bone cells and ends with birth, 3rd = organ, 4th = heartbeat Kisilevsky and colleagues- mothers voice = faster heartt rate of baby salapatek – 1-2 month babies their scanning strategy is limited to fixations on a few parts object 4 and 5 months – can descriminate...
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...EXPLORING HUMAN DEVELOPMENT Developmental psychology is concerned with the course and causes of developmental changes over a person’s entire lifetime. What does “genetic influence” mean? A. Historical Perspective 1. British empiricist philosopher John Locke in the 1690s argued that childhood experiences (nurture) permanently affect people. Empiricists saw the newborn as a blank slate or tabula rasa on which experience writes. 2. French philosopher Jean-Jacques Rousseau in the 1760s argued the opposite, that nature alone gives children all they need to grow and learn, without adult guidance. 3. American psychologist Arnold Gesell in the early 1900s said that motor skills develop in a fixed sequence of stages in all children due to maturation, natural growth or change, which unfolds in a fixed sequence relatively independent of the environment. The term development encompasses not only maturation but also the behavioral and mental processes that are influenced by learning. 4. Behaviorist John B. Watson in the 1910s claimed that all development is due to learning. 5. Swiss psychologist Jean Piaget saw nature and nurture as inseparable and interactive in cognitive development. B. Understanding Genetic Influence 1. Behavioral genetics is the study of how genes affect behavior. This research demonstrated that nature and nurture jointly contribute to development in two ways. a) Nature and nurture operate together...
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...of Development Multiple Choice Questions 1) Which of the following theories relies on the understanding of internal drives and emotions to answer the "whys" of human development? A) Psychoanalytic B) Humanistic C) Biological D) Cognitive Answer: A Page Ref: 24 2) Psychoanalytic theorists suggests that human development depends on A) our ability to accommodate external stimuli. B) our ability to modify our behavior based on the prospect of rewards or punishment. C) the influence of internal drives and emotions upon behavior. D) social relationships. Answer: C Page Ref: 24 3) Which of the following most accurately describes Freud's model of the personality? A) Formal operations B) Id, ego, and identity C) Consciousness, preconsciousness, and reality D) Id, ego, superego Answer: D Page Ref: 24 4) Which aspect of our personality demands to be satisfied in physically pleasurable ways? A) Executive control of the ego B) Moral guardian of the superego C) Libido of the id D) Reality principle of the superego Answer: C Page Ref: 24 5) Jada saw some money on the kitchen table. She really wanted to take it but her conscience kept her from it. Which part of Jada's personality is telling her that it would be socially unacceptable to take the money? A) Superego B) Ego C) Unconscious D) Id Answer: A Page Ref: 24 6) According to Freud's model of personality, which of the following best demonstrates...
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...Amish the Untouched Culture 2 The Amish are considered emerging agriculturalist because they continue to show signs of adapting to their surroundings. Amish culture revolves around agriculture. Farm life is practiced and passed on through ancestry. Farming is extremely important to the Amish culture because it is their primary source of subsistence. It is also a big part of what it means to be part of the Amish culture. Working on the farms helps the Amish community foster unity, family and self-reliance (Knight, 1980). Although the Amish are very skeptical about technology, they have adapted to technology that helps them conduct their daily farming activities. Farming includes raising livestock, cultivating soil, and producing many crops throughout the year. Some Amish order’s carry on a diversified agricultural program. They follow a four-year crop rotation system, typically planting corn for two years, oats for one year, and a hay crop for the fourth year (Schwieder & Schwieder, 2009). In keeping with the philosophy of stewardship, few Amish farmers use commercial fertilizer; instead they use large amounts of manure because they feel this is a superior method and a more natural one. Many Amish orders have this belief about using commercial products on their farm because they believe it to be possibly harmful to the body upon consumption (Weaver- Zercher, 2005). Amish life is rooted in the soil, which creates somewhat of a burden to some Amish families that completely...
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...This essay attempts to analyse, using appropriate illustrations, the extent to which gender stereotyping conforms to Jean Piaget’s four stages of development, which he elaborated in his Theory of Cognitive Development. It will first begin by clearly defining the terms; ‘gender,’ ‘stereotype,’ and hence the term ‘gender stereotyping.’ It will thereafter define cognitive development and will furthermore discuss in depth the stages of cognitive development, which are sensorimotor, preoperational, concrete operational, and formal operational respectively. A critical assessment will then be made on the extent to which gender stereotyping acts in accordance to Piaget’s stages of development, to aid one have a final opinion of his Theory of Cognitive Development. Gender was a word used by Ann Oakley and others in the 1970s to describe the characteristics of men and women that are socially determined, in contrast to the ones that are biologically determined. Gender is therefore a term referring to the social and cultural construction of men and women. The word stereotype is defined as an organised set of beliefs concerning the characteristics of all members of a defined group (Golombok, 1995). Therefore, gender stereotyping is the overgeneralisation about the characteristics of an entire group of people based on their gender. It is the perception of people on how others should behave. According to Piaget (1952), cognitive development was a progressive reorganisation of mental processes...
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...2013 Prologue Care is the essence of nursing. Care involves recognizing and transcending the barriers and challenges established by cultural differences. The nurse considers the common threads that are held by all, as well as the unique elements maintained by the client What is Culture? * Culture is a learned, patterned behavioural response acquired over time that includes implicit versus explicit beliefs, attitudes, values, customs, norms, taboos, arts, and life ways accepted by a community of individuals. Culture is primarily learned and transmitted in the family and other social organizations, is shared by the majority of the group, includes an individualized worldview, guides decision making, and facilitates self worth and self-esteem * “The learned, shared, and transmitted values, beliefs, norms and lifeways of a particular culture that guides thinking, decisions and actions in patterned ways and often intergenerationally” (Leininger, 2006 as cited in Stamler& Yiu, 2012, p. 125) * Culture is more than beliefs, practices, and values (Aboriginal Nurses Association of Canada, 2009) * Culture is learned, shared, and changes. It also encompasses all aspects of our lives. What we have learned to value represents our assumptions about how to perceive, think, and behave in acceptable, appropriate, and meaningful way Characteristics Shared by all Cultures Culture is: * socially constructed * an integrated system * shared * largely implicit...
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...Theories Of First Language Acquisition English Language Essay Imagine a blank template, a white sheet of paper, thats how human being starts off. From a crying baby in a cradle, to babbling, to simple single words, slowly progressing into two-words, then finally a complete sentence, ever wonder how one acquires the ability to produce the language? Linguists throughout the ages have tried to find out how does one ACQUIRE a language, is it a deep structure as claimed by Kimball? Or is it an innate ability, a build-in human capacity propagated by Chomsky? Various theories have arose since language studies came to fore, and the ability to acquire language has interested various parties since the dawn of man. From the dunes of Egypt, Psammeticus, the Pharaoh during the 7 th century BC, believed language was inborn and that children isolated from birth from any linguistic influence would develop the language they had been born with. Fast forward to the 15th century,King James of Scotland performed a similar experiment; the children were reported to have spoken good Hebrew. Akbar, a 16th century Mogul emperor of India, desired to learn whether language was innate or acquired through exposure to the speech of adults. He believed that language was learned by people listening to each other and therefore a child could not develop language alone. So he ordered a house built for two infants and stationed a mute nurse to care for them. The children did not acquire speech, which seemed to...
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...pap32045_ch02_022-053.indd Page 22 8/6/10 9:38 AM user-f469 2 CHAPTER TWO /Volumes/201/MHSF210/pap32045_disk1of1/pap32045_pagefiles pap32045_ch02_022-053.indd Page 23 8/6/10 9:38 AM user-f469 /Volumes/201/MHSF210/pap32045_disk1of1/pap32045_pagefiles A Child’s World: How We Discover It There is one thing even more vital to science than intelligent methods; and that is,the sincere desire to find out the truth, whatever it may be. —Charles Sanders Peirce, Collected Papers, vol. 5 Did You Know . . . Basic Theoretical Issues Issue 1: Is Development Active or Reactive? Issue 2: Is Development Continuous or Discontinuous? Theoretical Perspectives * Theories are never “set in stone”; they are always open to change as a result of new findings? * Children shape their world as it shapes them? * Cross-cultural research enables us to determine which aspects of development are universal and which are culturally influenced? * An experiment is the most definitive way to demonstrate that one event causes another? * The results of laboratory experiments may be less applicable to real life than experiments carried out in a home, school, or public setting? These are just a few of the interesting and important topics we will cover in this chapter. Here, we present an overview both of major theories of human development and of research methods used to study it. In the first part of the chapter, we explore major issues and theoretical perspectives that...
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...theory explains human behavior in terms of continuous reciprocal interaction between cognitive behavioral and environmental influences. Within the process of reciprocal determinism lies the opportunity for people to influence their destiny as well as the limits of self-direction. A direct and complex interaction may positive interactive reflection of a good relationship. It is clearly important that for any individual, a constructive environment may help to maximize his full potentials in dealing with future undertakings; the parents and significant others place more importance influencing the total-well-being of an individual. The child’s first place of contact with the world is the family. The child, as a result requires initial education and socialization from parents and other significant persons in the family. The parents are, in short, the child’s first teacher. They are the first and primary source of social support for young children. When parents are involved in the education of their...
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...How does the International Baccalaureate Diploma Programme promote learning? The International Baccalaureate Diploma programme was established to provide ‘the educational needs of globally mobile students’ (IBO 2012 p.3), allowing them to gain a recognised qualification to allow them access to further education in universities around the world. Beyond these very broad objectives the initial programme was based on three fundamental principles, which outlined the IB’s approach to learning: * to provide a broad education, establishing the basic knowledge and critical thinking skill * to develop international understanding and citizenship * to provide choice within a balanced curriculum to allow the students interests to be fulfilled (ibid). The aim as Peterson has suggested was to not to just provide a place for the ‘acquisition of general knowledge, but the development of the general powers of the mind to operate in a variety of ways of thinking’ (IBO 2012 p.4). This is expressed further in the IB’s Mission Statement which states its desire to create a better world through education, which it claims can best, be achieved through international-mindedness. It adds to this by stating that ‘the International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect (ibid). As with the other programmes, the PYP and MYP, the DP ‘promotes the education...
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...CHILD DEVELOPMENT Principles & Perspectives © 2005 Joan Littlefield Cook Greg Cook 0-205-40028-0 Exam Copy ISBN 0-205-31411-2 Bookstore ISBN Visit www.ablongman.com/replocator to contact your local Allyn & Bacon/Longman representative. s a m p l e c h a p t e r The pages of this Sample Chapter may have slight variations in final published form. Allyn & Bacon 75 Arlington St., Suite 300 Boston, MA 02116 www.ablongman.com Cognitive Development Piagetian and Sociocultural Views CHAPTER PREVIEW Piaget’s Constructivist View of Cognitive Development Vygotsky’s Sociocultural View of Cognitive Development • Piaget as a Child Prodigy • Constructivism and Interaction with the Environment Piaget’s Stages of Cognitive Development • Vygotsky’s Background: The Sociocultural Context for a New Theory • The Role of Speech and Language • Mediation: With a Little Help from Your Friends • The Zone of Proximal Development • Scaffolding: Support during Learning Recent Sociocultural Views of Cognitive Development • Stage 1: Sensorimotor Thought (Birth to 2 Years) • Stage 2: Preoperational Thought (2 to 7 Years) • Stage 3: Concrete Operational Thought (7 to 11 Years) • Stage 4: Formal Operational Thought (Approximately Age 12 and Above) • Evaluation of Piaget’s Theory • Piaget’s Legacy • Situated Cognition • Guided Participation • Thinking as Socially Shared Cognition: Two Heads Are Better than One “Maria wants to pick the best school for her sons, so she...
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