Erikson, Freud, Piaget, Vygotsky etc

Erikson Stage Two

Autonomy versus shame and doubt - 1-3 years

Skinner's Operant Conditioning cognitive theory

Behavior produce changes in the probability of the behavior's occurrence. A behavior followed by a rewarding stimulus is more likely to recur, whereas a behavior followed by a punishing stimulus is less likely to recur

BRONFENBRENNER'S ECOLOGICAL THEORY OF DEVELOPMENT

Consists of five environmental systems: microsystem, mesosystem, exosystem, macrosystem, and chronosystem. (individual, family experiences to school experiences, experiences at home linked to outside the home, the culture in which individuals live)

Psychoanalytic theories of Sigmund Freud (1856-1939)

Describe development as primarily unconscious (beyond awareness) and heavily colored by emotion. Emphasize that behavior is merely a surface characteristic and that a true understanding of development requires analyzing the symbolic meanings of behavior and the deep inner workings of the mind.

Erikson's theory

Eight stages of development unfold as we go through life. At each stage, a unique developmental task confronts individuals with a crisis that must be resolved and is a turning point marked by both increased vulnerability and enhanced potential. The more successfully an individual resolves each crisis, the healthier development will be.

Robert Siegler's theory

Emphasizes that an important aspect of development is learning good strategies for processing information. (thinking) For example, becoming a better reader might involve learning to monitor the key themes of the material being read.

Information-processing theory

Emphasizes that individuals manipulate information, monitor it, and strategize about it and is not in stages. Individuals develop a gradually increasing capacity for processing information, which allows them to acquire increasingly complex knowledge and skills.

Behavioral cognitive theory

Essentially holds that we can study scientifically only what can be directly observed and measured.

How does Erikson's theory differ from that of Freud?

FREUD ENDED IN ADOLESCENTS ERICKSON'S IS ENTIRE LIFESPAN

Erikson Stage Seven

Generativity versus stagnation - occurs during middle adulthood

Freud's Theory

He thought adult problems were the result of experiences early in life and that as children grow up, their focus of pleasure and sexual impulses shifts from the mouth to the anus and eventually to the genitals.

Bandura's Social Cognitive theory

Holds that behavior, environment, and cognition are the key factors in development, stress that people acquire a wide range of behaviors, thoughts, and feelings through observing others' behavior and that these observations form an important part of life-span development.

According to Piaget

How a child thinks—not how much the child knows—determines the child's stage of cognitive development.

Erikson Stage Four

Industry versus inferiority - occurs during the elementary school years.

Erikson Stage Three

Initiative versus guilt - occurs during the preschool years.

Erikson Stage Eight

Integrity versus despair - occurs in late adulthood, the final stage of development,

Erikson Stage Six

Intimacy versus isolation- occurs during early adulthood.

Vygotsky's Sociocultural Cognitive Theory

Portrayed the child's development as inseparable from social and cultural activities, He maintained that cognitive development involves learning to use the inventions of society, such as language, mathematical systems, and memory strategies.

Erikson's Psychosocial Theory

Said we develop in psychosocial stages, the primary motivation for human behavior is social and reflects a desire to affiliate with other people also emphasized the importance of both early and later experiences

FREUDIAN STAGES

Stages of development are known as psychosexual stages. In his view, if the need for pleasure at any stage is either undergratified or overgratified, an individual may become fixated, or locked in, at that stage of development.

Piaget's Cognitive Developmental Theory

States that children go through four stages of cognitive development as they actively construct their understanding of the world. Using two processes organization and adaptation.

Erikson Stage Five

identity versus identity confusion- occurs the adolescent years

Piaget: The sensorimotor stage,

The first stage = birth to about 2 years of age. In this stage, infants construct an understanding of the world by coordinating sensory experiences (such as seeing and hearing) with physical, motoric actions—hence the term sensorimotor.

Piaget: The formal operational stage

The fouth stage and final stage = 11 and 15 yrs. through adulthood. Begin to think in abstract and more logical terms. As part of thinking more abstractly, adolescents develop images of ideal circumstances like what the ideal parent is, etc.

Piaget: The preoperational stage,

The second stage = 2 to 7 years. Children begin to go beyond connecting sensory information with physical action and represent the world with words, images, and drawings. They still lack the ability to internalized mental actions that allow children to do mentally what they previously could only do physically.

Piaget: The concrete operational stage,

The third stage = 7 to 11 years. Children can perform operations that involve objects, and they can reason logically when the reasoning can be applied to specific or concrete examples. Concrete operational thinkers cannot imagine the steps necessary to complete an algebraic equation, which is too abstract for thinking at this stage of development.

COGNITIVE THEORIES

These theories emphasize conscious thoughts.

Erikson Stage One

Trust versus mistrust - first year of life