This paper will illustrate the following (1) how I view the course of child development as continuous (2) how my own personal child development theory would be a blend between Piaget’s Cognitive-Developmental theory and Vygotsky’s Sociocultural Theory (3) how I feel environmental and cultural influences play a large role in a child’s development and (4) how I would incorporate my theories into the classroom. There have been many theories that have played a part in early childhood development research. It has been these theories that have changed the way teachers educate their students. Creating an environment that contributes to learning is key to the student’s success. I believe that children develop smoothly and continuously, gradually adding on more of the same types of skills that were there in the beginning.
The Developmental Theories of Bandura and Bronfenbrenner ECE 353 Carla Bainer August 15, 2011 The Developmental Theories of Bandura and Bronfenbrenner The social learning theory proposed by Albert Bandura has become perhaps the most influential theory of learning and development. His theory added a social element, arguing that people can learn new information and behaviors by watching other people. Known as observational learning (or modeling), this type of learning can be used to explain a wide variety of behaviors. The social learning theory asserts that appropriate social behavior is learned mainly through observing and imitating models, or simply, by watching other people. This type of learning is called modeling, or observational learning.
Running head: OBERSAVATION THEORIES OF ERICKSON, PIAGET, AND VYGOTSKY Observation Theories of Erickson, Piaget, and Vygotsky Shakeitha Lewis Vista College Observation Theories of Erickson, Piaget, and Vygotsky I know that this observation is to observer a child, at this time I have no one to observe. However I will be able to give information on each theory. Erik Erikson proposed a theory of psychosocial development. He believed development occurs throughout the life span. His theory provided new insights into the formation of a healthy personality.
So, when an infant forms an attachment it is responding to the love and attention it has received, language comes from imitating the speech of others and cognitive development depends on the degree of stimulation in the environment and, more broadly, on the civilization within which the child is reared. Examples of an extreme nature positions in psychology include Bowlby's (1969) theory of attachment, which views the bond between mother and child as being an innate process that ensures survival”. (www.simplypsychology.org) According to this theory, it is the combination of societal and biological influences that affect behavior in our children. Since the brain is not fully developed at birth, the environment in which the child is exposed gives opportunity to further enhance or, consequently, inhibit many areas of development. Neurobiologist have found that early long term stress can actually change the brain functioning and, in turn, create an overly sensitive nervous system.
Attachment Theory: Developing Attachment Relationships In psychology, peoples’ mental processes and behaviors are studied in order to assist in gaining a greater knowledge of individuals, the reasons behind their actions and the human mind. One of the most integral parts of the puzzle that impacts on development is early childhood attachment. Much research and theories have been dedicated to this particular area of psychology as it is believed that our experiences as young children help shape and mold our characteristics and interpersonal relationships later on in life. John Bowlby, also known as the founder of attachment theory, created a theory based on four phases of attachment. Likewise, Mary Ainsworth has contributed her “strange situation” in order to measure the quality of attachment and developed different categories that describe various levels of attachment between child and caregiver.
The major areas of development include biological, cognitive and social and emotional development. Both of these psychologists were concerned with the study of understanding the area of cognitive development specifically in children and were considered to be constructivists. Constructivism is the theory in which “learners actively construct their own knowledge based upon the things they know now and have known in the past” (TFL resources, 2006). This essay will seek to compare and contrast the theories of psychologists Piaget and Vygotsky and will critically look at their theories to judge which aspects are appropriate for the long term. Jean Piaget focused his research on studying children and observing their thought processes.
Cognition encompasses perception, imagination, judgment, memory, and language - the processes people use to think, decide, and learn. Education - not only the formal curriculum in schools but also informal learning - is part of this domain as well." (Berger, pg.12) Piaget considers adaptation the "essence of intelligence". (Berger, pg. 165) Learning is an active process which leads to the creation of schemas.
Influences on Elementary and Middle Schools Jean Piaget and Lev Vygotsky Influences on Elementary and Middle Schools Jean Piaget and Lev Vygotsky The influence of academic researchers, Jean Piaget and Lev Vygotsky, has heavily influenced both the elementary and middle schools of the 21st Century. Both theorists have contributed to the field of education by offering their distinct explanations for children’s cognitive learning styles and capabilities. We can find their influence not only in classroom teaching styles and curricula and pedagogy, but also in the design of school buildings. Every experience and interaction has an impact on early development and this is especially important in the classroom environment where interactions establish cognitive base. This is known as the cognitive development theory, as children actively construct knowledge as they manipulate and explore their world.
Assignment Three: Social Context of Child Development Jamie Breckenridge HHC0042: Child Development: An Introduction Dr. Shaku Brar April 2013 Assignment Three: Social Context of Child Development Researchers are continually attempting to sort out to what extent of human behavior is a result of nature (hereditary) or nurture (environmental influences). Cognitive development theorists and biological theorists believe in natural explorations of development where learning theorists believe more in the environmental influences. Cognitive theorists focus more on human mental process, and investigate into ways in which children perceive and mentally represent the world, how they develop using logic and problem solving methods. Cognitive developmental theory was developed by Jean Piaget (1896-1980) whom regarded children as natural physicists who consciously intend to learn about and take intellectual charge of the world around them. For example; Piaget believed that children, whom squish their food and laugh about it, are often growing scientists studying the texture of their food, and their caregiver’s reaction.
The second is adaptation – adjusting to your environment (Woolfolk, Hughes & Walkup, 2008). During Woolfolk et al (2008) explanation of the tendency of organisation the example of an infant looking or grasping at an object is portrayed, however, the child cannot perform both tasks simultaneously. As the child develops they manage to combine the two separate structures into a coordinated higher level structure. Child (1995) refers to this process important term coined by Piaget to explain the child’s interaction with their environment through actions to form a distinct pattern of