The interaction of nature and nurture is clearly described in social learning theories. A behavior is observed and learned, and the individual responds to their environment using learned behaviors and their own judgment on the situation. 2. Which theories emphasize the impact of early experience on development? Erik Erikson’s psychosocial theory consists of eight stages and describes the impact of early experiences and experiences over the lifespan from childhood to adulthood (Cherry, 2013).
WHAT ARE THE EFFECTS OF EARLY SOCIAL DEVELOPMENT IN CHILDREN? Everybody is focusing on how early social development affects children. Psychologist made research and came up with a solution to prove why early social development affects children. In scientific terms, early childhood development is a process through which the young children grow and thrive physically, mentally, socially, emotionally and morally. It begins from conception and extends up to 8 years of age.
By 8 months of age, object of permanence begin to emerge because infants begin to develop memory for objects that are not perceived (Myers, 2013). 1c. Piaget further explains that after object permanence emerged, children at 8 months start to develop stranger anxiety where they would often cry in front of strangers and reach for someone who is familiar to them (Myers, 2013). Both object permanence and stranger anxiety emerge around the same time because children are able to remember and build schemas. While Piaget’s cognitive theory consists of four stages (sensorimotor, preoperational, concrete operational, and formal operational) that children go through as they grow, McCrink and Wynn proposed a different theory of cognitive development.
Infant and Toddler Learning Development Sheila Bagwell Infant and Toddler Learning & Development/ECE345 Merrian Gagnon Throughout their day-to-day experiences with infants and toddlers, caregivers will find that there are developmental strands that tie the elements together, much like a ribbon. The strands come together to create a picture of excellent care for infants and toddlers. The strands do not represent lessons or activities in the traditional sense. Rather, the strands provide a framework that supports optimal developmental in all areas. The strands are: • To learn about themselves - Self Concept Development • To learn about their feelings - Emotional Development • To learn about other people - Social Development • To learn to communicate - Language Development • To learn to move and do - Physical Development • To learn to think - Cognitive Development The quality of early experiences is shaped by the individuals with whom infants and toddlers spend their time and by the environments where they spend their time.
(For full explanation on schemas, conservation, assimilation and accommodation and explanations of terminology see appendix 2). He put forward a theory of cognitive developmental stages and theorised that children would operate at a certain level/stage (this would also apply to adults in the Formal Operations stage). His particular insight was the role of maturation (growing up) in children's increasing capacity to understand their world: they cannot undertake certain tasks until they are psychologically mature enough to do so. He put forward a theory of 4 stages of development: Sensori-motor Birth – 2 years Preoperational 2 – 7 Years Concrete Operational 7 – 12 Years Formal Operational 12 Years and up (See appendix 1 for detailed description of four stages) Example of sensorimotor and contradiction of Piaget’s theory Children can be more cognitively skilled than Piaget recognised. For example, babies as young as four months appear to have a concept of object permanence and young children are capable of conservation if given meaningful context.
By two years old, children begin testing and exploring this idea. Three year olds understand visual perception and the concept of hiding objects. By the time a child is four, they understand that people can have incorrect thoughts about the world. In opposition to the traditional understanding that babies and young children learn and think differently than adults, Gopnik suggests that babies and young children use the same learning methods as scientists. They “observe, formulate theories, make predictions, and do experiments” (Gopnik, 237) to learn about people, objects, and their surroundings.
Erikson for his theory of psychosocial development, who believed that personality develops in a series of stages. However, each author has their own view regarding the educational implication of the various processes, as well as, the role of various environmental components. The following articles (Horn 2009), will attempt to support and the educational implications of each theory. The articles highlight the major theories, research and opinions of Piaget, Vygotsky, and Erik Erikson’ on how children develop and learn. The first article by (Webb 1980) talks about Piaget belief that within each person there is an internal self-regulation mechanism that responds to environmental stimulation by constantly fitting new experiences into existing cognitive structures called schemas developmental stages in teaching.
Piaget had a clear impact on developmental psychology. He believed that progressive changes in cognitive structures in stages of development was how children progress. Piaget believed that the creation of new schemas or the alteration of existing schema’s to cope with information developed through the stages of development he arrived at. In the article the students were in Primary 6 or 7 making the students about the ages of 10 or 11. These students according to Piaget’s theory were at the concrete operational stage where they were in the process of becoming more logical, objective and deductive.
Vygotsky defined the Zone of Proximal Development (ZPD) as the distance between the most difficult task a child can do alone and the most difficult task a child can do with help. He believed that a child on the edge of learning a new concept can benefit from the interaction with a teacher or a classmate. Vygotsky referred to the assistance a teacher or peer offers a child as scaffolding {(to use language and social interaction to guide children’s thinking.) For example, when scaffolding, adults offer direct solutions to problems, indirectly guide them with hints or questions, or allow them to think completely independently, depending on what they need to learn.} In the same way, adults and peers can help a child “reach” a new concept or skill by giving
Both theorists said that a child’s cognitive development took places in stages but the way in which these theorists described the way children go through these stages was completely different. Piaget was the first theorist to say that children go through stages. He believed that there are four stages of cognitive development, these stages are: sensorimotor, preoperational, concrete operational and formal operational (Malim and Birch, 2005, p.462). During the first stage, sensorimotor, which Piaget believed happened when the child was between the ages of birth and two years, this is when the child only accepts things that are given to them. They learn about objects and develop their motor skills, they also learn about what happens when they do certain things, for example, if a child is lying in a cot with a mobile over their head they will learn that if they hit the mobile it will move so they will do it again and again.