Online Research Activity Sheet – Learning Plan 2



Development Theory Comparison Chart

Directions: Use this chart to compile information as you complete your readings and research on Child Development Theory. You may type directly into this box and the boxes will expand as you type.

|Theory |Name of Theorist(s) |Key Points of Theory |

| |Maria Montessori |Developed an intriguing theory and many practical strategies that influenced early care and education |

|Maturational Theory | |She believed that children pass through a number of sensitive periods to adulthood |

| | |Concept of unity of the mental and physical |

| | |During the first 3 years of life children have absorbent minds |

| | |Stages in growth and development: |

| | |Birth to age 3: children unconsciously absorb information from the world around them |

| | |Age 3 to 6: Slowly children bring the knowledge of the unconscious to a conscious level |

| | |Age 6 to 9: Children build the academic and artistic skills necessary for a successful life |

| | |Age 9 to 12: A knowledge of the universe gradually opens up to the child |

| | |Age 12 to 18: Children explore areas of special interest in more depth |

| |Erik Erikson |Humans pass through a series of 8 stages from birth to old age |

|Psychoanalytic and Psychosocial Theory |(Psychosocial Theory) |Psychosocial crisis: major issue in the stages of life that must be addressed |

| | |First 4 stages of psychosocial: (most important that refer to the early stages of life): |

| | |Stage 1 – Trust vs. Mistrust: during the first year of life, children deal with trustworthiness of their primary caregivers. |

| | |Since an infant is so dependent on their caregivers the development of trust is based on the dependability and quality of the child’s|

| | |caregivers |

| | |If a child successfully develops trust, they will feel safe and secure in the world around them. Failure to develop trust, will end |

| | |in fear and belief that the world is inconsistent and unpredictable |

| | |Stage 2 – Autonomy vs. Shame and Doubt: from ages 1 to 3 approximately, children make initial attempts at doing some things for |

| | |themselves. |

| | |Child is gaining a sense of independence or personal control by making choices for themselves |

| | |Successfully completing this stage, the child will feel secure and confident. Those who do not are left with a sense of inadequacy |

| | |and self-doubt. |

| | |Initiative vs. Guilt: Preschool to kindergarten years children are developing a sense of initiative by making plans, setting goals, |

| | |and working hard to accomplish tasks |

|Psychoanalytic and Psychosocial Theory | |Children who are successful at this stage feel capable and able to be a leader. Those who fail to gain these skills are left with a |

| | |sense of guilt, self-doubt and lack of initiative |

| | |Industry vs. Inferiority: The elementary school years (6-12 years) |

| | |Child develops a sense of industry through learning the skills necessary to be successful in the world around them. |

| | |Through social interactions, children develop a sense of pride in what they do |

| | |Children begin to compare themselves to others and find out what their strengths and weaknesses are |

| | |Children who are encouraged by adults feel of sense of competence and belief in their skills. |

| | |Those who receive little or no encouragement for adults will doubt their abilities to be successful. |

| | |Emphasis on the health personality |

| | |Epigenetic principle: proposed that growth in personality, clearly defines a plan that is primarily determined by genetics |

| | | |

| | |Created a complex theory referred to as psychoanalysis |

| | |He believe personality was strongly influenced by the ways in which children learned to expend what he called sexual energy from one |

| | |stage to the next. |

| | |5 major stages: |

| | |Oral Stage (0-1): the mouth is the location for satisfying or frustrating experiences |

| | |Anal Stage (1-3): the child is developing sphincter and bladder control, toilet training stage. |

| | |Phallic Stage (3-5): the child’s genitals become important objects of pleasure |

| | |Latency Stage (5-11): the genitals remain the focus of sexual energy but children want to contain their wants. They work and play |

| | |with others of the same sex mostly to help contain the wants. |

| | |Genital Stage (11+): at puberty the child enters the last stage. Focus of sexual energy remains on the genitals and the means of |

| |Sigmund Freud (Psychoanalytic |satisfaction now becomes sexual orgasm. Become very interested in members of the opposite sex. |

| |Theory) | |

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| |Lev Vygotsky |Children are products of their own culture |

|Cognitive- Developmental Theory | |Verbal thought: language and thought overlap |

| | |Concept of zone of proximal development: developmental area between the child’s independent performance of a task and those tasks |

| | |they can perform with a more skilled peer or adult’s help |

|Cognitive- Developmental Theory | |Important to build on a child’s social and cultural experiences |

| | |Relationships with peers and adults are important in development so we need to work hard to create strong adult-child and peer |

| | |relations |

| | |Child language development: needs to be understood and supported |

| | |Project learning: small groups of peers work together to attain a common goal |

| | |Scaffolding: refers to a teaching style that matches the amount of assistance to the learner’s needs |

| | |Private speech: children talking to themselves during playtime. Vygotsky viewed private speech as an intermediate step towards |

| | |self-regulation of cognitive skills. Once a child gains a greater skill over their behavior, their private speech becomes inner |

| | |speech |

| | |Guided participation: cognitive growth results from children’s involvement in structured activities with others who are more skilled |

| | |than they are. |

| | | |

| | |Constructivist learning: individuals actively construct knowledge on an ongoing basis. |

| | |Assimilation: occurs when new experiences are readily incorporated into a child’s existing theories. |

| | |Accommodation: occurs when a child’s theories are modified based on experience |

| |Jean Piaget |Equilibration: when disequilibrium occurs, children reorganize their theories to return to a state of equilibrium. |

| | |Stages of Cognitive Development: |

| | |Sensorimotor stage (birth – 2): children learn about the world through sensory and motor interactions. Infants use mental |

| | |representations. |

| | |Preoperational stage (2-7): children begin to use symbols such as words and numbers to represent things in their world but relates to|

| | |the world only through his or her own perspective. |

| | |Concrete Stage (7-12): child becomes more logical and systematically when dealing with concrete objects. Child understands |

| | |conversation. |

| | |Formal Operations (12-adulthood): abstract and logical thinking necessary for scientific investigation are possible. |

| | |His theory also suggests that understanding how children gain knowledge about their world is essential to planning for future |

| | |learning. |

| | | |

| | |Theory of multiple intelligences: 8 distinct types of intelligences not just one |

| | |Eight identified intelligences: |

| | |Linguistic intelligence: people who speak or write creatively |

| | |Logical-mathematical intelligence: people who reason effectively and engage in high levels of math and science. |

| | |Spatial intelligence: helps to reform refined mental models of the spatial world around them. |

| | |Musical intelligence: people who are talented in singing or playing an instrument |

| | |Bodily kinesthetic intelligence: people who solve problems or fashion products by using their body or body parts. Example: athletes |

| |Howard Gardner |Interpersonal intelligence: first person, the ability to understand and interact with others at a high level |

| | |Intrapersonal intelligence: second person, the ability to have a deep understanding of self. |

| | |Naturalistic intelligence: most recent one added to the list. Person has special abilities in recognizing differences in the natural|

|Cognitive- Developmental Theory | |world. |

| | | |

| | | |

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| |John Bowlby |Ethological theory |

|Behaviorism and Social Learning Theory | |Attachment: an emotional bond that occurs between two people and is essential to healthy relationships |

| | |Attachment theory: |

| | |Phase I: Preattachment: From birth to about 12 weeks old. Children make little distinction among people in their vicinity. |

| | |Phase II: Attachment-in-the-making: From about 12weeks old to 6 months of age. Children are interested in people around them. They |

| | |do not express concern with strangers. Infants will become more enthusiastic in their responses to their primary caregivers and |

| | |prefer that person who is meeting their basic needs. |

| | |Phase III: Clear-cut Attachment: 6 months to about 2 years old. The young child can tell between people who are their primary |

| | |caregivers and others. The attached person is a secure person while they begin to explore their surroundings more. Bonds are strong|

| | |between the child and primary caregivers. Strangers produce anxiety and concern for the child. |

| | |Phase IV: Goal-correct partnership: 2years of age. Begins to develop relationships with attached persons that are more complex and |

| | |start to recognize the goals and plans of the attached adults. Attachment bond is one sided relationship. Partnerships mature. |

| |Urie Bronfenbrenner |Created the ecological model |

|Bioecological Theory | |Ecological model: describes the many different social systems that contribute to the overall development of a child. |

| | |Four major systems that influence children’s growth: |

| | |Microsystem: includes close relationships within the home, school, neighborhood and church. Earliest and strongest influences in the|

| | |child’s development. |

| | |Mesosystem: includes interactions and relationships among the home, school, neighborhood and church. Family partnerships: provides |

| | |more insights into the benefits of family and community relationships. |

|Bioecological Theory | |Exosystem: includes local government agencies, the family member’s workplace, mass media, and local industry. Influences are less |

| | |direct, but they do still impact the child’s development. |

| | |Macrosystem: includes dominant beliefs and ideologies of the culture. |

| | |Cultural beliefs strongly influence the child’s development. |

| |Abraham Maslow |Often referred to as humanistic theory |

|Essential Needs Theory | |Hierarchy of human needs: needs that must be met in order to become and stay healthy. (figure 2, pg. 9, A multicultural perspective) |

| | |Bottom level: deficiency needs: basic needs and strongly impact each person’s ability to meet higher needs. |

| | |Top 2 levels: growth needs: individual’s attempts at becoming a more satisfied and healthy person. |

| | |Physiological needs: the need for food, clothing, and water – most basic |

| | |Safety and security needs: human beings need to live in a safe and nonthreatening environment. Not having this can cause serious |

| | |physical or emotional health problems. |

| | |Belongingness and affection: need to be part of a group and feel loved. |

| | |Self-respect: every person needs to be valued by others and to have self-esteem. Quality schooling, meeting basic needs helps to |

| | |strengthen the young child’s developing sense of self. |

| | |Self-actualization: Highest point of every person’s development occurs when they engage in self-actualization – a person’s max |

| | |potential |

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