Transcript A Child’s World: How We Discover It

Copyright © The McGraw-Hill Companies, Inc.Permission required for reproduction or display
A Child’s World:
How We Discover It
Chapter 2
Copyright © The McGraw-Hill Companies, Inc.Permission required for reproduction or display
Guideposts for Study

1. What are four theoretical
perspectives on child development,
and what are some theories
representative of each?
Copyright © The McGraw-Hill Companies, Inc.Permission required for reproduction or display
Perspective 1: Psychoanalytic

1. Freud: Psychosexual development in five
stages (o-a-p-l-g)
 Oral Stage (Birth to 18 months)
 Anal Stage (18 months to 3 years)
 Phallic Stage (3 to 6 years)
 Latent Stage (6 years to puberty)
 Genital Stage (Puberty on)
Copyright © The McGraw-Hill Companies, Inc.Permission required for reproduction or display
Freud continued…


Fixation occurs when children receive too
little or too much gratification in any of
these stages
Three parts to personality: id, ego, and
superego
Id: Pleasure Principle--demands immediate
satisfaction
 Ego: Reality Principle--can delay gratification
 Superego: development of conscience

Copyright © The McGraw-Hill Companies, Inc.Permission required for reproduction or display
The Id
Totally
unconscious: has no
contact with reality
 Consists of
instincts: our
reservoir of psychic
energy
 Has no morality

Copyright © The McGraw-Hill Companies, Inc.Permission required for reproduction or display
The Ego
 Deals
with the demands of
reality
 Called the “executive branch”
of personality: uses reasoning to
make decisions
Copyright © The McGraw-Hill Companies, Inc.Permission required for reproduction or display
The Superego
 The
moral branch
of personality
 Takes into
account whether
something is
right or wrong
 Our “conscience”
Copyright © The McGraw-Hill Companies, Inc.Permission required for reproduction or display
Perspective 1:Psychoanalytic

2. Erikson: psychosocial development in
eight stages across the life span



Each stage consists of a unique
developmental task that confronts individuals
with a crisis that must be faced.
Crises are not catastrophes but rather turning
points of increased vulnerability and
enhanced potential.
Theory has held up better than Freud’s
Copyright © The McGraw-Hill Companies, Inc.Permission required for reproduction or display
Stages of Psychosocial
Development
Trust vs. Mistrust (Birth to 1 year)
 Autonomy vs. Shame and Doubt (1 to 3)
 Initiative vs. Guilt (3 to 6)
 Industry vs. Inferiority (6-12)
 Identity vs. Identity Confusion (12 to 18)
 Intimacy vs. Isolation (18 to 30)
 Generativity vs. Stagnation (30-old age)
 Integrity vs. Despair (old age)

Copyright © The McGraw-Hill Companies, Inc.Permission required for reproduction or display
Checkpoint

Tell two ways in which Erikson’s
theory differs from Freud’s?
Copyright © The McGraw-Hill Companies, Inc.Permission required for reproduction or display
Perspective 2: Learning

Social Learning (Social-Cognitive) Theory



Albert Bandura
People learn from imitating others: modeling
or observational learning
Imitation is involved in learning language,
dealing with aggression, developing a moral
sense, and learning gender-appropriate
behaviors
Copyright © The McGraw-Hill Companies, Inc.Permission required for reproduction or display
Perspective 3: Cognitive

1. Piaget’s Cognitive-Stage Theory combined observation with flexible
questioning


Organization: Integration of knowledge into
systems.
Schemes: Organized patterns of behavior
used in different situations.
 Organization of information into
schemes
Copyright © The McGraw-Hill Companies, Inc.Permission required for reproduction or display
Piaget continued …

Adaptation of information by:



Assimilation: Incorporating new
information into an existing cognitive
structure.
Accommodation: Changes in a
structure to include new information.
Equilibration is a balance between
assimilation and accommodation
Copyright © The McGraw-Hill Companies, Inc.Permission required for reproduction or display
Perspective 3: Cognitive

2. Information-Processing Approach
 Compares the brain to a computer
 People are active thinkers about their
world
 Psychologists can use informationprocessing models to test, diagnose, and
treat learning problems
Copyright © The McGraw-Hill Companies, Inc.Permission required for reproduction or display
Perspective 4: Contextual

Lev Vygotsky’s Sociocultural Theory



Vygotsky saw cognitive growth as a
collaborative process; children learn
through social interaction.
Zone of proximal development (ZPD):
The difference between what a child can
do alone and with help.
Scaffolding: Temporary support to help
a child master a task.
Copyright © The McGraw-Hill Companies, Inc.Permission required for reproduction or display
Checkpoint

Tell how Vygotsky’s theory applies to
educational teaching and testing?
Copyright © The McGraw-Hill Companies, Inc.Permission required for reproduction or display
Key Terms






Review Table 2-2
(page 26)
Psychoanalytic
Theory
Freud
Erikson
Social Learning
Theory
Bandura





Cognitive Theory
Piaget
Information
Processing Approach
Contextual Theory
Vygotsky