Child Development Theories Essay

While idealogues have polar ideas and perspectives, insight on peasant and immature increment groundwork assist teachers and p bents in helping children reach their bountiful ontogenyal and learning potential. Having knowledge about the discipline of a child and adolescent provides clues in brain behavior and what is normal, or typical, in yield and information in the primeval months and years of disembodied spirit.Three growthal theories are broken down to understand the conceptions, points of parity and difference, and the fundamental interaction of cognitive, physical, and emotional development of a child. The three theorist perspectives analyzed in this essay include Erikson, Kohlberg, and Piaget.Eriksons Psycho well-disposed point TheoryEriksons deliberateEriksons possibility is from a psychoanalytic perspective, which considers that development forms by uncontrollable forces that drive humankind behavior. He expands on Freuds surmisal of psychosexual tier s, but Erikson focuses on social changes instead of sexual (Heffner, 2004). Eriksons possibleness of psychosocial development breaks down in cardinal stages throughout the human lifespan, and believes disposition is influenced by society and develops though a serial of crisis (Papalia, D. & Olds, S. & Feldman, R., 2006). Each of Eriksons stages are draw as a crisis in mortalality requiring a positive and negative trait. When the sequel of each stage (or crisis) issuccessful, a uprightness (or strength) develops. The eight stages includeBasic consider vs. mistrust (birth to 12-18 months) baby develops mind of whether the humanness is a good and safe the law is hopeAutonomy vs. shame (12-18 months- 3 years) child develops balance of independence and self-efficiency over shame and doubt with virtue of leaveInitiative vs. guilt (3-6 years), child develops possible action without guilt with the virtue being characterIndustry vs. inferiority (6 years to puberty),child es sential learn skills of culture or formulation feelings of incompetence the virtue is skill identicalness vs. identity wonder (puberty to adulthood), adolescent essential determine sense of self, or confusion about roles whitethorn be experient the virtue is fidelityIntimacy vs. closing off ( vernal adulthood), person seeks to make commitments to others and when unsuccessful, isolation and self-absorption may result the virtue is loveGenerativity vs. stagnancy (middle adulthood), adults are disquieted guiding the neighboring generation or feels personal meagreness the virtue is careIntegrity vs. desperation (late adulthood), acceptance of own life and death, or despairs over in efficiency to relive life the virtue is wisdom(Papalia, et al., 2006, table2-2)Kohlbergs incorrupt Understanding Stage TheoryKohlbergs viewKohlberg builds off of Piagets honorable reason guess, but Piagetsviewed the concepts of development of children as fairness through interaction of peers where as, Kohlberg judgment all social relationships bring home the bacon opportunities for social role-takingtaking the perspective of othersand gum olibanum stimulate moral development (Papalia, et al., 2006). Kohlbergs focus was a childs development of right, wrong, and justice he argues that child developments progress consecutively, and are nucleotide on spirituality and God through stages of thought processing, implying qualitatively variant modes of viewing and of riddle solving (Cory, 2006). Kohlberg explains moral reasoning in three takes and divides each into two stages. The inaugural level, from ages 4 to 10, Kohlberg calls preconventional morality. Stage one of reasoning in preconventional morality level is a childs orientation toward penalty and obedience. In this stage, children obey rules to avoid punishment. In stage two, instrumental purpose exchange, children accommodate to rules out of self-interest and consideration for what others can do for them (Papalia, et al., 2006).Conventional morality is the chip level, reached after age 10. Maintaining mutual relations and getting approval of others, wanting to divert and help others happens at stage three. In stage four, an psyche begins social concern and having a conscience, and understanding the principles of authority. In level three, post-conventional morality, development is in early adolescence, young adulthoodor never. Stage five dollar bill of level three describes a person developing, or understanding morality of contract, individual rights, and democratically accepting the law. In this stage, quite a little are aware of principles and think acute deciding between human penury and the law. Morality of universal ethical principles is the concept of stage six.Piagets Cognitive outgrowth Stage TheoryPiagets viewJean Piagets guess concentrate on cognitive development as mental operations mature establish on simple sensory and go activity to logical, abstract thought (Papalia , et al., 2006). Piagets view was that growth occurs as a child matures and interacts with his or her surroundings helooks at the human mind as a focal point and base for everything around it (Heffner, 2004). Cognitive development occurs in three relate processes, according to Piaget. The interrelated processes are organization, adaptation, and equilibration. Piagets stages of cognitive development are broken down and explained in a web page created by James AthertonSensori-motor(0-2 yrs) Differentiates self from objects and recognizes self as agent of action and begins to act by design e.g. pulls a string to set smooth in motion or shakes a rattle to make a mental dis localise Achieves object permanence realizes that things continue to live even when no longer relegate to the sensePre- working(a)(2-7 years) Learns to use language and to rede objects by images and words. Thinking is still egoistical has difficulty taking the point of view of others. Classifies objects by a single feature e.g. groups together all the red blocks regardless of frame of reference or all the square blocks regardless of color.Concrete operational(7-11 years) Can think logically about objects and events Achieves conservation of pattern (age 6), mass (age 7), and weight (age 9) .Classifies objects according to several(prenominal) features and can order them in series along a single ratio such as size.Formal operational(11 years and up) Can think logically about abstract propositions and test hypotheses consistently becomes concerned with the hypothetical, the future, and ideological problems. (Atherton, 2009)Similarities, differences, & key conceptsThe major points of similarity, or agreement, in each viewpoint are development occurs in stages in all three perspectives, and all theorists believe development begins from birth. One of the differences is each theorists interest. Eriksons interest was in how children socialize and how this affects their sense of self. His c oncept was that if a stage ofcrisis were unsuccessful, the result would be an inability to get to the next stage which in turn contributes to an unhealthy personality and sense of self.Kohlbergs interest was how children get a sense of right and wrong, with a theory that originates from character of God. Piagets interests were intellect and the ability to see relationships mature, with a concept based off sensory and motor activity. A difference between Kohlberg and Piagets theory is that Kohlbergs theory may non apply equally to genders and cultures whereas, Piagets theory is believed to be a fixed order in all children and cultures, with ages of each stage varying from child to child.The importance of understanding normal child and adolescent developmentConclusionIndeed, while theorists have different ideas and perspectives, parents and teacher who have some knowledge have a better befall in helping children reach their full developmental and learning potential, and they will be more aware when development and growth are in the normal range.ReferencesCory, R. (2006, solemn 13). Kohlbergs Stages of Moral Development. Retrieved June 29, 2009,From Aggelia Internet publishing http//www.aggelia.com/htdocs/kohlberg.shtmlHeffner, C. L. (2004, March 21). Eriksons Stages of Psychosocial Development. RetrievedJune 29, 2009,from All Psych Online The realistic Psychology Classroomhttp//allpsych.com/psychology101/social_development.htmlPapalia, D. & Olds, S. & Feldman, R. (2006). A infants World Infancy byAdolescense .NY, NY McGraw-Hill.