{"id":142,"date":"2014-09-18T05:19:14","date_gmt":"2014-09-18T05:19:14","guid":{"rendered":"https:\/\/courses.candelalearning.com\/lifespandevelopment1x1\/?post_type=chapter&p=142"},"modified":"2016-03-16T18:15:01","modified_gmt":"2016-03-16T18:15:01","slug":"lesson-2-introduction-to-developmental-theories","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/suny-fmcc-childhood-psychology\/chapter\/lesson-2-introduction-to-developmental-theories\/","title":{"raw":"Introduction to Developmental Theories","rendered":"Introduction to Developmental Theories"},"content":{"raw":"
\r\n

Learning Objectives<\/h3>\r\nAt the end of this lesson, you will be able to:\r\n
    \r\n\t
  1. Define theory.<\/li>\r\n\t
  2. Describe Freud's theory of psychosexual development.<\/li>\r\n\t
  3. Identify the parts of the self in Freud's model.<\/li>\r\n\t
  4. List five defense mechanisms.<\/li>\r\n\t
  5. Describe five defense mechanisms.<\/li>\r\n\t
  6. Appraise the strengths and weaknesses of Freud's theory.<\/li>\r\n\t
  7. List Erikson's eight stages of psychosocial development.<\/li>\r\n\t
  8. Apply Erikson's stages to examples of people in various stages of the lifespan.<\/li>\r\n\t
  9. Appraise the strengths and weaknesses of Erikson's theory of psychosocial development.<\/li>\r\n\t
  10. Compare\u00a0and contrast Freud and Erikson's theories of human development.<\/li>\r\n\t
  11. Describe\u00a0the principles of classical conditioning.<\/li>\r\n\t
  12. Identify\u00a0unconditioned stimulus, conditioned stimulus, unconditioned response, and conditioned response in \u00a0classical conditioning.<\/li>\r\n\t
  13. Describe\u00a0the principles of operant conditioning.<\/li>\r\n\t
  14. Identify\u00a0positive and negative reinforcement, and primary and secondary reinforcement.<\/li>\r\n\t
  15. Contrast\u00a0reinforcement and punishment.<\/li>\r\n\t
  16. Contrast\u00a0classical and operant conditioning and the kinds of behaviors learned in each.<\/li>\r\n\t
  17. Describe\u00a0social learning theory.<\/li>\r\n\t
  18. Describe\u00a0Piaget's theory of cognitive development.<\/li>\r\n\t
  19. Define\u00a0schema, assimilation, accommodation, and cognitive equilibrium.<\/li>\r\n\t
  20. List\u00a0Piaget's stages of cognitive development.<\/li>\r\n\t
  21. Describe\u00a0Piaget's stages of cognitive development.<\/li>\r\n\t
  22. Critique\u00a0Piaget's theory of cognitive development.<\/li>\r\n\t
  23. Describe\u00a0Vygotsky's sociocultural theory of cognitive development.<\/li>\r\n\t
  24. Explain\u00a0what is meant by the zone of proximal development.<\/li>\r\n\t
  25. Explain\u00a0guided participation.<\/li>\r\n\t
  26. Describe\u00a0scaffolding.<\/li>\r\n\t
  27. Compare\u00a0Piaget and Vygotsky's models of cognitive development.<\/li>\r\n\t
  28. Describe\u00a0Bronfenbrenner\u2019s ecological systems model.<\/li>\r\n<\/ol>\r\n<\/div>\r\n

    What is a theory?<\/h2>\r\nStudents sometimes feel intimidated by theory; even the phrase, \u201cNow we are going to look at some theories...\u201d is met with blank stares and other indications that the audience is now lost.\u00a0But theories are valuable tools for understanding human behavior; if fact they are proposed explanations for the \u201chow\u201d and \u201cwhys\u201d of development.\u00a0Have you ever wondered, \u201cWhy is my 3 year old so inquisitive?\u201d or \u201cWhy are some fifth graders rejected by their classmates?\u201d\u00a0Theories can help explain these and other occurrences.\u00a0Developmental theories\u00a0offer explanations about how we develop, why we change over time and the kinds of influences that impact development.\r\n\r\nA theory guides and helps us interpret research findings as well.\u00a0It provides the researcher with a blueprint or model to be used to help piece together various studies.\u00a0Think of theories are guidelines much like directions that come with an appliance or other object that required assembly.\u00a0The instructions can help one piece together smaller parts more easily than if trial and error are used.\r\n\r\nTheories can be developed using induction in which a number of single cases are observed and after patterns or similarities are noted, the theorist develops ideas based on these examples.\u00a0Established theories are then tested through research; however, not all theories are equally suited to scientific investigation. \u00a0Some theories are difficult to test but are still useful in stimulating debate or providing concepts that have practical application.\u00a0\u00a0Keep in mind that theories are not facts; they are guidelines for investigation and practice, and they gain credibility through research that fails to disprove them.\r\n

    REFERENCES<\/h2>\r\nBandura, A. (1977).\u00a0Social learning theory.\u00a0New York: General Learning Press.\r\n\r\nBandura, A. (1986).\u00a0Social foundations of thought and action;\u00a0A\u00a0social-cognitive theory.\u00a0\u00a0\u00a0Upper Saddle River, NJ: Prentice Hall.\r\n\r\nBandura, A, Ross, D. &. Ross S. (1963).\u00a0Imitation of film-mediated aggressive\u00a0models.\u00a0Journal of Abnormal and social Psychology 66:3-11.\r\n\r\nBronfenbrenner, U. (1979).\u00a0The ecology of human development: Experiments by nature\u00a0\u00a0\u00a0 and design.\u00a0Cambridge, MA: Harvard University Press.\r\n\r\nErikson, E. H. (1950).\u00a0Childhood and society.\u00a0New York: Norton.\r\n\r\nErikson, E. H. (1968).\u00a0Identity, youth, and crisis.\u00a0New York: Norton.\r\n\r\nO'Grady, D. & Metz, J. (1987).\u00a0Resilience in children at high risk for psychological\u00a0disorder.\u00a0Journal of Pediatric Psychology\u00a012(1):3-23.\r\n\r\nPiaget, J. (1929).\u00a0The child's conception of the world.\u00a0NY: Harcourt, Brace\u00a0Jovanovich.","rendered":"
    \n

    Learning Objectives<\/h3>\n

    At the end of this lesson, you will be able to:<\/p>\n

      \n
    1. Define theory.<\/li>\n
    2. Describe Freud’s theory of psychosexual development.<\/li>\n
    3. Identify the parts of the self in Freud’s model.<\/li>\n
    4. List five defense mechanisms.<\/li>\n
    5. Describe five defense mechanisms.<\/li>\n
    6. Appraise the strengths and weaknesses of Freud’s theory.<\/li>\n
    7. List Erikson’s eight stages of psychosocial development.<\/li>\n
    8. Apply Erikson’s stages to examples of people in various stages of the lifespan.<\/li>\n
    9. Appraise the strengths and weaknesses of Erikson’s theory of psychosocial development.<\/li>\n
    10. Compare\u00a0and contrast Freud and Erikson’s theories of human development.<\/li>\n
    11. Describe\u00a0the principles of classical conditioning.<\/li>\n
    12. Identify\u00a0unconditioned stimulus, conditioned stimulus, unconditioned response, and conditioned response in \u00a0classical conditioning.<\/li>\n
    13. Describe\u00a0the principles of operant conditioning.<\/li>\n
    14. Identify\u00a0positive and negative reinforcement, and primary and secondary reinforcement.<\/li>\n
    15. Contrast\u00a0reinforcement and punishment.<\/li>\n
    16. Contrast\u00a0classical and operant conditioning and the kinds of behaviors learned in each.<\/li>\n
    17. Describe\u00a0social learning theory.<\/li>\n
    18. Describe\u00a0Piaget’s theory of cognitive development.<\/li>\n
    19. Define\u00a0schema, assimilation, accommodation, and cognitive equilibrium.<\/li>\n
    20. List\u00a0Piaget’s stages of cognitive development.<\/li>\n
    21. Describe\u00a0Piaget’s stages of cognitive development.<\/li>\n
    22. Critique\u00a0Piaget’s theory of cognitive development.<\/li>\n
    23. Describe\u00a0Vygotsky’s sociocultural theory of cognitive development.<\/li>\n
    24. Explain\u00a0what is meant by the zone of proximal development.<\/li>\n
    25. Explain\u00a0guided participation.<\/li>\n
    26. Describe\u00a0scaffolding.<\/li>\n
    27. Compare\u00a0Piaget and Vygotsky’s models of cognitive development.<\/li>\n
    28. Describe\u00a0Bronfenbrenner\u2019s ecological systems model.<\/li>\n<\/ol>\n<\/div>\n

      What is a theory?<\/h2>\n

      Students sometimes feel intimidated by theory; even the phrase, \u201cNow we are going to look at some theories…\u201d is met with blank stares and other indications that the audience is now lost.\u00a0But theories are valuable tools for understanding human behavior; if fact they are proposed explanations for the \u201chow\u201d and \u201cwhys\u201d of development.\u00a0Have you ever wondered, \u201cWhy is my 3 year old so inquisitive?\u201d or \u201cWhy are some fifth graders rejected by their classmates?\u201d\u00a0Theories can help explain these and other occurrences.\u00a0Developmental theories\u00a0offer explanations about how we develop, why we change over time and the kinds of influences that impact development.<\/p>\n

      A theory guides and helps us interpret research findings as well.\u00a0It provides the researcher with a blueprint or model to be used to help piece together various studies.\u00a0Think of theories are guidelines much like directions that come with an appliance or other object that required assembly.\u00a0The instructions can help one piece together smaller parts more easily than if trial and error are used.<\/p>\n

      Theories can be developed using induction in which a number of single cases are observed and after patterns or similarities are noted, the theorist develops ideas based on these examples.\u00a0Established theories are then tested through research; however, not all theories are equally suited to scientific investigation. \u00a0Some theories are difficult to test but are still useful in stimulating debate or providing concepts that have practical application.\u00a0\u00a0Keep in mind that theories are not facts; they are guidelines for investigation and practice, and they gain credibility through research that fails to disprove them.<\/p>\n

      REFERENCES<\/h2>\n

      Bandura, A. (1977).\u00a0Social learning theory.\u00a0New York: General Learning Press.<\/p>\n

      Bandura, A. (1986).\u00a0Social foundations of thought and action;\u00a0A\u00a0social-cognitive theory.\u00a0\u00a0\u00a0Upper Saddle River, NJ: Prentice Hall.<\/p>\n

      Bandura, A, Ross, D. &. Ross S. (1963).\u00a0Imitation of film-mediated aggressive\u00a0models.\u00a0Journal of Abnormal and social Psychology 66:3-11.<\/p>\n

      Bronfenbrenner, U. (1979).\u00a0The ecology of human development: Experiments by nature\u00a0\u00a0\u00a0 and design.\u00a0Cambridge, MA: Harvard University Press.<\/p>\n

      Erikson, E. H. (1950).\u00a0Childhood and society.\u00a0New York: Norton.<\/p>\n

      Erikson, E. H. (1968).\u00a0Identity, youth, and crisis.\u00a0New York: Norton.<\/p>\n

      O’Grady, D. & Metz, J. (1987).\u00a0Resilience in children at high risk for psychological\u00a0disorder.\u00a0Journal of Pediatric Psychology\u00a012(1):3-23.<\/p>\n

      Piaget, J. (1929).\u00a0The child’s conception of the world.\u00a0NY: Harcourt, Brace\u00a0Jovanovich.<\/p>\n\n\t\t\t

      \n\t\t\t

      Candela Citations<\/h3>\n\t\t\t\t\t
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      CC licensed content, Shared previously<\/div>