Child Development Theories Essay

While theorists have different ideas and perspectives, insight on child and adolescent development can assist teachers and p arnts in helping children hand their full phase of the moon developmental and learning potential. Having knowledge about the development of a child and adolescent provides clues in discernment behavior and what is normal, or typical, in appendage and development in the early months and years of life.Three developmental theories are broken down to understand the concepts, points of similarity and difference, and the interaction of cognitive, physical, and emotional development of a child. The deuce-ace theorist perspectives analyzed in this essay include Erikson, Kohlberg, and Piaget.Eriksons Psychosocial point TheoryEriksons viewEriksons theory is from a psychoanalytical perspective, which believes that development forms by uncontrollable forces that drive human behavior. He expands on Freuds theory of psycho informal stops, but Erikson focuses on social changes instead of sexual (Heffner, 2004). Eriksons theory of psychosocial development breaks down in eight delivers by dint ofout the human lifespan, and believes individual(prenominal)ity is influenced by society and develops though a series of crisis (Papalia, D. & Olds, S. & Feldman, R., 2006). each(prenominal) of Eriksons stages are described as a crisis in personality requiring a positive and negative trait. When the outcome of each stage (or crisis) issuccessful, a truth (or strength) develops. The eight stages includeBasic trust vs. mistrust (birth to 12-18 months) baby develops sense of whether the world is a good and safe the equity is hopeAutonomy vs. attaint (12-18 months- 3 years) child develops balance of independence and self-efficiency over shame and doubt with virtue of willInitiative vs. guilt (3-6 years), child develops initiative without guilt with the virtue being purposeIndustry vs. inferiority (6 years to puberty),child must learn skills of culture or face feelings of incompetence the virtue is skillIdentity vs. individuality confusion (puberty to adulthood), adolescent must determine sense of self, or confusion about roles may be experienced the virtue is fidelityIntimacy vs. closing off (young adulthood), person seeks to make commitments to others and when unsuccessful, isolation and self-absorption may result the virtue is loveGenerativity vs. stagnation (middle adulthood), adults are concerned guiding the next generation or feels personal impoverishment the virtue is careIntegrity vs. despair (late adulthood), acceptance of own life and death, or despairs over inability to relive life the virtue is learning(Papalia, et al., 2006, table2-2)Kohlbergs Moral Understanding Stage TheoryKohlbergs viewKohlberg builds off of Piagets moral reasoning theory, but Piagetsviewed the concepts of development of children as fairness through interaction of peers whereas, Kohlberg pattern all social transactionhips offer opportunities for social role- victorioustaking the perspective of othersand thus 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 based on spirituality and God through stages of thought processing, implying qualitatively different modes of thinking and of problem solving (Cory, 2006). Kohlberg explains moral reasoning in three levels and divides each into two stages. The first level, from ages 4 to 10, Kohlberg calls preconventional morality. Stage one of reasoning in preconventional morality level is a childs orientation toward punishment and obedience. In this stage, children obey rules to avoid punishment. In stage two, instrumental purpose exchange, children conform to rules out of self-interest and consideration for what others can do for them (Papalia, et al., 2006).Conventional morality is the second level, reached after age 10. Maintaining mutual relatio ns and getting approval of others, wanting to please and help others happens at stage three. In stage four, an individual 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 of level three describes a person developing, or understanding morality of contract, individual rights, and democratically accepting the law. In this stage, people are aware of principles and think rational deciding between human need and the law. theology of universal ethical principles is the concept of stage six.Piagets Cognitive Development Stage TheoryPiagets viewJean Piagets theory center on cognitive development as mental operations mature based on simple sensory and beat back 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 central point and base for everything around it (Heffner, 2004). Cognitive development occurs in three interrelated 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 deliberately e.g. pulls a string to set mobile in motion or shakes a rattle to make a noise Achieves object permanence realizes that things detain to exist even when no longer present to the sensePre-operational(2-7 years) Learns to use language and to represent objects by images and words. Thinking is still egocentric has difficulty taking the viewpoint of others. Classifies objects by a single feature e.g. groups together all the red blocks regardless of shape or all the square blocks regardless of color. cover operation al(7-11 years) Can think logically about objects and events Achieves conservation of number (age 6), mass (age 7), and weight (age 9) .Classifies objects according to several features and can order them in series along a single dimension such as size.Formal operational(11 years and up) Can think logically about abstract propositions and attempt hypotheses systematically 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 concept 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 perso nality 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 not 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 development destructionIndeed, while theorists have different ideas and perspectives, parents and teacher who have some knowledge have a better chance 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, August 13). Kohlbergs Stages of Moral Development. Retrieved June 29, 2009,From Aggelia meshwork 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 Virtual Psychology Classroomhttp//allpsych.com/psychology101/social_development.htmlPapalia, D. & Olds, S. & Feldman, R. (2006). A Childs World Infancy ThroughAdolescense .NY, NY McGraw-Hill.