Child Development Theories Essay

While theorists will vary ideas and perspectives, understanding on child and adolescent development will help teachers and parents in helping children reach all their full developing and learning potential. Having knowledge about the introduction of a child and adolescent delivers clues understand behavior and what is “normal, ” or typical, in growth and development in the early months and numerous years of life.

3 developmental ideas are divided to understand the concepts, points of similarity and difference, as well as the interaction of cognitive, physical, and mental development of children. The three theorist perspectives reviewed in this composition include Erikson, Kohlberg, and Piaget. Erikson’s Psychosocial Stage Theory Erikson’s view Erikson’s theory is usually from a psychoanalytic point of view, which thinks that expansion forms by uncontrollable forces that drive human tendencies.

He extends on Freud’s theory of psychosexual stages, but Erikson focuses on cultural changes instead of sexual (Heffner, 2004). Erikson’s theory of psychosocial development breaks down in eight periods throughout the individual lifespan, and believes “personality is motivated by society and evolves though a number of crisis” (Papalia, D. & Olds, T. & Feldman, R., 2006). Each of Erikson’s levels are referred to as a crisis in personality demanding a positive and negative trait.

When the end result of each stage (or crisis) is successful, a virtue (or strength) evolves. The 8 stages contain: Basic trust vs . mistrust (birth to 12-18 months); baby evolves sense of whether the world is a great and safe; the virtue can be hope Autonomy vs . disgrace (12-18 months- 3 years); child evolves balance of independence and self-efficiency over shame and doubt with virtue of will Initiative vs . sense of guilt (3-6 years), child grows initiative devoid of guilt together with the virtue staying purpose Market vs . inferiority (6 years to puberty), child must learn abilities of traditions or deal with feelings of incompetence; the virtue is definitely skill Identity vs . personality confusion (puberty to adulthood), adolescent must determine perception of home, or misunderstandings about tasks may be experienced; the advantage is fidelity Intimacy or isolation (young adulthood), person seeks to make commitments to others and when defeated, isolation and self-absorption can result; the virtue is take pleasure in Generativity versus stagnation (middle adulthood), adults are concerned leading the next generation or feels personal impoverishment; the virtue is usually care Ethics vs . hopelessness (late adulthood), acceptance of own life and loss of life, or despairs over lack of ability to re-experience life; the virtue can be wisdom (Papalia, et ‘s., 2006, table2-2) Kohlberg’s Meaning Understanding Level Theory Kohlberg’s view Kohlberg builds off from Piaget’s ethical reasoning theory, but Piaget’s viewed the ideas of advancement children as fairness through interaction of peers; although, Kohlberg believed “all interpersonal relationships present opportunities intended for social role-taking—taking the perspective of others—and as a result stimulate meaningful development” (Papalia, et approach., 2006).

Kohlberg’s focus was obviously a child’s advancement right, wrong, and rights; he states that kid developments improvement consecutively, and are based on spirituality and God through stages of “thought processing, suggesting qualitatively diverse modes of thinking associated with problem solving” (Cory, 2006). Kohlberg points out moral thinking in three levels and divides every into two stages. The first level, from ages 4 to 10, Kohlberg calls preconventional morality. Stage one of thinking in preconventional morality level is a child’s orientation toward punishment and obedience. In this stage, children obey guidelines to avoid punishment.

In level two, a key component purpose exchange, children “conform to guidelines out of self-interest and consideration so that others can do to get them” (Papalia, et ‘s., 2006). Regular morality is the second level, reached following age 15. Maintaining common relations and getting approval of others, wanting to you should and help others happens for stage three.

In level four, someone begins social concern and having a mind, and learning the principles of authority. In level 3, post-conventional values, development is in early teenage years, young adulthood—or never. Level five of level 3 describes a person producing, or understanding morality of contract, individual rights, and democratically acknowledging the law. In this stage, people are aware of rules and believe rational determining between human being need and the law. Values of widespread ethical rules is the concept of stage six.

Piaget’s Intellectual Development Level Theory Piaget’s view Jean Piaget’s theory focused on intellectual development because mental operations mature based upon “simple sensory and electric motor activity to logical, fuzy thought” (Papalia, et approach., 2006). Piaget’s view was that growth occurs as a child grows and treats his or her surroundings; he looks on the human head as a focus and basic for every thing around it (Heffner, 2004). Cognitive creation occurs in three related processes, according to Piaget.

The related processes happen to be organization, version, and equilibration. Piaget’s levels of intellectual development happen to be broken down and explained within a web page produced by David Atherton: Concrete operational (7-11 years) Can think rationally about things and occasions; Achieves preservation of number (age 6), mass (age 7), and weight (age 9). Classifies objects relating to several features and can buy them in series along a single sizing such as size.

Formal detailed (11 years and up) Can think logically regarding abstract selections and test out hypotheses methodically; becomes focused on the theoretical, the future, and ideological problems. (Atherton, 2009) Similarities, distinctions, & crucial concepts The major points of likeness, or contract, in every viewpoint happen to be; development arises in phases in all three perspectives, and all theorists consider development starts from birth. One of the dissimilarities is every single theorist’s fascination. Erikson’s interest was in just how children interact socially and how this affects their very own sense of self.

His concept was that if a level of crisis had been unsuccessful, the result would be a great inability to get at the next stage; which in turn contributes to an unhealthy personality and feeling of home. Kohlberg’s interest was just how children get a sense of right and wrong, using a theory that originates from figure of God. Piaget’s pursuits were intellect and the capacity to see relationships mature, using a concept primarily based off sensory and motor unit activity.

An improvement between Kohlberg and Piaget’s theory is the fact Kohlberg’s theory may not apply equally to genders and cultures; although, Piaget’s theory is considered to be a fixed buy in all kids and ethnicities, with age ranges of each stage varying by child to child. The value of understanding normal child and teenagers development Conclusion Indeed, while theorists will vary ideas and perspectives, parents and instructor who have a few knowledge have got a better possibility in helping children reach their full developmental and learning potential, and they will be more aware when development and development are in the normal range. References Cory, R. (2006, August 13).

Kohlberg’s Levels of Moral Creation. Retrieved Summer 29, 2009, From Aggelia Internet Submitting: http://www.aggelia.com/htdocs/kohlberg.shtml Heffner, C. D. (2004, Mar 21). Erikson’s Stages of Psychosocial Advancement.

Retrieved June 29, 2009, from Every Psych On the net: The Electronic Psychology Class: http://allpsych.com/psychology101/social_development.html NY, NY: McGraw-Hill.