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| A set of relevant assumptions systematically related to each other, together with empirical definitions. |
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| on beliefs about a phenomenon |
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| A developmental theory is concerned with the nature and regulation of human structural, functional, and behavioral change over time. |
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| Interactionist Perspective |
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| allows for the influence of both nature and nurture |
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| Historical roots of dev theories |
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For hundreds of years children were viewed as miniature adults whose sole purpose was to become big adults as quickly as possible.
• 16th century- children were seen as needing special training because they were born in sin
• 17th Century- ideas for educating children became more prominent |
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| development of the mind. 3 stages of mental development: appetites, spirit, and soul. Innate idea could be developed further by playful training. |
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| 3 age levels of human development with 7 year break points. 7/14/21 |
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| Calvin and Aquinas (17th and 18th Cent) |
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• Ideas of original sin. Children’s early experiences were vital for curbing behaviors related to their initially sinful natures.
• Children must be led away from their innately sinful nature. Avoid spoiling the child by sparing the rod.
• Harsh discipline would protect children from inherent evil. |
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‘romanticism’ children were born innately good and should be kept uncorrupted.
• Give children the freedom to develop in their own natural ways.
activities |
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Children's natural inclinations for play should be channeled into developmental progress.
Children’s houses for ‘raw and unkept’ children.
• Allowed children’s free expression within a highly ordered environment.
• Very utopian |
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promoted child dev. as a field of study in the US with emphasis on adolescence as a dev stage.
• Identified adolescence as a particular developmental period characterized as a time of ‘storm and stress’.
• Saw development as a replication of the stages of evolution.
• Motor habits and past persist in the present. |
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dev. resulted from the interaction of the child with the envr (school)
• The native structures and functions, social influences, and direct action on the environment are all essential for optimum child development. |
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‘law of effect’ – behavior changes based on contingent consequences.
• Considered the founder of educational psychology. |
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human development as a product of environmental experiences (nurture) and posited that developmental change was really a result of a cumulative learning experiences promoted by external reinforcement.
Cumulative effects of learning account for stable bx change
Not a full theory because assumptions were missing.
Not interested in internal structures and functions related to dev. change |
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• Humans learn in the same way as animals.
Reinforcements provided by the environment shape in existing behaviors and result in learning.
• He saw ALL development as the result of additive learning experiences.
• Present day use: behavioral interventions for specific verbal/reading and math skills. Also children with autism. |
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initial work based on behavioral constructs but matured to include internal and dev. aspects.
Social Cognitive Theory |
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| saw development as a result of a cumulative interaction history and did not see it as related necessarily to an individual’s age level. Their work led to ABA- Applied Behavior Analysis. |
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| Empiricist, rationalist, Sociohistorical |
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knowledge is acquired by a process in which the sensory organs first detect stimuli in the external world and the mind then detects the customary patterns or conjunctions in these stimuli
• Concerned with observing processes of stimuli discrimination, encoding, association and transfer. |
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| knowledge is acquired by a process in which the human mind imposes order on the data that the senses provide; the mind does not merely detect order in these data, these are foundational concepts with which children come equipped at birth. |
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| knowledge has its primary origin in the social and material history of the culture of which the subject is a part and in the tools, concepts, and symbol systems that the culture has developed for interacting with its environment. |
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have a perspective that emphasizes directional progress toward higher levels.
Most prominent development theories
Ones that try to identify specific universal sources of developmental change from which direct predictions can be made. ‘modern’
Emphasizes progress and reason, universals, family, maternal love as primary and children in need of guidance. |
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| Which theories are linear? |
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| Empiricist and Rationalist |
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emphasize the examination of dev. that results from the interaction of many levels of factors.
Post modern’ theories that focus more on system change, cultural consciousness, diversity of family structures, and an emphasis on child competence rather than incompetence. |
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| Which theories are nonlinear? |
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| sociohistorical, ecological, bioecological, or contextual |
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explain development and use methods similar to how scientific problems have been studied in other fields.
• Individuals are composed of discrete pieces that can be understood through the same laws of science that apply to mechanical objects. I
• Identifying all the discrete pieces will enable understanding of the whole. |
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- holistic, with a growth perspective drawn from logical and botanical models.
• Focus on qualitative changes in structures and the resulting functional changes.
• Observe continuities and discontinuitites.
• Prediction is less clear but still linear because there is still a point to which development is aimed.
• Active learning- knowledge is created by the human mind, learning takes place when cognitive structures are applied to experiences. (freud, erikson, piaget) |
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- focus on environmental influences that may differentiate developmental patterns, emphasize culturally diverse rather than universal patterns of development.
• Because development is studied from within the culture explanations are considered ‘situated’
• Development is seen as open ended, with no rigid direction, pattern or limit
• Knowledge is a creation of a social group and learning is a process of being initiated into the group, thus development is a process of social initiation.
• Soviet, lifespan, and ecological theories |
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generated from neuroscience and physics.
• Draws on recent brain research- ie functions of brain development and are related to perceptual, cognitive and socio-emotional development.
• Considered proto-theory
• Has characteristics of complexity, plasticity, self organization, recursive nested features at all levels, and a probabilistic rather than a predictive perspective.
• Human beings have the ability to self organize into purposeful behaviors; a small input in a system may yield desperate results, can explain developmental change. |
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