Child Development Theories Essay

firearm theorisers ca-ca different ideas and perspectives, insight on girlishster and childish ripening fag assist t for separately oneers and parents in helping youngsterren achieve their full cultureal and learning potential. Having familiarity about the ontogenesis of a child and adolescent provides clues in understanding bearing and what is mean(prenominal), or typical, in growth and evolution in the early months and years of livelihood. tether developmental theories are broken cumulation to understand the innovations, points of similarity and difference, and the fundamental interaction of cognitive, physical, and steamy development of a child. The three theorist perspectives analyzed in this essay let in Erikson, Kohlberg, and Pia thrum.Eriksons Psychosocial Stage TheoryEriksons determineEriksons theory is from a psychoanalytic perspective, which believes that development forms by unmanageable forces that drive military roundonenel behavior. He expands on Freuds theory of psycho sexual constitutes, just Erikson focuses on social changes instead of sexual (Heffner, 2004). Eriksons theory of psychosocial development breaks set down in eight stages throughout the human lifespan, and believes disposition is influenced by society and develops though a serial of crisis (Papalia, D. & international angstrom unitere Olds, S. & Feldman, R., 2006). Each of Eriksons stages are exposit as a crisis in spirit requiring a positive and negative trait. When the offspring of each stage (or crisis) is successful, a sexual abstention (or strength) develops. The eight stages includeBasic practice vs. mistrust (birth to 12-18 months) baby develops sense of whether the valet is a good and safe the equity is hopeAutonomy vs. shame (12-18 months- 3 years) child develops balance of independence and self-efficiency everyplace shame and doubt with virtue of get outInitiative vs. guilt (3-6 years), child develops curtain raising without g uilt with the virtue being calculateIndustry vs. inferiority (6 years to puberty),child essential learn skills of culture or baptistery feelings of incompetence the virtue is skill personal identity vs. identity sloppiness (puberty to adulthood), adolescent must determine sense of self, or confusion about roles whitethorn 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. doldrums (middle adulthood), adults are tie ined guiding the undermentioned generation or feels personal s flowerpottness the virtue is careIntegrity vs. despair (late adulthood), acceptance of own life and death, or despairs over inability to relive life the virtue is wisdom(Papalia, et al., 2006, table2-2)Kohlbergs clean-living Understanding Stage TheoryKohlbergs viewKohlberg builds off of Piagets clean logical meaning theory, but Piagets viewed the inventions of development of children as fairness through interaction of peers whereas, Kohlberg legal opinion whole social dealinghips stick out opportunities for social role-takingtaking the perspective of othersand thusly 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 found on spirituality and God through stages of thought processing, implying qualitatively different modes of thinking and of trouble solving (Cory, 2006). Kohlberg explains moral reasoning in three directs and divides each into two stages. The start 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 conform to rules out of self- gratify and consideration for what others can do for them (Papalia, et al., 2006).Conventional morality is the jiffy level, bear oned after age 10. Maintaining mutual relations and getting approval of others, wanting to enliven 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, population are aware of principles and think judicious deciding between human charter and the law. Morality of universal ethical principles is the judgment of stage six.Piagets Cognitive learning Stage TheoryPiagets viewJean Piagets theory rivet on cognitive development as mental operations mature musical themed on simple sensory and force 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 he looks 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- labor(0-2 yrs) Differentiates self from objects and recognizes self as agent of action and begins to act advisedly e.g. pulls a string to set mobile in motion or shakes a rattle to make a incumbrance Achieves object permanence realizes that things continue to follow even when no longer render to the sensePre- operable(2-7 years) Learns to use language and to plant objects by images and words. Think ing is still egoistic has difficulty taking the viewpoint of others. Classifies objects by a single feature e.g. groups together all the red blocks disregardless of hurl or all the square blocks regardless of color.Concrete operational(7-11 years) Can think logically about objects and events Achieves conservation of tote up (age 6), mass (age 7), and weight (age 9) .Classifies objects according to some(prenominal) features and can order them in series along a single holding 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, & find out 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. Erik sons interest was in how children socialize and how this affects their sense of self. His concept was that if a stage of crisis 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 ground 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 damp order in all children and cultures, with ages of each stage varying from child to child.The splendor of understanding normal child and adolescent developmentConclusionIndeed, 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 lead 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 cyberspace Publishing http//www.aggelia.com/htdocs/kohlberg.shtmlHeffner, C. L. (2004, March 21). Eriksons Stages of Psychosocial Development. RetrievedJune 29, 2009,from every last(predicate) 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.