ECE 332 Week 1 Assignment (THIS DUE RIGHT NOW)
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maryarterberry_ece332_week1_assignment.docECE332
Assignment: Theory Summary
Directions: Using the concept summary in Chapter 2 of our text, fill in the blanks for each of the developmental theories. Provide examples from your own experience or the textbook in the last column. Next describe your ideal theory of child development, combining the elements that you believe would encapsulate your own beliefs and experiences
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Approach |
Theorist |
Underlying Model |
Theoretical Beliefs/Assumptions |
Key Terms |
Example |
|
Humanistic |
Abraham Maslow |
Organismic/ Contextual |
All individuals are unique and whole, and strive toward the fullest development of their potential. |
Meta- and basic needs, self-actualization, peak experiences |
“Maslow's hierarchy of needs. The openpyramid suggests that self-actualization is anever-ending process, not an easily achievable goal”. Self-Actualization, Aesthetic, Cognitive, Self-Esteem, Belongingness and Love, Safety, Physiological |
|
Behavioristic |
Pavlov, Watson Skinner Bandura |
Mechanistic Mechanistic/ Organismic Contextual/ Organismic |
Child learns through conditioning of reflexive behaviors. Changes in behavior are a function of reinforcement and punishment. Observational learning leads to developmental change; our ability to anticipate the consequences of our behavior is fundamental. |
Reflex, conditioned stimulus and response Reinforcement, punishment, shaping Imitation, self-efficacy, social/cognitive, reciprocal determinism |
Personality Development behavioristic theories emphasize behavior and its consequences. Children’s intellectual development. |
|
Cognitive |
Piaget Information Processing |
Organismic Mechanistic/ Organismic/ contextual |
Child develops cognitive skills through active interaction with the environment. Development is a process of learning to represent, process, store, and retrieve information.
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Stages, assimilation, accommodation, equilibration Memory, perception, thinking, symbolic representation, computer models |
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Biological Ecological Approaches |
Bowlby Vygotsky Bronfenbrenner |
Organismic Organismic/ Contextual Organismic/ Contextual
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Social behaviors have a biological basis understandable in evolutionary terms. Human development is highly dependent on culture and language. Development results from a complex series of interactions and accommodations between a person and the systems in which the person is embedded. |
Attachment bonds, imprinting, sensitive period Culture, language, zone of proximal growth, scaffolding Micro-, meso-, exo-, macro-, and chronosystem |
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Dynamic Systems |
Thelen |
Organismic/ Contextual
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A change in any part of the system (mind, body, environment) leads to disequilibrium, readjustment, and growth |
Integrated systems, interactions, dynamism Stability/instability |
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Psychoanalytic |
Freud Erikson |
Organismic Organismic |
Individual is motivated by instinctual urges that are primarily sexual and aggressive. Child progresses through stages by adapting to the sociocultural environment.
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Id, ego, superego, psychosexual, fixation, regression Competence, developmental tasks, psychosocial
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Your Ideal Theory |
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