1. Week 2 Child Psychology From book 1. NJ Kang
Theories and Issues
Week 2 Child Psychology
From book 1. NJ Kang

2. Theory?
Is a scheme or system of ideas that is based on evidence and attempts to explain, describe, and predict behavior and development.
Is practical
Answers for only a limited range of development
Why?
Human development is rich, varied and enormously complex.

3. Attempt to explain large areas of development.
Major theories
Attempt to explain large areas of development.
Motor development
Cognitive Development
Social-cognitive development
Evolution and ethology
Psychoanalytic theories
Humanistic theory

4. Questions
Q 2) Discuss ways in which Piaget’s account of development differs from (a) maturational accounts, and (b) accounts that portray development as molded by the environment. Q 3) Think of differences between Piaget’s theory and information- processing theories of development. Q 4) Skinner’s theory of learning through reinforcement seems quite plausible in many ways. Think about what makes the account plausible, and also about the aspects of development that it does not explain. Q 5)Taking account of the evidence presented here and adding your own arguments, consider the factors likely to lead to secure attachment.

5. Why?
? ?
copyright
11/28/2018

6. Because~~
copyright
11/28/2018

7. In order to answer to this question, we have to know
Q 2) Discuss ways in which Piaget’s account of development differs from (a) maturational accounts, and (b) accounts that portray development as molded by the environment.
In order to answer to this question, we have to know
Piaget’s account of development
Maturational Theory

8. 1. Piaget’s account of development

9. I. Motor Development
Motor Milestones: Child’s motor development. very important factors for child’s development. Questions: Do the early motor activities prepare the way for the more complex voluntary activities that follow, and if so, how do they do it? How do new motor patterns (such as pointing, running, speaking, tool use) develop since they appear to be qualitatively different from earlier patterns?

10. Answers:
The different motor milestones emerge in a regular sequence- -> Maturational theories
There is a considerable age range in which individual infants achieve each skill_-  Dynamic systems theory.

11. Maturational Theories
Arnold Gesell : maturational time table alone shapes motor development
Cephalocaudal trend: child develop from head to foot along the length of body.
Proximodistal trend: motor control is from the center of the body outwards to more peripheral segments.

12. Question to Maturational Theories
McGraw (1945): (Tested pairs of twins)
The fact that motor skills develop in a regular sequence does not prove a genetic cause. (e.g. p\advanced skills, playing the piano)
A maturational theory does not account for the considerable individual differences in the acquisition of various motor skills.

13. Dynamic systems theory: Infants (children) develop skills in different ways.
Microgenentic studies; Infants as same as adults learning things from making mistakes and errors and learn later.
All new motor development is the result of a dynamic and continual interaction of three major factors:
Nervous system development
The capabilities and biomechanics of the body
Environmental constraints and support (Thelen & spencer, 1998)

14. Summary
Infants are active participants in their own motor-skill acquisition, in which developmental change is empowered through infants’ everyday problem-solving activities (Thelen, 1999)  Jean Piaget

15. II. Cognitive Development: Piaget’s Theory of Development

16. II. Cognitive Development: Piaget’s Theory of Development
Behaviorism
The child is seen as the passive recipient
Constructivist
Stages of Developmental
The child is seen as the active agents
Psychoanlaysis

17. According to
copyright
11/28/2018

18. Fundamental Aspects of Human Development, According to Piaget
Children are active agents in shaping their own development, that is, children’s behavior and development are motivated largely intrinsically rather than extrinsically.
Constructivist theory
Organismic world view
Cognitive Adaptation
Adapt to their environment. Will do a gradual understanding of the world
Children are active in developing or constructing their worlds,
Children as inherently active, continually interacting with the environment,

19. Adaptation: assimilation and accommodation
Using already existing knowledge in learning new things
Use existing scheme to deal with the unfamiliar object, people.
Assimilation
Modify or change their schemas, or ways of behaving and thinking, in order to adjust to a new situation.
Accommodation
Functional invariants
They don’t change but use as scheme

20. copyright 2006 www.brainybetty.com
11/28/2018

21. The four stages of cognitive development
Sensorimotor stage (birth to 2yrs.)
Preoperational stage (2 to 7 yrs.)
Concrete operations stage (7 to 11yrs.)
Formal operations stage (11 ~ )

22. Sensorimotor stage (birth to 2yrs.)
Most impressive and dramatic areas of development
Motor development
Develop of thought in action
Mind: infant’s action on the objects and people
Pulling a cloth to obtain an out-of-reach toy
They learn that objects continue to exist even though they cannot be seen or heard.
Able to reason through thought as well as through action

23. Preoperational stage (2 to 7 years)
Solve practical, concrete problems
By the intelligent use of means ends problem-solving, the use of tools, requesting objects, asking for things to happen, and other means
Communicate well and represent information and ideas by means of symbols
In drawing, symbolic play, gesture, and particularly speech.
Egocentric: find it difficult to see things from another’s point of view)

24. Preoperational stage (2 to 7 years)
Egocentric: find it difficult to see things from another’s point of view)
Animism in their thinking: they ten to attribute life and lifelike qualities to inanimate objects: is the sun alive? Of course, otherwise, it wouldn’t follow.
Centration: the focusing or centering of attention on one aspect of a situation to the exclusion of others.
conservation task: conservation of numbers. (Smarties)

25. Concrete operations stage (7 to 11 yrs.)
Centration

26. The formal operations stage ( 11 ~)
Concrete operation
The major limitation in his or her thinking is to do with the realm of possibilities.
This limitation is removed.
To manipulate variables to find out what causes things to happen– and is also introduced to the realm of possibilities and hypothetical thought.
The formal operation

27. Question 2)
Discuss ways in which Piaget’s account of development differs from (a) maturational accounts, and (b) accounts that portray development as molded by the environment. 
(a): Maturational theory: maturational time table alone shapes motor development but in Piaget, child’s an active constructor in the world making his own development through different stages of development
(b): Not only molded by the environment but actively adapting his/her own existing knowledge or skills to the new ones in Piaget

28. Question 3) Think of differences between Piaget’s theory and information-processing theories of development.

29. III. Cognitive Development: information-processing approaches
The human mind as a complex system through which information flows.
Three components of mental system.
Information is received from the environment and encoded in some form.
A variety of internal processes, such as memory storage, problem-solving strategies, or relating new information to existing knowledge, act on the information and transform it.
The individual is able to change their cognitive structures in order to act on the information.
 So children develop increasingly improved ways of acting on the world. (Use of boxes to get a jar on the top of a cupboard)
hose
Understanding water comes from the water tab

30. Similarities Information processing stages of development At any time
Limitations
Advanced
Abilities
Both attempt to specify Children’s abilities and limitations as development proceeds
Both try to explain how new levels of understanding develop from earlier, less advanced ones.
Differences
Information processing approaches place great importance on the role of Processing limitations in limiting children’s thinking and reasoning at any point in time and also emphasize the development of strategies and procedures for helping to overcome these limitations
Information-processing accounts see development as unfolding in a continuous fashion, rather than in qualitatively different stages as Piaget suggested.
Earlier
Limitations
Abilities
Information processing
Piaget
Children’s capacity develops following a certain
stages of development
Children’s capacity develops
At any time

31. Question 3) Think of differences between Piaget’s theory and information-processing theories of development.

32. Information processing approaches
Differences
Piaget
Discusses developmental changes in terms of the child gradually constructing logical frameworks for thought
Qualitative change in thinking: differences in the different stages of development
Information processing approaches
put the great importance on the role of processing limitations in limiting children’s thinking and reasoning at any point in time.
Emphasize the development of strategies and procedures for helping to overcome these limitations-
Quantitative change in processing capacity.: child’s information processing capacity has increased

33. Connectionism Biological and computational knowledge  neural network
Innate ability
Perception,
attention,
learning memory, language,
problem-solving, and reasoning
Neural network
Output
Input
Child experience

34. Question 3) Skinner’s theory of learning through reinforcement seems quite plausible in many ways. Think about what makes the account plausible, and also about the aspects of development that it does not explain.

35. Behaviourism and Social Learning Theory

36. Association between what happened and effect
Behaviourism
Ivan Petrovich Pavlov ( )
Vygotsky ( )
The analysis of self-reported perceptions
Introspectionism
Operant conditioning: Manipulating received reinforcement
Classical Conditioning
Objective Method
Association between what happened and effect
Pavlov’s Dog

37. Thorndike’s law of effect
Stimulus
Responses
Responses
Stimulus
Likelihood of an action being repeated is increased if it leads to reward, and it decreased if it leads to punishment.
The infant is born with little more than the machinery of conditioning, and infancy and childhood consists of constant warping and molding under pressure of the environment.
Even language learning
Reductionist
Criticism
Denies the role of the mind as an object of study and reduces all behaviour to chains of stimuli

38. Question 5) Taking account of the evidence presented here and adding your own arguments, consider the factors likely to lead to secure attachment.

39. III. Evolution and Ethology
Evolution: Charles Robert Darwin (1809)
Gene
Ethological approaches
The genetic basis of many behaviors, and point to the adaptive and survival value of these behaviors
Imprinting behavior in genes
Imprinting adaptive
Critical period  sensitive period.

40. Attachment theory – John Bowlby and Mary Ainsworth (1952)
An ethological and evolutionary interpretation of human development.
Attachment formation in infancy and childhood continues to have an immense impact.
Theory Stemming from behaviourism is that,
The attachment of infants to their caregivers is secondary drive
Primary drives: hunger, thirst, and the need for warmth
But attachment of infants is primary drive itself

41. Principle of monotropy
The infant has a need to form an attachment with one significant person (mother). And need multiple and quality attachment.
Strange situation

42. Psychoanalytic Theories
Unconscious forces of which we are not directly aware
Three main structures to personality  the id, the ego, and the superego.
The id is present in the newborn infant and consists of impulses, emotions, and desires.
The ego develops to act as a practical interface or mediator between reality and the desires of the id.
The superego, is the sense of duty and responsibility

43. The five psychosexual stages
Oral stage (approximately birth to 1 year)  the infant’s greatest satisfaction (lips, tongue, and mouth, sucking)
Anal stage ( 1 to 3)
toilet or potty training takes place and the child gains the greatest psychosexual pleasure from exercising control over the anus and by retaining and eliminating feces.
Phallic stage (3 to 6)
this is the time when children obtain their greatest pleasure from stimulating the genitals
The Oedipus complex and Electra complex
Latency and genital stages ( 6 to adolescence)

44. Problems with Freudian theory
Much of what motivates us is determined unconsciously
Beliefs and not facts.

45. Maslow’s hierarchy of needs
Self-actualization
Esteem
Love and belonging
Safety and security
Physiological needs

46. Question 5) Taking account of the evidence presented here and adding your own arguments, consider the factors likely to lead to secure attachment.

47. Homework
Choose three or more theories that support your belief of how human learn and explain reasons for your argument using your own experiences of learning or teaching kids.
Read the book 3 chapter 1 and try to define core point of both Piaget and Vygotsky in their understanding of children’s development of thinking and talking.