Theories of Child DevelopmentPiaget, Erikson and Kohlberg

Swiss Child Psychologist

Researched and studied his his own children.

Patters of intelligence which explain how adult intelligence originates in infancy.

Jean Piaget

Appear in the same order for all children, but not always at the same age.

#1 Sensorimotor Period#2 Preoperational Period#3 Concrete Operations Period#4 Formal Operations

*each have several sub-stages.

Piaget’s Learning Stages

Birth > Age 2 Learn through senses and own actions

Egocentric – thinking only about him or herself

Object Permanence – the idea that an object exists even when it is not in view.

Sensorimotor

Age 2 > Age 7

Children think of everything in terms of:◦ their own activities◦ what they perceive at the moment

Their unusual perspectives are often seen as “imaginative”

Understand abstract language (love, beauty)

Preoperational

Concentration is limited (one thing at a time)

Often solve problems by pretending.

Real and make believe are blurred.

Preoperational cont’d

Age 7 > 11 Children can think logically Still learn best from experience (senses)

Need to see/experience a problem to solve it.

Understand logical processes such as “the

glasses experiment”

Concrete Operations

Age 11 > adulthood Capable of symbolic learning – interpreting

meaning from words, symbols, numbers.

Do not need to experience something to understand it. (logical, critical, compassionate)

Able to make plans, goals for the future. Detect subtle or hidden meaning.

Formal Operations

The 8 Stages

Erikson’s Personality Development

Presents a “crisis”, choice or fork in the road

Requires choosing a pathway

Mastery of a stage allows for smoother transition into the next

Each Stage

Successes and failures mould how we see the world, ourselves and others.

Personality can be changed by new experience at any stage. (choosing a fork in the road)

Key Concepts

Development depends on whether or not needs are being met.

Trust comes with predictability of care.

Unpredictability and uncertainty of care/support creates mistrust.

1. Trust vs. Mistrust

Autonomy = independence, ability to stand alone.

Age 2-3 Taking care of themselves

Independence through learning and exploring

Need for encouraging caregivers

Shame comes from discouragement and over-protection

2. Autonomy vs. Doubt

Age 4-5

Child is learning to feel purposeful and take initiative

Freedom, exploration and questioning “Why??”

Guilt comes from criticism, lack of recognition

3. Initiative vs. Guilt

Age 6 to 11 Industry = making an effort

Inferiority = feeling less important, defeated Expanding beyond family – school, sports,

activities

Importance of family life in preparing for school.

4. Industry vs. Inferiority

Adolescence (12-18) Focus on peers and social groups

Modelling yourself after someone

Influence of friends, teachers, media and less focus on family

5. Identity vs. Role Confusion

Young adulthood

Seeking out a partner, “testing the waters” of relationships

Good experiences leads to intimacy

Rejection, disappointment leads to isolation

6. Intimacy vs. Isolation

Mid-life Generativity = full, productive life Stagnation = lack of development

Productivity creates a sense of accomplishment (family, career, kids)

Stagnation fosters lack of achievement, low self worth

7. Generativity vs. Stagnation

Old age

Integrity = completeness, pride

“Am I proud of what I have done?”.

Facing regrets, dissatisfaction, mistakes, failures.

8. Integrity vs. Despair

As humans move through the stages they progress from parental and familial relationships, to peers, and finally romantic.

Mastery of each stage is not required, but helps navigate later stages.

The last stage is the only one that cannot be revisited.

Key Ideas

Kohlberg’s Moral Development

3 Levels, 6 Sub-Stages

1920s-1980s

American psychologist and university professor

Expert in moral education and logic

Interested in: How people respond to moral dilemmas!

Lawrence Kohlberg

Level determined by the reasons a person gives for making a decision.

Levels

Child will care about what is right or wrong, good or bad.

Judges an action based on the consequences they experience

Level 1 - Pre-Conventional

Child acts to AVOID punishment. Acts in order to receive reward. Obey rules for positive consequence.

Stage #1 – Punishment Orientation

Personal needs determine right and wrong.

Right action satisfies own needs and maybe the needs of others.

“Making a trade” or doing a favour.

Stage #2 – Reward Orientation

Make decisions to live up to the expectations of others.

Family, Friends, Social Group, Nation, the Law

Meeting these expectations is more important than consequences.

Level 2 - Conventional

Good behaviours = actions that please others!

Appearing to be “normal” or have “good intentions” is important.

Approval indicates moral behaviour.

Kohlberg believes that MOST People don’t move past this stage.

Stage #3 – Conformity Driven

Good behaviour = following the rules and respecting authority

Behaving to maintain social order and display respect.

Example: Respecting others’ property.

Stage #4 – Maintaining Social Order

A person identifies morality and values according to validity.

Less influenced by authority and personal interest.

Judgements based on abstract personal principles.

Level 3 - Post-Conventional

Right actions determined by more “general rights”

Agreed on by society as a whole Awareness of personal values and legal

Not all cultures and societies have the same concepts of right and wrong.

Stage #5 – Social Contract

Right decision is a decision of personal conscience.

Appeals to universal, consistent truths.

Focus: Justice, Equality, Human Dignity.

#6 – Universal Moral Orientation

We have to go step by step – no skipping stages!

Typically we don’t reach the higher stages.

Having “role models” in the higher stages helps us grow. Learning by example.

Stages progress from an individual to universal level.

Key Points

Pre-conventional◦ consequences they see, meeting own needs.

Conventional◦ The expectations of others◦ Rules and social order

Post-conventional◦ Abstract personal principles◦ LESS on authority

Judgements Based On:

Elementary School Students Motivated by Attawapiskat Crisis

http://www.cbc.ca/news/canada/ottawa/story/2012/01/18/ottawa-odawa-fundraising.html

Ottawa Students Help Attawapiskat