Theories of growth and development

THEORIES OF
GROWTH
AND
DEVELOPME
NT
Mrs.Meba Sahaya
Sweety. D
M.Sc Nursing
Pediatric Speciality

INTRODUCTION
•Child development theories focus on explaining how
children change and grow over the course of childhood.
Such theories centre on various aspects of development
including social, emotional, and cognitive growth.
•The study of human development is a rich and varied
subject. We all have personal experience with
development, but it is sometimes difficult to understand
how and why people grow, learn, and act as they do An
understanding of child development is essential because
it allows us to fully appreciate the cognitive, emotional,
physical, social, and educational growth that children go
through from birth and into early adulthood.

IMPORTANCE OF
DEVELOPMENT THEORIES
Theories help people:
Organize their ideas about raising children.
Understand influences on parenting.
Discover more than one way to interact with
children.
Analyze the benefits and consequences of
using more than one theory
Help in the “real world” of daily child-
rearing.
Make good common sense.

• DEVELOPMENT – Development
refers to progressive increase in
skill and capacity.
• Developmental change may occur as a result of
genetically-controlled processes known
as maturation, or as a result of environmental
factors and learning, but most commonly
involves an interaction between the two. It may
also occur as a result of human nature and of
human ability to learn from the environment.
DEFINITION OF DEVELOPMENT

THEORIES OF GROWTH AND
DEVELOPMENT
Psychosocial Development Theory (Eric H Erikson)
Psycho – Sexual Development Theory (Sigmund Freud)
Intellectual Development Theory (Jeans Piaget And
Kholberg)
Moral Development Theory (Jeans Piaget,Kholberg and
Gilligan)
Spiritual Development Theory By ( James W Fowler)
Multiple Intelligences Theory (Gardner’s )
Sociocultural Theory (Lev Vygotsky)
Social Learning Theory (Albert Bandura)
Attachment Theory (John Bowbly)

Psychosocial Development Theory
•Erik Homburger Erikson (1902–1994) was a
German-American developmental psychologist and
psychoanalyst known for his theory on psychological
development of human beings. who took Freud’s
controversial theory of psychosexual development
and modified it as a psychosocial theory.
• Erikson’s Stages of Psychosocial Development
theory introduced in 1950. During each of Erikson’s
eight stages, there is a psychological conflict that
must be successfully overcome in order for a child to
develop into a healthy, well-adjusted adult.

Trust
vs. Mistrust
Autonomy
vs. Shame
and Doubt
Initiative
vs. Guilt
Industry vs.
Inferiority
Identity vs.
Role
Confusion
Intimacy vs.
Isolation
Generativity
vs.
Stagnation
Ego
Integrity vs.
Despair
Stages Of Psychosocial Development Theory

• At this point in development, the child is utterly
dependent upon adult caregivers for everything they
need to survive including food, love, warmth, safety,
and nurturing. If a caregiver fails to provide adequate
care and love, the child will come to feel that they
cannot trust or depend upon the adults in their life.
Failure to develop trust will result in fear and a belief
that the world is inconsistent and unpredictable.
•Virtues : Hope
•EventsFeeding, abandonment
Stage 1: Trust vs. mistrust – (Birth to 1 year)
Infancy

• At this point in development, children are just starting to gain a
little independence. They are starting to perform basic actions on
their own and making simple decisions about what they prefer. By
allowing kids to make choices and gain control, parents and
caregivers can help children develop a sense of autonomy.
• If children are criticized, overly controlled, or not given the
opportunity to assert themselves, they begin to feel inadequate in
their ability to survive, and may then become overly dependent
upon others, lack self-esteem, and feel a sense of shame or
doubt in their abilities.
•Virtues : Will
•Events : Toilet training, clothing themselves
Stage 2: Autonomy vs. shame (1 to 3 years)
Toddler

• This a period of energetic and active imagination. During
this period the primary feature involves the child regularly
interacting with other children at school. Central to this
stage is play, as it provides children with the opportunity
to explore their interpersonal skills through initiating
activities.
•Children begin to plan activities, make up games, and
initiate activities with others. If given this opportunity,
children develop a sense of initiative and feel secure
in their ability to lead others and make decisions.
Stage 3: Initiative vs. Guilt (3 to 6years)
Preschooler

• Conversely, if this tendency is squelched, either
through criticism or control, children develop a sense of
guilt. Too much guilt can make the child slow to
interact with others and may inhibit their creativity
•Virtues : Purpose
•Events : Exploring, using tools or
making art
Stage 3: Initiative vs. Guilt (3 to 6years)
Preschooler

•Children are at the stage where they will be
learning to read and write, to do sums, to do things
on their own. Teachers begin to take an important
role in the child’s life as they teach the child
specific skills. At this time, children enjoy planning
and carrying out projects. This helps them learn
society’s rules and expectations. During this stage,
children gain approval by developing intellectual
skills such as reading, writing, and math.
•Stage 4: Industry vs Inferiority (6 to 12 years)
School going

•If children are encouraged and reinforced for their
initiative, they begin to feel industrious (competent) and
feel confident in their ability to achieve goals. If this
initiative is not encouraged, if it is restricted by parents or
teacher, then the child begins to feel inferior, doubting his
own abilities and therefore may not reach his or her
potential.
•Virtues : Confidence, Competence
•Events : School, Sports
•Stage 4: Industry vs Inferiority (6 to 12 years)
School going

• During this stage, adolescents search for a sense of self and
personal identity, through an intense exploration of personal
values, beliefs, and goals. Those who receive proper
encouragement and reinforcement through personal
exploration will emerge from this stage with a strong sense of
self and feelings of independence and control. Those who
remain unsure of their beliefs and desires will feel
insecure and confused about themselves and the future.
•Virtues : Fidility
•Events : Social Relationship
•Stage 5: Identity vs Role Confusion
(12 to 18 years) Adolescence

• Young adults need to form intimate, loving relationships
with other people. During this stage, they begin to share
themselves more intimately with others. They explore
relationships leading toward longer-term commitments with
someone other than a family member. Successful completion
of this stage can result in happy relationships and a sense of
commitment, safety, and care within a relationship. Avoiding
intimacy, fearing commitment and relationships can
lead to isolation, loneliness, and sometimes depression.
•Virtues : Love
•Events :Romantic Relationships
Stage 6: Intimacy vs Isolation (19 to 40 years)
Young Adulthood

• During adulthood, the adults continue to build their lives,
focusing on their career and family. They give back to society
through raising their children, being productive at work, and
becoming involved in community activities and organizations.
Through generativity they develop a sense of being a part of
the bigger picture. Those who are successful during this phase
will feel that they are contributing to the world by being active
in their home and community.
•
Those who fail to attain this skill will feel unproductive and
uninvolved in the world.
•Virtues : Care
•Events :Work and Parenthood
Stage 7: Generativity vs Stagnation (40 to 65
years) Middle Adulthood

•This stage begins at approximately age 65 and ends at death.
Older adults need to look back on life and feel a sense of
fulfilment. People who feel proud of their accomplishments feel a
sense of integrity, and they can look back on their lives with few
regrets. if they see their lives as unproductive, feel guilt about our
past, or feel that we did not accomplish our life goals, we become
dissatisfied with life and develop despair, often leading to
depression and hopelessness.
•Virtues : Wisdom
•Events :Reflexion on life
Stage 8: Integrity vs Despair (40 to 65 years)
Middle Adulthood

Psycho – Sexual Development Theory
• The theory of psychosexual development,
also known as theory of libidinal
development, is one of the earliest theories
explaining how personality develops in
human beings. Sigmund Freud (1856–1939)
was an Austrian neurologist believed that
personality develops during early
childhood. He believed that each of us must
pass through a serious of stages during
childhood, and that if we lack proper
nurturance and parenting during a stage, we
may become stuck, or fixated, in that stage.

The Oral Stage
The Anal Stage
The Phallic Stage
The Latent Period
The Genital Stage
Stages Of Psycho Sexual Development Theory

•During this stage, the mouthis the pleasure centre for development.
Freudbelieved this is why infants are born witha sucking reflex and desire
their mother's breast. The mouthis vital for eating, and the infantderives
pleasure fromoral stimulationthrough gratifying activities suchas tasting
and sucking.
•Because the infant is entirely dependentupon caretakers (whoare
responsible for feeding the child), the childalso develops a sense of trust
and comfort through this oral stimulation.
• If a child's oral needs are not met during infancy, he or she may develop
negative habits suchas nail biting or thumb sucking to meet this basic
need. Smoking, and problemwitheating and drinking on later stage.
•Erogenous Zone: Mouth
Stage 1: The oral stage (0 to 1 years) Infants

• During the anal stage, Freud believed that the primary focus
of the libido was on controlling bladder and bowel movements.
The major conflict at this stage is toilet training—the child
has to learn to control their bodily needs. Developing this
control leads to a sense of accomplishment and independence.
• According to Freud, success at this stage is dependent upon
the way in which parents approach toilet training. Parents
who utilize praise and rewards for using the toilet at the
appropriate time encourage positive outcomes and help
children feel capable and productive.
Erogenous Zone: Bowel and Bladder control
Stage 2: The Anal stage (1 to 3 years) Toddlers

• Freudbelieved that positive experiences during the toilet training stage serve as
thebasis for people to becomecompetent, productive, and creative adults.
• However, not all parents provide the support and encouragementthat children
needduring this stage. Some parents punish, ridicule, or shame a childfor
accidents.
• According to Freud, inappropriateparental responses can result in negative
outcomes. If parents take an approach that is too lenient, Freud suggestedthat
an anal-expulsivepersonality coulddevelopin which the individual has a messy,
wasteful, or destructive personality.
• If parents are too strictor begintoilet training too early, Freud believed
that an anal-retentivepersonality develops in which the individual is stringent,
orderly, rigid, and obsessive.
Stage 2: The Anal stage (1 to 3 years) Toddlers

• During this stage, preschoolers take pleasure in their
genitals and, according to Freud, begin to struggle with
sexual desires toward the opposite sex parent (boys to
mothers and girls to fathers).
• For boys, this is called the Oedipus complex, involving a
boy's desire for his mother and his urge to replace his
father who is seen as a rival for the mother’s attention.
• The Electra complex, involves a girl's desire for her
father's attention and wish to take her mother’s place.
Erogenous Zone: Genitals
Stage 3:The Phallic stage(3 to 6 years)
Preschoolers

• During this time, the libido is relatively repressed
or sublimated. Freud did not identify any
erogenous zone for this stage. The child now
begins to act on their impulses indirectly by
focusing on activities such as school, sports, and
building relationships. Dysfunction at this stage
results in the child's inability to form healthy
relationships as an adult.
• Erogenous Zone: Sexual feelings are inactive
Stage 4:The Latency stage(6 to 12 years)
Schoolgoing

• The onset of puberty causes the libido to become active once
again. During the final stage of psychosexual development, the
individual develops a strong sexual interest in the opposite sex.
This stage begins during puberty but last throughout the rest of
a person's life.
• Where in earlier stages the focus was solely on individual
needs, interest in the welfare of others grows during this stage.
The goal of this stage is to establish a balance between the
various life areas.
• If the other stages have been completed successfully, the
individual should now be well-balanced, warm, and caring.
Stage 5:The Genital stage(12 + years of age
or Puberty to Death)

• Unlike the many of the earlier stages of development,
Freud believed that the ego and superego were fully
formed and functioning at this point. Younger children are
ruled by the id, which demands immediate satisfaction of
the most basic needs and wants.
• Teens in the genital stage of development are able to
balance their most basic urges against the need to conform
to the demands of reality and social norms.
• Erogenous Zone: Maturing sexual Interest
Stage 5:The Genital stage(12 + years of age
or Puberty to Death)

Intellectual Development Theory
• Jean Piaget(1896 – 1990) was a
Swiss psychologist known for his
work on child development. Jean
Piaget's theory of cognitive
development suggests that children
move through four different stages
of mental development. His theory
focuses not only on understanding
how children acquire knowledge,
but also on understanding the
nature of intelligence.

Concepts Intellectual Development Theory
•Schemas are thought processes that are essentially
building blocks of knowledge. A baby, for example, knows
that it must make a sucking motion to eat. That's a schema.
•Assimilation is how you use your existing schemas to
interpret a new situation or object. For example, a child
seeing a skunk for the first time might call it a cat.
•Accommodation is what happens when you change a
schema, or create a new one, to fit new information you
learn. The child accommodates when they understand that
not all furry, four-legged creatures are cats.
•Equilibrium happens when you're able to use
assimilation to fit in most of the new information you learn.
So you're not constantly adding new schemas.

Stages Intellectual Development Theory
Sensorimotor stage: birth to 2 years
Preoperational stage: ages 2 to 7
Concrete operational stage:
ages 7 to 11
Formal operational stage:
ages 12 and up

• Sensory organs & muscles become more functional. During
the early stages, according to Piaget, infants are only aware
of what is right in front of them. They focus on what they
see, what they are doing, and physical interactions with
their immediate environment.(OBJECT PERFORMANCE)
• Because they don't yet know how things react, they're
constantly experimenting. They shake or throw things, put
things in their mouth, and learn about the world through
trial and error. The later stages include goal-oriented
behavior that leads to a desired result.

• STAGES OF SENSORIMOTOR STAGE
• Stage 1: Use of reflexes (Birth to 1month)
Coordination of sensation and action through
reflexive behaviors. Movements are primarily
reflexive sucking of objects in the mouth, following
moving or interesting objects with the eyes, and
closing of the hand when an object makes
contact with the palm

• STAGES OF SENSORIMOTOR STAGE
• Stage 2: Primary circular reaction (1-4
months) "Coordination of sensation and two
types of schema: habits (reflex) and primary
circular reactions (reproduction of an event that
initially occurred by chance). The main focus is
still on the infant's body". As an example of
this type of reaction, an infant might repeat the
motion of passing their hand before their face.

•STAGES OF SENSORIMOTOR STAGE
•Stage 3: Secondary circular reaction (4-8 months)
Development of habits. Becomes aware of external
environment. Initiates acts to change the movement. Three
new abilities occur at this stage: intentional grasping for a
desired object, the repetition of an action involving an
external object begin; for example, moving a switch to
turn on a light repeatedly, accidentally shaking a
rattle and continuing to do so for the sake of satisfaction
The differentiation between means and ends also occurs.

•Stage 4: Coordination of secondary schemata (8-12
months) Coordination of vision and touch—hand-eye
coordination; Differentiates goals and goal- directed
activities. (ex: using a stick to reach something)
•Stage 5: Tertiary circular reaction(12-18 months)
Experiments with methods to reach goals. Develops rituals
that become significant.
•Stage 6: Invention of new means (18-24 months)
Uses mental imagery to understand the environment.
Uses fantasy.

• At this stage Children begin to think symbolically
and learn to use words and pictures to represent
objects.
• Children at this stage tend to be egocentric and
struggle to see things from the perspective of
others.
• While they are getting better with language
and thinking, they still tend to think about
things in very concrete terms.
Preoperational stage: ages 2 to 7

•STAGES OF PREOPERATIONAL STAGE
• Pre-conceptual stage (2-4 year)
•Imitation. This is where a child can mimic someone’s behavior even
when the person they are imitatingis no longer in front of them.
•Symbolicplay. A childstarts to use objectsas symbols, projecting
the properties of one object onto another; for example, pretending a
stick is a sword.
•Drawing. Drawinginvolves bothimitation and symbolic play.
It begins as scribbles and develops into more accurate abstract
representations of objects and people.
Preoprational stage: 2 to 7 years

•STAGES OF PREOPERATIONAL STAGE
• Intuitive stage(4-7 years)
•Mental imagery. The child can picture many objects in their minds.
They may ask the names of objects often to secure these associations in
their mind.
•Verbal evocation of events. The child can use language to describe
and represent events, people, or objects fromtheir past.
•During the preoperational stage, the child is egocentric.
This means they only understand the worldfromtheir
perspective and struggle to see other peoples’ points of view.
Preoprational stage: 2 to 7 years

•During this stage, children begin to thinking logically about
concrete events They beginto understandthe concept of
conservation; that the amount of liquid in a short, wide cup is
equal to that in a tall, skinny glass, for example
•Theirthinking becomes more logical andorganized, but still
very concrete Children begin using inductive logic, or reasoning
from specific information to a general principle
•children also become less egocentric andbegin to think
about howother people might think andfeel.
Concrete operational stage: ages 7to 11

•During this stage, Childrenbegin to represent objects and ideas in
a more logical way. While the thought process is not on the same
level as an adult, they begin to be more flexible in their thoughts and
ideas. This allows them to solve problems in a more systematic way,
leading to more success in educational activities in school.
• For example, a child may implement the rule “if nothing is added
or taken away, then the amount of something stays the same.”
Applying systemic rules or ideas may help a child solve
simple tasks in the classroom, such as addition and
subtraction problems or scientific calculations.
Formal operational stage: ages 12 and up

Moral Development Theory
•Moral development theory was
developed by Lawrence Kohlberg (1927
– 1987) in 1958. He was an American
psychologist
•Kohlberg's theory is broken down into
three primary levels. At each level of
moral development, there are two stages.
Similar to how Piaget believed that not
all people reach the highest levels of
cognitive development, Kohlberg
believed not everyone progresses to the
highest stages of moral development.

Stages Of Moral Development Theory
Level 1
Preconventional
Morality
Stage 1
Punishment
& obedience
orientation
Stage2
Instrumental
-relativist
orientation
Level 2
Conventional
Morality
Stage 3
Developing
Good
Interperso
nal
Relationshi
ps
Stage4
Maintaining
Social
Order
Level 3
Post conventional
Morality
Stage 5
(Social
Contract and
Individual
Rights)
Stage 6
(Universal
Principles)

• At the preconventional level children don’t have a
personal code of morality, and instead moral
decisions are shaped by the standards of adults and
the consequences of following or breaking their rules.
•For example, if an action leads to punishment is
must be bad, and if it leads to a reward is must be
good.
•Authority is outside the individual and children
often make moral decisions based on the physical
consequences of actions.
Level 1 Preconventional Morality(Birth to 9 years)

• Stage 1. Obedience and Punishment Orientation. The
child/individual is good in order to avoid being punished.
If a person is punished, they must have done wrong.
• Stage 2. Instrumental-relativist
orientation
At this stage, children recognize that there is not just one
right view that is handed down by the authorities.
Different individuals have different viewpoints.
“Right” is defined as that which is acceptable to &
approved by the self. When actions satisfy one’s
Level 1 Preconventional Morality(Birth to 9 years)

• It is marked by the acceptance
of social rules regarding what is
good and moral. During this time,
adolescents and adults internalize
the moral standards they have
learned from their role models
and from society.
Level 2 conventional Morality(10 to 13
years)

•Stage 3 (Developing Good Interpersonal
Relationships): Often referred to as the "good boy-good
girl" orientation, this stage of the interpersonal
relationship of moral development is focused on living
up to social expectations and roles.7
• There is an emphasis on conformity, being "nice,"
and consideration of how choices influence
relationships.
Level 2 conventional Morality(10 to 13 years)

•Stage 4 (Maintaining Social Order) : This stage is
focused on ensuring that social order is maintained.
At this stage of moral development, people begin to
consider society as a whole when making
judgments. The focus is on maintaining law and
order by following the rules, doing one’s duty, and
respecting authority.
Level 2 conventional Morality(10 to 13 years)

•Postconventional morality is the
third stage of moral
development, and is
characterized by an individuals’
understanding of universal
ethical principles. These are
abstract and ill-defined, but
might include: the preservation
Level 3 Post conventional Morality(13 +
years)

•Stage 5. Social Contract and Individual
Rights. The child/individual becomes aware
that while rules/laws might exist for the good
of the greatest number, there are times when
they will work against the interest of
particular individuals.
years)

• Stage 6. Universal Principles.
People at this stage have developed
their own set of moral guidelines which
may or may not fit the law. The
principles apply to everyone.
• E.g., human rights, justice, and
equality.
years)

Spiritual Development Theory
• The Spiritual Development or
Faith development Theory was
formulated By James W. Fowler
(1940-2015) (was an American
theologian who was Professor of
Theology and Human
Development at Emory
University) and published In the
Year of 1981 According to
Fowler, there are seven primary
stages of faith (including Stage
0) in the life of the individual.

Stages Spiritual Development Theory
Stage 0 – Primal
Undifferentiated
Faith
Stage 1 –
“Intuitive-
Projective” Faith
Stage 2 –
Mythic-Literal
Faith
Stage 3 –
“Synthetic-
Conventional
” Faith
Stage 4 –
”Individuative-
Reflective Faith”
Stage 5 –
“Conjunctive”
Faith (Mid-Life
Crisis).
Stage 6 –
”Universalizi
ng” Faith

• It is characterized by an early learning of
the safety of their environment (i.e.
warm, safe and secure vs. hurt, neglect
and abuse). If consistent nurture is
experienced, one will develop a sense of
trust and safety about the universe and
the divine. Conversely, negative
experiences will cause one to develop
distrust about the universe and the divine.
Stage 0 – Primal Undifferentiated Faith
(Birth – 2 Years)

• Faith at this stage is experiential and
develops through encounters with stories,
images, the influence of others, a deeper
intuitive sense of what is right and wrong,
and innocent perceptions of how God
causes the universe to function. Imitates
parental behaviors and attitudes about
religion and spirituality. Has no real
understanding of spiritual concepts.
Stage 1 – “Intuitive-Projective” Faith
(3 – 7Years)

• Children at this stage have a belief in justice
and fairness in religious matters, a sense of
reciprocity in the workings of the universe
(e.g. doing good will result in a good result,
doing bad will cause a bad thing to happen)
and an anthropomorphic image of God
(e.g. a man with a long white beard
who lives in the clouds).
Stage 2 – Mythic-Literal Faith
(7 – 12 Years)

• This stage is characterized by the
identification of the adolescent with a
religious institution, belief system, or
authority, and the growth of a personal
religious or spiritual identity. Or Questions
values & religious beliefs in an attempt
to form own identity.
Stage 3 – “Synthetic-Conventional” Faith
(13- 18 yr Adolescents)

• This stage is characterized by the
individual takes personal
responsibility for his or
her beliefs and feelings. As one is able
to reflect on one's own beliefs, there is
an openness to a new complexity of
faith, but this also increases the
awareness of conflicts in one's belief.
Stage 4 – ”Individuative-Reflective Faith” (Ages 18-
22 yrs Late adolescents and young Adults).

• People do not usually get to this stage until
their early In this stage, the strong need for
individual self-reflection gives way to a sense
of the importance of community in faith
development.
• People at this stage are also much more open
to other people's faith perspectives. This is not
because they are moving away from their faith
but because they have a realization that other
people's faiths might inform and deepen their
Stage 5 – “Conjunctive” Faith (Adults)

• This stage is only rarely achieved by individuals. Makes
concepts of love & justice tangible. James Fowler describes
people at this stage as having "a special grace that makes
them seem more lucid, more simple, and yet somehow more
fully human than the rest of us." People at this stage
cherish life but also do not hold on to life too tightly.
• They put their faith in action, challenging the status quo
and working to create justice in the world.
•People like Gandhi and Mother Teresa as examples
of people who have reached this stage.
Stage 6 – ”Universalizing” Faith (or
”Enlightenment”). (Later Adulthood).

Multiple Intelligences Theory
• The theory of multiple intelligences
proposed by Harvard psychologist
Howard Earl Gardner (born July 11,
1943) is an American developmental
psychologist in 1983
• Howard Gardner's theory of multiple
intelligences proposes that people are not
born with all of the intelligence they will
ever have. He introduced eight different
types of intelligences.

Visual-Spatial
Intelligence
Linguistic-Verbal
Intelligence
Logical-Mathematical
Intelligence
Bodily-Kinesthetic
Intelligence
Musical Intelligence
Interpersonal
Intelligence
Intrapersonal
Intelligence
Naturalistic

•People who are strong in visual-spatial intelligence are
good at visualizing things. These individuals are often
good with directions as well as maps, charts, videos, and
pictures.
•People with visual-spatial intelligence:
•Read and write for enjoyment,Are good at putting
puzzles together, Interpret pictures, graphs, and charts
well, Enjoy drawing, painting, and the visual arts,
Recognize patterns easily
•Potential Career Choices :-Architect,Artist,Engineer
Visual-Spatial Intelligence

•People who are strong in linguistic-verbal intelligence
are able to use words well, both when writing and
speaking.These individuals are typically very good at
writing stories, memorizing information, and reading
People with linguistic-verbal intelligence:
•Remember written and spoken information Enjoy
reading and writing, Debate or give persuasive speeches,
Are able to explain things well, Use humor when telling
stories
•Potential Career Choices :- Writer/journalist,
Lawyer,Teacher
Linguistic-Verbal Intelligence

•People who are strong in logical-mathematical intelligence
are good at reasoning, recognizing patterns, and logically
analyzing problems. These individuals tend to think
conceptually about numbers, relationships, and patterns.
•People with logical-mathematical intelligence:
•Have excellent problem-solving skills,Enjoy thinking about
abstract ideas, Like conducting scientific experiments, Can
solve complex computations
•Potential Career Choices
•Scientist, Mathematician, Computer programmer, Engineer
, Accountant
Logical-Mathematical Intelligence

•Those who have high bodily kinesthetic intelligence are
said to be good at body movement, performing actions, and
physical control. People who are strong in this area tend to
have excellent hand-eye coordination and dexterity.
•People with bodily-kinesthetic intelligence:
Are skilled at dancing and sports, Enjoy creating things
with his or her hands, Have excellent physical
coordination, Remember by doing, rather than hearing
or seeing
Potential Career Choices Dancer, Builder, Sculptor, Actor
Bodily-Kinesthetic Intelligence

•People who have strong musical intelligence are good at
thinking in patterns, rhythms, and sounds. They have a
strong appreciation for music and are often good at
musical composition and performance.
•People with musical intelligence:
•Enjoy singing and playing musical instruments,
Recognize musical patterns and tones easily, Remember
songs and melodies, Have a rich understanding of musical
structure, rhythm, and notes
•Potential Career Choices
•Musician, Composer, Singer, Music teacher
Musical Intelligence

•Those who have strong interpersonal intelligence are
good at understanding and interacting with other people.
These individuals are skilled at assessing the emotions,
motivations, desires, and intentions of those around them.
•People with interpersonal intelligence:
•Communicate well verbally, Are skilled at nonverbal
communication , See situations from different perspectives,
Create positive relationships with others, Resolve conflicts
in group settings
•Potential Career Choices:- Psychologist,
Philosopher,Counselor Salesperson, Politician
Interpersonal Intelligence

•Individuals who are strong in intrapersonal intelligence are
good at being aware of their own emotional states, feelings, and
motivations. They tend to enjoy self-reflection and analysis,
including daydreaming, exploring relationships with others, and
assessing their personal strengths.
•Peoplewithintrapersonal intelligence:
•Analyze their strengths and weaknesses well, Enjoy analyzing
theories and ideas, Have excellent self-awareness, Understand
the basis for his or her own motivations and feelings
•Potential CareerChoices
•Philosopher, Writer, Theorist, Scientist
Intrapersonal Intelligence

•According to Gardner, individuals who are high in this type of
intelligence are more in tune with nature and are often interested
in nurturing, exploring the environment, and learning about
other species. These individuals are said to be highly aware of
even subtle changes to their environments.
•Peoplewithnaturalisticintelligence:
•Are interested in subjects such as botany, biology, and zoology,
Categorize and catalogue information easily, Enjoy camping,
gardening, hiking, and exploring the outdoors
•Potential CareerChoices
•Biologist, Conservationist, Gardener, Farmer
Naturalistic Intelligence

Socio cultural Theory
• Sociocultural theory grew from the
work of seminal psychologist Lev
Vygotsky, (1896-1934) was a Russian
psychologist who believed that
parents, caregivers, peers, and the
culture at large were responsible for
developing higher-order
functions. Vygotsky, believed that
children learn through social and
cultural experiences. Interactions with
peers and adults help children in this
process.

• While interacting with others, children learn the
customs, values, beliefs, and language of their
culture. For this reason, families and teachers
should provide plenty of social interaction for
young children. Vygotsky believed language is an
important tool for thought and plays a key role in
cognitive development.
• One of Vygotsky’s most important contributions
was the zone of proximal development (ZPD). This
"zone" is the area of exploration for which the
student is cognitively prepared, but requires
help and social interaction to fully develop.

•Scaffolding
•Scaffolding describes the interaction between a
child and an adult who helps them finish a task
that they could not do alone
•Private speech
•Private speech takes place when children talk
to themselves. Vygotsky saw this as the starting
point for all mental developments. Vygotsky
thought that it was by using private speech that
a child's biological instincts were made into
culturally acceptable ways of acting.

•Make-believe play
•During play children put themselves into
the adult roles of their culture and
practice how they will act in the future.
Play takes place before development so
children can start to gain the motivation,
abilities and attitudes needed for social
participation, which can be done only with
the help of peers and adults

Socio Learning Theory
•Social learning theory, proposed by
Albert Bandura, is a Canadian-
American psychologist Born on 4
December 1925 emphasizes the
importance of observing, modelling, and
imitating the behaviors, attitudes, and
emotional reactions of others. Social
learning theory considers how both
environmental and cognitive factors
interact to influence human learning
and behavior.

Social Learning Theory
•ASSUMPTIONS OF SOCIAL LEARNING THEORY
•People learn through observation. Learners can acquire new
behavior and knowledge by merely observing a model.
•Reinforcement and punishment have indirect effects on behavior
and learning. People form expectations about the potential
consequences of future responses based on how current responses
are reinforced or punished.
•Mediational processes influence our behavior. Cognitive factors
that contribute to whether a behavior is acquired or not.
•Learning does not necessarily lead to change. Just because a
person learns something does not mean they will have a change in
behavior.

• There are three core concepts at the heart of
social learning theory.
Core Concept of Social Learning
Theory
Observation
and direct
experience
Modeling
and
underlying
cognitive
processes
Evolution
and cultural
intelligence

• Children observe the people aroundthembehaving in various
ways. Individuals that are observed are called models. In society,
children are surroundedby many influential models, suchas
parents within the family, characters on children’s TV, friends
within their peer group and teachers at school. These models
provide examples of behavior to observe and imitate, e.g.,
masculine and feminine, pro and anti-social, etc.
• Children pay attention to some of these people (models)
and encode their behavior. At a later time they may imitate (i.e.,
copy) the behavior they have observed.
Observation and direct experience

• Bandura outlined three types of modeling stimuli:
• Live models, where a person is demonstrating the desired
behavior
• Verbal instruction, in which an individual describes the
desired behavior in detail and instructs the participant in
how to engage in the behavior
• Symbolic, in which modeling occurs by means of the
media, including movies, television, Internet, literature,
and radio. Stimuli can be either real or fictional
characters.
Modeling and underlying cognitive processes

• The following steps are involved in the
observational learning and modeling process
• Attention: In order to learn, you need to be
paying attention Anything that distracts your
attention is going to have a negative effect on
observational learning. If the model is interesting
or there is a novel aspect of the situation,
you are far more likely to dedicate your full
attention to learning.

• Retention: The ability to store information is also an
important part of the learning process. Retention can be
affected by a number of factors, but the ability to pull up
information later and act on it is vital to observational
learning.
• Reproduction: Once you have paid attention to the model
and retained the information, it is time to actually
perform the behavior you observed. Further practice
of the learned behavior leads to improvement and
skill advancement.

•Motivation: Finally, in order for observational learning to
be successful, you have to be motivated to imitate the
behavior that has been
modeled. Reinforcement and punishment play an important
role in motivation.
While experiencing these motivators can be highly effective,
so can observing others experiencing some type of
reinforcement or punishment. For example, if you see
another student rewarded with extra credit for being to
class on time, you might start to show up a few minutes
early each day.

• The cultural intelligence hypothesis argues
that humans possess a set of specific
behaviors and skills that allow them to
exchange information culturally
Evolution and cultural intelligence

Attachment Theory
JOHN BOWLBY (1907-1990) the British
Child Psychiatrist & Psychoanalyst. He was the
first attachment theorist, describing attachment
as a "lasting psychological connectedness
between human beings".
Bowlby believed that the earliest bonds formed
by children with their caregivers have a
tremendous impact that continues throughout
life.
According to Bowlby, attachment also serves to
keep the infant close to the mother, thus
improving the child's chances of survival.

Preattachment Phase
(Birth -6 Weeks)
Attachment In
Making” Phase (6
Weeks – 6 To 8
Months)
Clear Cut” Attachment
Phase (6-8 Months To
18 Months -2 Years)
Formation Of Reciprocal
Relationship (18 Months –
Phases of Attachment Theory

• PREATTACHMENT PHASE (BIRTH -6
WEEKS)
• Baby’s innate signals attract caregiver (Grasping,
crying, smiling and gazing into the adult’s eyes)
• Caregivers remain close by when the baby responds
positively
• The infants encourage the adults to remain close as
the the closeness comforts them
• Babies recognise the mother’s smell, voice and face.
• They are not yet attached to the mother, they don’t
mind being left with unfamiliar adults. They have No
fear of strangers
Attachment Theory

•ATTACHMENT IN MAKING” PHASE (6
Weeks – 6 to 8 Months)
• Infant responds differently to familiar caregiver than to
strangers. The baby would babble and smile more to the
mother and quiets more quickly when the mother picks him.
• The infant learns that her actions affect the behavior of those
around
• The begin to develop “Sense of Trust” where they expect that
the caregiver will respond when signalled
• The infant still does not protest when separated from the
caregiver
Attachment Theory

• “CLEAR CUT” ATTACHMENT PHASE (6-8
Months to 18 Months -2 Years)
• The attachment to familiar caregiver becomes evident
Babies display “Separation Anxiety”, where they become
upset when an adult whom they have come to rely leaves
• Although Separation anxiety increases between 6 -15
months of age its occurrence depends on infant
temperament, context and adult behavior
• The child would show distress when the mother
leaves but if the caregiver is supportive and sensitive
then this anxiety could be short- lived. •
Attachment Theory

• FORMATION OF RECIPROCAL
RELATIONSHIP (18 Months – 2 Years and
on)
• With rapid growth in representation and language by
2 years the toddler is able to understand some of the
factors that influence parent’s coming and going and to
predict their return. Thus separation protests decline.
• The child could negotiate with the caregiver, using
requests and persuasion to alter her goals
• With age the child depends less on the caregiver ,
more confidence that the caregiver will be accessible
and responsive in times of need.
Attachment Theory

• Studying and understanding child growth
and development are important parts of
teaching young children. No two children
are alike. Children differ in physical,
cognitive, social, and emotional growth
patterns. Understanding child development
will help make you a successful caregiver
or early childhood teacher. Theories of
development can help caregivers
understand how to best work with children.
CONCLUSION

Theories of growth and development

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