Marion (c) Pearson

1. CHAPTER 2:
Theoretical Foundations of
Child Guidance
Guidance of Young Children
Ninth Edition
Marian Marion
© 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved

2. Marion. Guidance of Young Children, 9e.
© 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved
2-2
ECOLOGICAL THEORY
FAMILY SYSTEMS THEORY
THEORIES FOCUSING ON
‘SYSTEMS’ IN WHICH CHILDREN
DEVELOP:

3. Marion. Guidance of Young Children, 9e.
© 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved
2-3
Ecology of Human Development
 Microsystem
Relationships within families and the resources in a neighborhood
 Mesosystem
Connected network formed by different microsystems
 Exosystem
Groups farther away from child (laws, government reform,
environmental regulation, social unrest, financial strength or
upheaval, business and industry)
 Macrosystem
Values of the culture, type of government, social trends, and major
events such as natural disasters
Macrosystems affect every other system
 Chronosystem
Degree of change or consistency of various systems over time

4. Marion. Guidance of Young Children, 9e.
© 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved
2-4
Family Systems Theory
Boundaries
–Family’s ideas about separateness and togetherness
Rules
–Traditions that families use to guide their
interactions with each other
–Tell how families deal with persons and systems
outside their family
Roles
–Responsibility or job that a family assigns to
different members of a group

5. Marion. Guidance of Young Children, 9e.
© 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved
1-5
Theories Focusing on How
Children Construct Knowledge:
• Piaget
• Dewey
• Vygotsky

6. Marion. Guidance of Young Children, 9e.
© 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved
2-6
John Dewey:
Children construct knowledge
Four primary interests of children
Learner’s curiosity
• children are naturally inquisitive and interest in
their world
Creating classroom communities
• makes it possible for children to use their
curiosity and interests to build ideas,
knowledge, and skills

7. Marion. Guidance of Young Children, 9e.
© 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved
2-7
Four Primary Interests of
Children (Dewey)
 Desire to investigate and discover things
 Need to communicate
 Joy in construction
 Artistic expression

8. Marion. Guidance of Young Children, 9e.
© 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved
2-8
Jean Piaget: Children Construct
Knowledge by:
 Interacting with people and objects
Children need to be actively involved
Taking in new information into one of their existing
concepts (assimilation)
Changing their existing ideas and concepts to make
room for a more refined idea (accommodation)

9. Marion. Guidance of Young Children, 9e.
© 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved
2-9
Piaget’s Stages of Cognitive Development (ages
approximate)
 Sensorimotor Stage
−From birth to age 2
−Babies center on their bodies for the first 7-9 months
−Gain information about the world through motor activity
and coordinating movements
 Preoperational Stage
− 2 to 6 years of age
− Now, children can use symbols (words, paintings,
beginning writing to show their experience
 Concrete Operations Stage
− 6 to 12 years of age
− Logical thinking more refined when using concrete objects
 Formal Operations Stage
− 12 years and forward
− Deals with abstract ideas
− Can think about different ways to solve problems

10. Marion. Guidance of Young Children, 9e.
© 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved
2-10
Lev Vygotsky:
Children Construct Knowledge
when Teachers Pay Attention to:
Scaffolding
A teacher’s changing support as a child develops a new
competency or skill
Zone of proximal development
Space or zone where learning and development takes
place
Adult-child dialogue or discourse
Talking about tasks that a child can accomplish without
adult help

11. Marion. Guidance of Young Children, 9e.
© 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved
2-11
Erikson and Maslow are emphasized here
Theories Focusing on
Psychological, Emotional, and
Social Learning Needs:

12. Marion. Guidance of Young Children, 9e.
© 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved
2-12
Erik Erikson’s Stages of
Psychosocial Development
Trust vs. mistrust
–birth-18months
–Develop positive trait of trust when needs are met
Autonomy vs. shame or doubt
–18months-3 years
–Encourage independence when possible and safe
Initiative vs. guilt
–3-5 years
–Exploration of their world
Industry vs. inferiority
–6-12 years
–Support as challenges are faced in different systems

13. Marion. Guidance of Young Children, 9e.
© 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved
2-13
Erik Erikson’s Stages of
Psychosocial Development
 Identity vs. role confusion
Adolescence
Dealing with pressure from the outside world
 Intimacy vs. isolation
Young adulthood
 Generativity vs. stagnation or self-absorption
Middle adulthood
 Integrity vs. despair
Late adulthood

14. Marion. Guidance of Young Children, 9e.
© 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved
2-14
Abraham Maslow:
Emphasized Hierarchy of Human
Needs: Teachers Can Help Children
Meet these Needs
Physiological needs
Security needs
Social needs
Esteem needs
Self-actualizing needs