This document discusses several theories of child psychology relevant to understanding child dental patients. It summarizes Sigmund Freud's psychodynamic theory which proposes that personality develops through satisfaction of instincts, especially sexual instincts, during psychosexual stages from infancy through adolescence. Jean Piaget's cognitive theory views cognitive development as resulting from interactions between children and their environments. Erik Erikson described psychosocial stages that influence personality development. Classical and operant conditioning theories by Ivan Pavlov and B.F. Skinner explain how behaviors are learned and reinforced. Abraham Maslow's hierarchy of needs proposes that basic needs must be met before higher-level growth can occur. Albert Bandura's social learning theory posits that people learn from observing and modeling

1. CHILD
PSYCHOLOGY
Dr..Santwana Tripathy
Department of Pedodontics and preventive
dentistry

2. Introduction
• What is Psychology ?
Science dealing with human nature, function and
phenomenon of his soul in the main
• What is Child Psychology ??
Science or study of child’s mind and how it functions

3. Importance of Child
Psychology
• To better understand the child
• To know the problem of psychological origin
• To deliver dental sciences in a meaningful and effective manner
• To establish effective communication with the child
• To gain confidence of child and parents
• To teach child and parent importance of primary and preventive
care
• To have a better Rx planning and interaction
• To produce a comfortable environment for dental team to work on
the patient

4. THEORIES OF CHILD
PSYCHOLOGY
A] Psychodynamic theories
1.Psychosexual/Psychoanalytic theory – Sigmund
Freud (1905)
2.Cognitive theory – Jean Piaget (1952)
3.Psychosocial theory – Erik Erickson (1963)

5. THEORIES OF CHILD
PSYCHOLOGY
B] Theories of learning and behavior development
1. Classical conditioning – Pavlov (1927)
2. Operant conditioning – Skinner (1938)
3. Hierarchy of needs – Maslow (1954)
4. Social learning theory – Bandura (1963)

6. Psychoanalytic Theory
• By Sigmund Freud in 1905
• Personality to originate from biological roots, as a
result of satisfaction of asset of instincts of which
sexual instinct being most important
• Categorized into 5 psychosexual stages

9. 1) ID
• Basic structure of personality, reservoir of instincts
• Based on pleasure principle
• Features of id
• Present at birth
Impulse ridden (instinctual)
Strive for immediate pleasure and gratification
Selfish and cannot withstand pain
• If retained – aggressive personality

10. 2) EGO
• Mediator between ID and Super ego
• Develops out of ID in the 2nd to 6th month of life
• Based on reality principle
• It modifies the ID and form the executive part of
the personality
• Concerned with memory and judgment
• Seat of consciousness
• It is the actual reality we experience

11. 3) SUPEREGO
• Acts as a censor for acceptability of thoughts,
feelings and behavior
• It is determined by the restrictions imposed by the
parents, society and culture, i.e. morals and ethics
• It is developed by initial reward and punishment.
• Proper parenting is important

13. COGNITIVE THEORY
• By Jean Piaget in 1952
• Survival of the fittest and the most adaptable is the
driving force for development.
• Cognitive development is the interaction between
the individual and the environment

15. Psychosocial Theory

17. CLASSICAL CONDITIONING
• By Ivan Pavlov in 1927
• Based on stimulus reflex response (an involuntary
response to an external stimuli)
• When two events ,observed to occur together
(proximity in time and space),will tend to be
associated or paired together by the
observer(pairing of initial and neutral stimuli).

18. • Generalization
• Process of conditioning is evoked by a band of stimuli centered
around a specific conditioned stimulus. Thus a test stimulus similar to
training stimulus results in response.
• Extinction
• If reinforcement does not occur results in extinction of the fear.
• Discrimination
• It is opposite of generalization. If the child is exposed to clinical
setting which are different, child learns to discriminate between the
two clinics and even the generalized response to any office will
extinguish

21. OPERANT CONDITIONING
• Skinner in 1938
• • The consequence of behavior itself acts as a
stimulus and affect future behavior
• Operant: behavior that operates or controls the
environment

22. 1. Positive reinforcement
• Occurs if a pleasant consequence follows the response
e.g., a child rewarded for good behavior following dental
treatment.
2. Negative reinforcement
• •Involves removal of unpleasant stimulus following a
response, e.g., if the parent gives into the temper tantrums
thrown by the child, he reinforces this behavior.

23. • 3. Omission
Refer to removal of the pleasant response after a
particular response e.g., if the child misbehaves during
dental procedure. If it’s favorite toy is taken away for
short time resulting in the omission of the undesirable
behavior.
• 4. Punishment
Involves introduction of an aversive stimulus into a
situation to decrease the undesirable behavior, e.g., use of
parental rake in correction of tongue thrusting habit.

25. HIERARCHY OF NEEDS

26. SOCIAL LEARNING
THEORY

27. THANK YOU