This document provides an overview of child psychology and theories of child development. It discusses Sigmund Freud's psychodynamic theory including the psychosexual stages of development from oral to genital. It also covers Erik Erikson's psychosocial theory and the 8 stages from trust vs mistrust to integrity vs despair. Jean Piaget's cognitive theory and the stages of cognitive development from sensorimotor to formal operations are also summarized. The document aims to help dental clinicians understand child psychology and behavior management.

1. CHILD PSYCHOLOGY
• GUIDED BY:DEPT OF PEDODONTICS
• AISHWARYA SURESH
ROLL NO:42
• FINAL YEAR
GUIDEDBY THEDEPTOF
PEDODONTICS
AISHWARYASURESH
FINALYEAR
ROLL NO:42

2. CONTENTS
INTRODUCTION
DEFINITIONS
IMPORTANCE
THEORIES
APPLICATION OF THEORIES

3. INTRODUCTION
Psychological development is a dynamic process,which begins at
birthand proceeds through a series of sequential stages
manifesting in various characteristc behaviours.
Therefore a dental clinician needs to understand several
dimensions of child psychology.
Outcome of an interaction between genetically controlledcell
proliferation and environmental influences.

4. DEFINITIONS
PSYCHOLOGY
Is the science dealingwith human mature
function and phenomenon of his soul in the main.
CHILDPSYCHOLOGY
It is the science that dealswith the dental withthe mental power
or an interaction through the conscious and subconscious
element in a child.

5. EMOTION
An effective stateof consciousness in which
joy,sorrow,fear,hate or the likes are expressed.
BEHAVIOUR
It is any change observedin the functioning of the organism.
BEHAVIOUR MANAGEMENT
The means by which dental health teameffectivelyand
efficiently performs treatment for a child and
simultaneouslyinstills a positive dental attitude in the
child (Wright 1975)

6. IMPORTANCE
To understandthe childbetter.
To know the problemof psychological origin.
To deliver dental services in a meaningfull and effective
manner.
To establish effective communication with the childand the
parent.
To gain confidence of the child and the patient.

7. To teach the childand the parent ,the importance of primary
and preventive care.
To have better treatment planning and interaction
To produce a comfortable environment for the dental teamto
work

8. THEORIES
Childpsychology theories are broadly
classified into:
1)PSYCHODYNAMIC THEORIES:
-Psychosexual Theory
-Psychosocial Theory
-Cognitive Theory
2)BEHAVIOUR LEARNINGTHEORIES:
-Classical Conditioning Theory

9. -Operant ConditioningTheory
-Social Learning Theory
-Hierarchy of Needs
3)MARGARET THEORY

10. PSYCHOSEXUAL THEORY
Sigmund Freud (1905)
Classical Psychoanalytical Theory
Advocated the method of
association
Body has two types of neurons:
- Phi neuron
-Psi neuron
Archaic discharge
Human mind is an iceberg

13. PSYCHIC MODEL
ID
• Reservoirof instincts
• Presentat birth
• Immediatepleasureandgratification
EGO
• RealityPrinciple
• FromID in 2nd-6th monthof life
• MeditationbetweenID andsuperego
SUPEREGO
• Internalizedrepresentationof valuesandmoralsof thersociety
• Decideswhat is rightandwrong

14. TOPOGRAPHIC MODEL
CONSCIOUS
PRECONSCIOUS
SUBCONSCIOUS

15. EGO DEFENSE MECHANISMS
 Ego deals with the demandsof Id and Supergo
 Whenanxiety overwhelms,ego has to defend
itself
DISPLACEMENT:
Transfer of desires or impulses onto a
personor object.
REACTIONFORMATION:
Displays behaviour oppositeto that of an
impulse
PROJECTION:
Characteristicsor desires that are unacceptableto
a person’s ego are externalizedor projectedonto
someoneelse.

16. REGRESSION:
Attempts to avoidcurrent anxiety by withdrawing to
behaviour patterns of
an earlyage.
REPRESSION:
Primary repression
Primal repression
RATIONALIZATION:
Attempt to explain our behaviour to ourselves and
others,in ways that are seen as rational and socially
acceptable

17. DENIAL:
Person may deny some aspect of
reality
IDENTIFICATION:
Incorporating an external object
into one’s own personality, making
thema part of one’s self

18. MERIT :
Earliest and most comprehensive theories
of life long psychological development
DEMERITS :
-Based on obsessed observations of the
psychologist

19. BIRTH ORAL ANAL
INTRO •First experience
to affect
personality
development
•Oral cavityis the
site for identifying
needs
•Serves as erogenous
zone
•Maturation of
neuromuscularcontrol
•Control overanal
sphincter
OBJECTIVES •Learns adaptive
mechanisms
•Satisfaction of oral
desires
•Successful
achievement of
needs
•Realizes increasing
voluntarycontrol

20. CHARACTERISTICS
PATHOLOGY
•Psychophysiological
emergencyreactions
•Observedduringlater
stagesof personality
development
•Neonateswhofailto
adapt,getstartledeasily
•Moreprotective
mechanism
•Dependentstage
If childneedsarenot
met:Excessive
optimism,demandingne
ss,envy,jealousy
•Developmentof
personalautonomyand
intelligence
•Realizescontrolover
hisneedsandpractices
•Analeroticismand
defenseagainstit,leads
to fixationonanal
functiom

21. URETHR
AL
PHALLIC LATENCY GENITAL
INTRO •Transitional
betweenanaland
phallicstage
•3rd-5th yr andends
inpuberty
•Resolutionof any
defect
•Psychosexual
development
extendsfrom11-13
yr to young
adulthood
CHARAC
TERISTIC
S
•Derivespleasure
by exercising
controlover
urinarysphincter
•Oedipuscomplex
•Castration
anxiety
•Penisenvy
•Electracomplex
•Increasein
masturbation
•Maturationof ego
•Developsa greater
degreeof control
overimpulses
•Senseof identity
develops
•Matured
personality
•Satisfiesgenital
potency

22. URETHRAL PHALLIC LATENCY GENITAL
OBJECTIVES •Similarto anal
stage
•Realizessexual
qualities
•Resolutionof
driveimpulse
•Further
developmentof
personality
•Consolidationof
sex
•Egomatures
•Matures
personality
•Separates
dependanceon
parents
•Acceptanceof
adultrole,social
acceptationsand
culturalvalues
PATHOLOGY •Lossof urethral
control
•Competitiveness
•ambition
•If theabove don’t
resolve,gender
roleswont develop
•Lackof inner
control
•Resultsin
immature
behaviour
•Unresolvedtraits
areseenin
modifiedform.

23. MERIT:
Earliest and most comprehensive theory
DEMERITS
-Basedon obsessed observations of psychologists
-Basedon adults

24. PSYCHOSOCIAL THEORY
Eric Erickson (1963)
Society responds to child’s basic needs or developmental tasks
ina specific period of life
Individual passes through 8 developmental stages
Each stage is characterized by different psychological crisis
If the individual copes in a maladaptive manner,he struggles
later.

26. 1)BASIC TRUST v/s BASIC MISTRUST:
Infancy: (0-1 year)
Infants are dependant for food,warmth
andaffection
Positive Outcome - Child will develop a
secure attachment withtheparents and
will learn to trust their environment.
Negative Outcome – Mistrust towards
people,environment,and themselves

27.  2)AUTONOMYv/s SHAME:
Toddler – 1-2 years
Learns to walk,talk,usetoilets and think
forthemselves
begins to developself-control and self
confidence
Positive Outcome – If the chill is madeto
learn fromhis mistakes,he develops the
confidence to deal with further situations
Negative Outcome – If parents are over
protective,child will feel doubtful about his
abilities.

28.  3)INITIATIVE v/s GUILT:
Early Childhood-2-6 years
Developmotor skills,social interaction
Must learnto achieve balance between
eagernessfor more adventure and also
learning to control impulses and childish
fantasies.
Positive Outcome – Childrenwill learnfrom
teir mistakes;but wont feel any shame
Negative Outcome – If not, the child may
developa sense of guilt and may believe that
it is wrong to be independant

29. • 4)INDUSTRYv/s INFERIORITY:
Elementaryand middleschool years
6-12 years
School is an important event
Learn to make things,use tools and
acquire motor skills.
Positive Outcome – If childrencan discover
pleasure in intellectual stimulation,seeking
success will help themdevelop a sense of
competence
Negative Outcome – Will not developsense
of inferiority

30. • 5)IDENTITY v/s ROLE CONFUSION:
Adolescence – 12-18 years
Learns to answer : Who am I???
Positive Outcome – If they solve the
conflict successfully,he can come out
witha strong identityand is readyto
planfor the future.
Negative Outcome – Theysink into
confusion where theyare unable to make
decisions and choices about vocation,sexual
orientationand his role in life,ingeneral

31. • 6)INTIMACY v/s ISOLATION:
Young adulthood:19-40 years
Love realtionships
Thosewho have not developed a sense
of identity,usuallywll fear a committed
relationship and may retreat to isolation.
Positive Outcome – Can formclose
relationships and share it withothers.
Negative Outcomes – They fear commitment,
feel isolated and unableto dependon
anybodyin the world.

32. • 7)CREATIVITY v/s STAGNATION:
Middleadulthood – 40-65 years
Adults ability to look outside oneself &
care for others through parenting.
Positive Outcome – Can solve crisis
byhaving and nurturing children or help
the next generation.
Negative Outcome-Person remains self
centeredand experiences stagnation in
laterlife.

33. • 8)INTEGRITY v/s DESPAIR:
Late Adulthood– 65years to death
Old age is the time for reflecting upon
one’s own life and seeing it fill with
pleasure and satisfaction or dissappoint
ments and failures.
Positive Outcome – He will accept death
witha sense of integrity
Negative Outcome - If not, individual
will face desparity and fear death

34. MERITS:
-Easy to applyat any stage of the
classification
-Simpleand comprehensive to understand
DEMERIT :
Basedon extreme ends of personality

35. COGNITIVE THEORY
Jean Piaget (1952)
Development of intellectual capabilities
Did not emphasize on the influence of psychosocial and
psychosexual factors
Adaptation occurs throughtwo complementary processes:
Assimilation ,Accommodation and Equilibration
Childdevelopment proceeds froman egocentric position
througha predictible.step-wise,consistent expansion and
incorporation of learnt experiences

36. STAGESOF DEVELOPMENT:
SensorimotorPeriod
(Birth-2yrs)
Preoperationalperiod
(2-7yrs)
Preconceptual period(2-4yrs)
Intuitivestage(4-7yrs)
ConcreteOperationalPeriod
(7-2yrs)
FormalOperationalPeriod
(12-13yrs)

38. SENSORIMOTOR PREOPERATIONAL CONCRETE FORMAL
Birthto 2 yrs of age 2-7 years 7-11 years 11 + years
Stage of practical
intelligence
•period of transition
•Manipulationof
words,symbols
•Thinking process
becomes logical.
•Beginsto solve
complex mental
operations
•Development of
reasoningcapacities

39. •Child lacks the
capacityto
represent the
objects or people
•Child uses
symbols in
language and
play
Understands
others point of
view
Can imagine
possibilities in a
problem
As maturation
progresses,simpl
e reflexes begin
to coordinate
Classifies
things,solves
problems,
Pays attention
on how things
appear
Concrete
operations
develop on the
level of
understanding
achievedso far
Uses logic to
make decisions
and solve
problems

40. SENSORIMOTOR STAGE:
Infants fromthe first day of life; see, smell and hear.
4 Majorstages:
-Areas of perception
-Areas of recognition of information
-Areas of ability to organize
-Enhancement of memory (till 1 year)
Childhas rudimentary concepts of the objects present around
him

41. • Areas of perception
Abilityto perceive movements, facial relationships,color.
• Areas of Recognition of Information
Infants can recognize certainstimuli, suchas face, whenit s viewedfrom
various and different observational angles.
• Areas of ability to organize
Child can group things by their shapeand color.
• Enhancement of Memory
Ability to recall past experiences (by 6th months and 6+) and use
informationgained,during the past eventto help themforma reaction
to thepresent situation

42. Language development of the child, at first, is veryslow.
Mean expressive vocabularyof an 18 monthold is 10 words.
At this time, the receptive vocabulary is higher than the expressive
vocabulary.

43.  PREOPERATIONAL STAGE:
Pre schooling age : 3-6years
Fromsimplistic questions like – Why?; his questions are replacedby
more sophisticatedand specificquestions like– How did it get big?
Where did it come from?
2 parts: Preconceptual phase (2-4yrs)
Intuitive phase (4-8yrs)
PRECONCEPTUALSTAGE:-
Child’s mindand mental powers develop at a rapid rate
Aquires the abilityto thinksymbolicallywithmental imagery

44. Able to playand fantasize using mental symbols
Stillregardedas unsophisticated in thinking
Child generalizes all entities.
Foreg:Abird or any bird-Isa bird
Preconceptual mindis centered.
Centrationis definedas the process of focussingall the thoughts and reasoningsof
anymental problemon onlyone aspect of the whole aspect: disregardingall the
other features.
INTUITIVEPERIOD:-
Acquires the ability to group the objectsaccording to more complex thoughts and
images: outgrowing tendencytowards centration.
Acquiresreading andwritingskills.
Increase in vocabulary and attention span,control over impulses and tolerationof
separation fromparents.

45.  C0NCERETE OPERATIONAL STAGE:
Childrenbecome literate.
Mental representationof actions
Approaches appropriategrammar and producesincreasinglysophisticated oral and
writtencommunications
Abilityto differentiatebetween length,mass,
number,weight despite the external differences.
 FORMALOPERATIONALPERIOD:
Capable of extremelysophisticated intellectual tasks.
Allows the adolescents to deal withdifficult and complexvocational and educational
changes
HALLMARKSOF MATURATION:-
Formal operational thinkingand the abilityto store information.
Thoughts can be Introspective,Analytic,Egocentric

46. MERIT:
-Most comprehensive theory
DEMERITS:
-Underestimates children’s habits
-Overestimates age differences in
thinking
-Vagueness about the procedure of
change
-Underestimates role of social environment

47. CLASSICAL CONDITIONINGTHEORY
IvanPavlov (1927)
Unassociated stimuli can produce the reflexive
behaviour
Performed a classical experiment of involved the
presentation of food to a hungry animal along with
some of the other stimulus like a ringing bell.

49. PRINCIPLES
ACQUISITION
EXTINCTION
DISCRIMINATION
GENERALIZATION

50. ACQUISITION
Learning new responses fromthe environment by conditioning
GENERALIZATION
Process of conditioning is evoked by a band of stimuli centeredaround a
specificconditionedstimuli.
EXTINCTION
Results if theassociation between theconditionedand unconditioned
responseis not reinforced
DISCRIMINATION
Opposite of generalization

51. FIRST VISIT
• Pain of injection
• (Unconditioned
stimulus)
WHITE COAT
(Neutral stimulus)
• Fear and crying
• (Response)
PAIN OF
INJECTION
(Unconditioned
stimulus)

52. SECOND VISIT
• Pain of injection
• (Unconditioned
stimulus)
SIGHT OF
WHITE COAT
(Conditioned
Stimulus)
• Fear and crying
• (Response)
PAINOF
INJECTION
(Unconditioned
stimulus)

53. PRINCIPLES:
-Develop goodhabits
-Breaking habits and eliminateof conditionedfear
-Psychotherapy
-Develop positive attitude
-Teaching alphabets
MERIT:
Simple to understand and applicable

54. OPERANT CONDITIONING
B.F.Skinner
Extension of classical conditioning
theory
Consequence of a behaviour itself is
a stimulus which can affect the
future response

56. POSITIVE
REINFORCEMERNT
NEGATIVE
REINFORCEMENT
OMISSION PUNISHMENT

57.  POSITIVEREINFORCEMENT:
Occurs when a behaviour,good or bad is followedby a rewarding
event.
 NEGATIVEREINFORCEMENT:
Withdrawal of an unpleasantstimuli after a response
 OMISSIONOR TIME-OUT:
Involves removal of pleasant stimuli after a particular response.
 PUNISHMENT:
Adding negative outcomes and thus; decreasing
the response

58. MERITS:
1)Can be usedon children who are
difficult to manage
2)Usedto install aq life-long positive
behaviour in the child
DEMERITS:
Over emphasizes on use of negative reinforcers and
punishment in the dental clinic.

59. SOCIAL LEARNING THEORY
Albert Bandura (1963)
Behaviour is largelymotivated
by social needs
Reinforcement is a powerful
methodto regulate the
performance of behaviour

60. Four principle elements:
1)ANTECEDENT ELEMENTS
Conditioning is affecetdif the
person is aware of what he is doing
2)CONSEQUENTDETERMINANTS
Person’s perception,expectancy
3)MODELLING
Learning through observations
eliminates trial
4)SELF REGULATION

61. MERITS:
-Less reductionistic
-More explanatory concepts
-Encompasses broader range of
phenomena
DEMERITS:
Basedon behavior observation of a person

62. ATTENTIONAL
PROCESS
• Observermust be ableto associateandidentifywiththemodel
• Dependson therelevancyof themodels behaviourto thatof the observingchild
RETENTION
PROCESS
• Response pattern must be memorizedand coded in a symbolic form
MOTORIC
REPRODU
CTION
• Amount of observational learning depends upon the level of skills
the child has attained
REINFORCEM
ENT AND
MOTIVATION
• Observational learning will promptly be translated over
performance

63. HIERARCHY OF NEEDS
AbrahamMaslow (1954)
Developed a classification of the
individual priority needs and
motivations
Five triangular hierarchy
MERIT:
Basedon totalityof personality
development
DEMERIT:
Difficult and impractical

65. MARGARET THEORY
Early childhood object relations to understand personality
development.
Three stages :
1)Normal Austitic phase (0-1 yr)
2)Normal Symbiotic Phase (3-4 wk to 4-5 mnths)
3)Separation-Individualization process (5-36 mnths)

66. MERITS:
-Can be applied to children
DEMERIT:
-Not a very comprehensive theory

67. APPLICATIONS
Various mechanisms are:
-Direct exposures to events
-Action or seeing the consequences
-watching others experience such
events
-Language

68. Classical Conditioning:
Desensitization
Tell-show-do
Voice control
Verbal and Non-verbal communication
Distraction
Operant Conditioning:
Positive Reinforcement
Responsive extinction
Behaviour Shaping
Contingent Reward Management

69. HOME
Observational Learning:
Modeling
Coping Audiovisual Modeling
Social Learning Theory:
Pre-appointment behaviour modification
Hypnosis

70. REFERENCES
PEDIATRICDENTISTRY:INFANCY THROUGH ADOLESCENCE
PINKHAM
TEXTBOOKOF PAEDIATRICDENTISTRY
NIKHIL MARWAH
CONTEMPORARY ORTHODONTICS
WILLIAM.R.PROFITT
TEXTBOOKOF PEDODNTICS
SHOBHATANDON
PUBLICHEALTHDENTISTRY
SOBENPETER