This document summarizes several theories of child development and psychology: 1. Howard Gardner's theory of multiple intelligences which identifies eight types of intelligence including linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. 2. Erik Erikson's psychosocial stages of development which identifies eight stages from infancy to old age centered around resolving crises of trust, autonomy, initiative, industry, identity, intimacy, generativity, and integrity. 3. Bronfenbrenner's ecological systems theory which describes a child's development within different environmental systems from the microsystem to the macrosystem. 4. Piag

1. Intelligence
type
Capability and
perception
Linguistic Words and language
Logical-
Mathematical
Logic and numbers
Musical Music, Sound,
Rhythm
Bodily-Kinesthetic Body movement
control
Spatial-Visual Images and space
Interpersonal Other people’s
Howard Gardner
multiple intelligences theory

2. Erik Erikson
Socio – emotional theory
Stage Basic conflict Important events
Infancy (birth to 18
months )
Trust Vs Mistrust Feeding
Early childhood ( 2 to 3
years)
Autonomy Vs. Shame
and Doubt
Toilet Training
Preschool ( 3 to 5 years ) Initiative Vs. Guilt Exploration
School age ( 6 to 11
years )
Industry Vs. Inferiority school
Adolescence ( 12 to 18
years )
Identity Vs. role
Confusion
Social Relationships
Young Adulthood (19 to
40 )
Intimacy Vs. Isolation Relationships
Middle adulthood ( 40 to
65 )
Generative Vs.
Stagnation
Work and Parenthood
Maturity ( 65 to death ) Ego Integrity Vs. Despair Reflection on life

3. Erik Erikson

4. Rose Pere
• Te Wheke presents the octopus as a symbol representing Whanau,
Hapu, or Iwi.
• Each of the 8 tentacles represents a dimension of self hood.
• Numerous suckers on each tentacle represent the many aspects
within each dimension.
• The tentacles overlap and are intertwined symbolising thae
interconnected and inseparable nature of the dimensions.

5. Rose Pere
Te whānau – the family
Waiora – total wellbeing
Wairuatanga – spirituality
Hinengaro – the mind
Taha tinana – physical
wellbeing
Whatumanawa – the open and
healthy expression of emotion
Whanaungatanga - extended
family
Mauri – life force in people and
objects
Mana ake – unique identity of
individuals and family
Hā a koro ma, a kui ma – breath
of life from forbearers

6. B. F skinner
 Proposed that children
“operate” on their
environment, operational
conditioning
Believed that leaning could
be broken down into takes
and that offering immediate
rewards for accomplishments
would stimulate further
leaning

7. B. F skinner
Components of Operant
Conditioning
Reinforcement
Positive Reinforceres- are favorable
events or outcomes that are presented
after the behavior. It situations that
reflect positive reinforcement, a response
or behavior is strengthened by the
addition of something, such as praise or a
direct reward.
Negative reinforces- involve the removal
of an unfavorable events or outcomes
after the display of a behavior. In these
situations, a response is strengthened by
the removal of something considered
unpleasant.
Punishment
Positive punishment, sometimes referred
to as punishment by application, involves
the presentation of an unfavorable event
or outcome in order to weaken the
response it follows.
Negative punishment, also known as
punishment by removal, occurs when an
favorable event or outcome is removed
after a behavior occurs.

8. Jean Piaget

9. Jean Piaget
Structure of formal on education
Key stages of the national
curriculum
Teaching methods
Children construct theor
understaning of the world through
their active involvement and
interactions
Described children’s understaning
as their “schemas” and how they
use Assimilation and
Accommodation
Piaget’s influence on
education

10. Lev vygotsky
The Varied system of the environment and
the interrelationships among the system
shape a child’s development
Both the environment and biology
influence the child’s development.
The environment affects the child and the
child influences the environment.

11. Lev Vygostky

12. Bronfenbrenner’s Ecological
model
The Microsystem- Activities and
interactions in the child’s immediate
surrounding: parents, school, friends etc.
 The Mesosystem- relationships
among the entities involved in the child’s
Microsystem: parents’ interactions with
teachers, a school’s interactions with the
daycare provider.
 The Exosystem- social instituations
which affect children indirectly.
 The Macrosystem- broader cultural
values, laws and governmental
resources
The Chronosystem- change which
occur during a child’s life both
personally, like the birth of a sibling and

13. Maria Montessori
MONTESSORI THEORY
INDEPENDENCE- "Never help a child with a task at which he feels he can succeed." (Maria
Montessori).
OBSERVATION- Observation, or watching the child is for parents easy to do
FOLLOWING THE CHILD- “The aim of the children who persevere in their work with an object is
certainly not to “learn”; they are drawn to it by the needs of their inner life, which must be
recognized and developed by its means.”(Maria Montessori).
CORRECTING THE CHILD- Giving the children freedom and choice, supporting them in their
choice by making sure they are safe, feeding their inquiring minds in a way that they can
understand and observing their needs and fulfilling these can be the key to helping your
children develop their full potential.( Maria Montessori).
PREPARED ENVIRONMENT- "The teacher’s first duty is to watch over the environment, and this
takes precedence over all the rest. It’s influence is indirect, but unless it be well done there will
be no effective and permanent results of any kind, physical, intellectual or spiritual." (Maria
Montessori).
ABSORBENT MIND- Montessori observed how children learned the language without anyone
teaching them. This sparked her idea for the "absorbent mind".

14. Maria Montessori

15. Daniel Goleman
Emotional Intelligence
Self-regulation- The ability to control or redirect disruptive impulses
and moods, and the propensity to suspend judgment and to think before
acting. Hallmarks include trustworthiness and integrity; comfort with
ambiguity; and openness to change.
Internal motivation. A passion to work for internal reasons that go
beyond money and status -which are external rewards, - such as an
inner vision of what is important in life, a joy in doing something,
curiosity in learning, a flow that comes with being immersed in an
activity.
Empathy. The ability to understand the emotional makeup of other
people. A skill in treating people according to their emotional reactions.
Hallmarks include expertise in building and retaining talent, cross-
cultural sensitivity, and service to clients and customers
Social skills. Proficiency in managing relationships and building
networks, and an ability to find common ground and build rapport.
Hallmarks of social skills include effectiveness in leading change,
persuasiveness, and expertise building and leading teams.

16. Daniel Goleman

17. James Fowler
stages of faith
Stage I Intuitive-Projective faith is the fantasy-filled, imitative phase in which the child
can be powerfully and permanently influenced by examples, moods, actions and stories
of the visible faith of primally related adults
Stage 2 Mythic-Literal faith is the stage in which the person begins to take on for him-
or herself the stories, beliefs and observances that symbolize belonging to his or her
community
Stage 3 Synthetic-Conventional faith, a person's experience of the world now extends
beyond the family. A number of spheres demand attention: family, school or work,
peers, street society and media, and perhaps religion
Stage 4 Individuative-Reflective faith is particularly critical for it is in this transition that
the late adolescent or adult must begin to take seriously the burden of responsibility for
his or her own commitments, lifestyle, beliefs and attitudes.
Stage 5 Conjunctive faith involves the integration into self and outlook of much that
was suppressed or unrecognized in the interest of Stage 4's self-certainty and conscious
cognitive and affective adaptation to reality.
Stage 6 is exceedingly rare. The persons best described by it have generated faith
compositions in which their felt sense of an ultimate environment is inclusive of all
being. They have become incarnators and actualizers of the spirit of an inclusive and
fulfilled human community.

18. James Fowler

19. Reference
. Introduction to Operant Conditioning (n.d.). Retrieved from
http://psychology.about.com/od/behavioralpsychology/a/introopcond.htm
Daniel Goleman's five components of emotional intelligence.(n.d.). Retrieved from
http://www.sonoma.edu/users/s/swijtink/teaching/philosophy_101/paper1/goleman
.htm
Stages of Faith.(n.d.). Retrieved from
http://faculty.plts.edu/gpence/html/fowler.htm
slideshare.(n.d.). Retrieved from
http://www.slideshare.net/omneya2010/urie-bronfenbrenner-11317859
slideshare.(n.d.). Retrieved from
http://www.slideshare.net/6770luhrig/child-development-14487267
Multiple Intelligences.(n.d.). Retrieved from
http://www.tecweb.org/styles/gardner.html