Preschool

1. Influential Theorists of
Child Development
By: Kathleen Cate S. Sumbilon

2. What is Human Development?

3. Human Development Theory
– is a way to describe what happens as
individuals move from infancy through
adulthood;
-identifying significant events that are
commonly experienced by all people; and
- explaining why changes occur as they do

4. Erik Erikson (1902- 1994)
- A follower of Sigmund Freud’s theory;
- Describe as
thoughtful,energetic,magnetic and a
scholarly thinker and prolific writer;
- Formulated the theory of psychosocial
theory

5. Erik Erikson (1902- 1994)
“It is human to have a long childhood; it is
civilized to have an even longer
childhood.”

6. Psychosocial Theory
-the branch of psychology;
- development is describe in terms of
eight stages that span childhood and
adulthood; and
- Each offering opportunities for
personality growth and development.

7. Trust vs. Mistrust
- First stage of development;
- Occurred during infancy, in which the
child’s needs should met consistently
and predictably

8. Autonomy vs. Shame and Doubt
- Second stage of psychosocial
development;
- Occuring during the second year of life
in which toddlers assert their growing
motor, language and cognitive abilities
by trying to become more independent

9. Initiative vs. Guilt
-third stage of psychosocial development;
-occuring during the preschool years, in
which the child’s curiosity and
enthusiasm lead to a need to explore
and learn about the world;
-rules and expectations begin to be
establish.

10. Industry vs. Inferiority
- The fourth stage of development;
- Starting at the end of the preschool
years and lasting until puberty;
- The child focuses on development of
competence.

11. Jean Piaget (1896-1980)
- Formulated the theory of cognitive
development.
- One of the most influential forces in early
childhood education today.
- Precocious, with his first publication at
10, and Ph.D by 22; Constantly searching
for answers; always igneous and inventive
in his approach.

12. Jean Piaget (1896-1980)
“We should not allow children a
completely free rein on the hand, nor
channel them too narrowly on the other
hand.”

13. Cognitive Development
-focuses on how children’s abilities
emerge through distinct stages.

14. Adaptation
- the process that occurs any time new
information or a new experience occurs.

15. Disequillibrium
- The lack of balance experienced when
existing mental structures and new
experience do not fit exactly.

16. Equillibrium
- The state of balance each person seeks
between existing mental structures and
new experiences.

17. Assimilation
- One form of adaptation, which takes
place when the person tries to make new
information or a new experience fit into
an existing concept.

18. Accommodation
-one form of adaptation which takes place
when an existing concept is modified or
a new concept is formed to incorporate
new information or a new experience.

19. Organization
- The mental process by which a person
organizes experiences and information
in relation to each other.

20. Schemata
-cognitive structures into which cognitive
concepts or mental representations are
organized.

21. Stage theorist
-any theory that delineates specific
stages in which development is marked
by qualitatively different
characteristics and accomplishments.

22. Representation
-the ability to depict an
object, person, action, or experience
mentally, even if it is not present in the
immediate environment.

23. Logical Thinking
- The ability that begins to emerge
around seven in which children use
mental processes to solve problems
rather than relying solely on perceived
information.

24. Abstract Thinking
-the ability to solve a variety of problems
abstractly, without a need to manipulate
concrete objects.

25. Object Performance
-the recognition that objects exist
even, when they are out of view.
-a concept that children begin toward the
end of their first year of life.

26. Piaget’s Period of Cognitive
Development
Stage1. Sensorimotor Period(0 to 2 years)
-characterized by motor behavior
through which schemata is formed;
Examples: relies on coordination of senses
and movement and beginning to
understand the relationship of objects
in order to learn about it.

27. Piaget’s Period of Cognitive
Development
Stage2. Preoperational Stage (2 to 7 years)
- Language and representation is developed
during this period;
- Have an egocentric view of the world;
- Role playing.

28. Piaget’s Period of Cognitive
Development
Stage3. Concrete Operations Period (7 to 11
years)
- Develops logical thinking.
- Able to reverse operations (5-3= 2 or 3+2=
5)
- Practice conservation-recognize.

29. Piaget’s Period of Cognitive
Development
Stage 4. Formal Operations Period (11 to
15 years)
- Final period
- Characterized by sophisticated
abstract thinking and logical reasoning
abilities applied to physical as well as
social and moral problems.

30. B. F Skinner (1904-1990)
-Formulated the theory of behaviorism;
-believe that behavior can be changes or
modified by manipulating the environment
which includes both physical and social
components.
- Ambitious, goal driven, persistent; seen as
the “Darth Vader” of psychology by
some, as a brilliant innovator by others.

31. B. F Skinner (1904-1990)
“Teaching is the expediting of learning: A
person who is taught learns more quickly
than one who is not.”

32. Operant Conditioning
-a person deliberately attempts to
increase or decrease behavior by
controlling

33. Reinforcement
- Any response that follows a behavior
that encourages repetition of that
behavior.

34. Positive Reinforcement
-includes any immediate feedback (either
through tangible or non tangible means)
to children that their behavior is valued.

35. Social Reinforcer
-a reward that conveys approval through
such responses as a smile, hug, or
attention.

36. Shaping
- Used to teach a child a new behavior by
breaking it down into small steps and
reinforcing the attainment of each step
systematically.

37. Extinction
-a method of eliminating a previously
reinforcement behavior by taking away
all reinforcement for instance, by
totally ignoring the behavior.

38. Punishment
-an aversive consequence that follows a
behavior for the purpose of decreasing
or eliminating the behavior. (not
recommended as an effective means of
changing behavior)

39. Observable behavior
-actions that can be seen rather than
those that are inferred.

40. Programmed Instruction
-also called direct instruction
A method of teaching in which the
teacher determines exactly what the
children should learn, devises a
sequence of learning activities and it
teaches directly by controlling the
information according to children’s
responses.

41. Lev Semanovich Vygotsky
(1896-1934)
- Formulated the Sociohistoric Theory.
- Focuses on cultural and historical
context within which a child socialized.
- An intense yet very social person with
the capacity to inspire others; deeply
interested to a variety of fields and
topics, many of which he mastered.

42. Lev Semanovich Vygotsky
(1896-1934)
“The maturation of a child’s higher mental
fucntions occurs… through the adult’s
assistance and participation.”

43. Sociohistoric Theory
- Gives prominence to the social, cultural
and historic context of child
development.

44. Zone of Proximal Development
(ZPD)
-This zone represents tasks, a child
cannot yet do by herself but which she
can accomplish with the support of an
older child or adult.