Marion 10 Chapter 2

Guidance of Young Children
Tenth Edition
Chapter 2
Theoretical Foundations of
Child Guidance
Copyright © 2019, 2015, 2012 Pearson Education, Inc. All Rights Reserved

Learning Objectives
• Explain what a theory about child development is, and
what it is not.
• Describe theories focusing on the systems (settings) in
which children develop, and explain how they help
teachers guide children.
• Describe theories focusing on how children build or
construct knowledge, and explain how they help teachers
guide children.
• Describe theories focusing on psychological, emotional,
and social learning needs, and explain how they help
teachers guide children.

Theories Focusing on Settings or ‘Systems’
in Which Children Develop
• Ecological Theory
– (Ecological theory of human development)
• Family Systems Theory

Ecology of Human Development (1 of 2)
• Microsystem (smallest systems)
– Relationships within families and the resources in a
neighborhood
• Mesosystem (network of the smallest systems)
– Connected network formed by different microsystems
• Exosystem (outside smallest systems but still affecting
microsystems)
– Groups farther away from child (laws, government
reform, environmental regulation, social unrest,
financial strength or upheaval, business and industry)

Ecology of Human Development (2 of 2)
• Macrosystem (events affecting all other systems)
– Values of the culture, type of government, social
trends, and major events such as natural disasters
– Macrosystems affect every other system

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

Theories Focusing on How Children
Construct Knowledge
• Dewey
• Piaget
• Vygotsky

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

Four Primary Interests of Children
(Dewey)
• Desire to investigate and discover things
• Need to communicate
• Joy in construction
• Artistic expression

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)

Piaget’s Stages of Cognitive Development
(Ages Approximate) (1 of 2)
• Sensorimotor Stage
– From birth to about 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 about 7 years of age
– Now, children can use symbols (words, paintings,
beginning writing to show their experience)

Piaget’s Stages of Cognitive Development
(Ages Approximate) (2 of 2)
• Concrete Operations Stage
– About 7 to about 11 years of age
– Logical thinking more refined when using concrete
objects
• Formal Operations Stage
– About 11 years and forward
– Deals with abstract ideas
– Can think about different ways to solve problems

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

Erikson and Maslow are Emphasized Here
• Theories Focusing on Psychological, Emotional, and
Social Learning Needs.

Erik Erikson’s Stages of Psychosocial
Development (1 of 3)
• Trust versus. mistrust
– birth-18months
– Develop positive trait of trust when needs are met
• Autonomy versus. shame or doubt
– 18months-3 years
– Encourage independence when possible and safe

• Initiative versus. guilt
– 3-5 years
– Exploration of their world
• Industry versus. inferiority
– 6-12 years
– Support as challenges are faced in different systems

• Identity versus. role confusion
– Adolescence
– Dealing with pressure from the outside world
• Intimacy versus. isolation
– Young adulthood
• Generativity versus. stagnation or self-absorption
– Middle adulthood
• Integrity versus. despair
– Late adulthood

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

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Marion 10 Chapter 2

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