Child development can be described across physical, cognitive, and social/emotional domains from conception through adolescence. Numerous theories have attempted to explain how and why children change over time, including psychoanalytic, behaviorist, biological, cognitive, and systems approaches. The document provides an overview of the major 20th century child development theorists such as Freud, Piaget, Vygotsky, Bowlby, Skinner, and Bronfenbrenner and their theories regarding the key influences and stages of child growth and learning.
Theories of human development an Introductory Course for Catechistsneilmcq
A short description of Developmental Theories according to Piaget, Erickson and Kolberg, presented here to help catechists understand the cognitive level of functioning of their students
The video for this presentation is available on our Youtube channel:
https://youtube.com/allceuseducation A continuing education course for this presentation can be found at https://www.allceus.com/member/cart/index/index?c=
Review the most common theories of child development: Psychoanalytic, behavioral, social learning, cognitive, attachment, ecological
Apply theoretical concepts to child development
Hypothesize how failure to accomplish tasks in one area of development can negatively impact other areas
Theories of human development an Introductory Course for Catechistsneilmcq
A short description of Developmental Theories according to Piaget, Erickson and Kolberg, presented here to help catechists understand the cognitive level of functioning of their students
The video for this presentation is available on our Youtube channel:
https://youtube.com/allceuseducation A continuing education course for this presentation can be found at https://www.allceus.com/member/cart/index/index?c=
Review the most common theories of child development: Psychoanalytic, behavioral, social learning, cognitive, attachment, ecological
Apply theoretical concepts to child development
Hypothesize how failure to accomplish tasks in one area of development can negatively impact other areas
Jordy van der Velde (WEMO International) Augmenting Your Value ChainAugmentedWorldExpo
Real solutions that boost sales, reduce errors and save time. Hands on session showing what we already can do with AR. Not "imagine what you can do with it?" but "look what we have done already"
Broschüre "Argumente & Fakten auf einen Blick"sbvusp
Die Landwirtschaft im Fokus der Medien und damit auch der breiten
Öffentlichkeit – dies gehört beim Schweizer Bauernverband
(SBV) längst zum Tagesgeschäft. Oft sind die Berichterstattungen
wohlwollend und positiv – aber leider nicht immer. Viele Themen
werden heiss diskutiert, manchmal auch kritisiert oder in Frage
gestellt. Fehlinterpretationen oder Behauptungen von Aussenstehenden
führen nicht selten zu einseitigen, unvollständigen oder gar
falschen Berichterstattungen. Ungerechtfertigte Vorwürfe an die
Adresse der Bäuerinnen und Bauern oder an landwirtschaftliche
Verbände können daraus resultieren.
Jüngst gelangen der Landwirtschaft einige wegweisende Erfolge.
So schafften wir gemeinsam, die geplanten Kürzungen auf dem
Buckel der Landwirtschaft im Parlament zu verhindern oder innerhalb
von drei Monaten unglaubliche 150 000 Unterschriften für die
Initiative für Ernährungssicherheit zu sammeln. Aber wo es Gewinner
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Grundgerüst an Informationen und Argumenten mit auf den Weg
geben, auf die Sie in genau solchen Diskussionen zurückgreifen
können.
The video for this presentation is available on our Youtube channel:
https://youtube.com/allceuseducation A continuing education course for this presentation can be found at https://www.allceus.com/member/cart/index/index?c=
This powerpoint is part of AllCEU's Addiction Counselor Training Series. This section focuses on developmental theories of Erickson, Piaget, Vygotsky and many more. In class we discussed how trauma during a developmental period or failure to achieve developmental milestones may impact later social and emotional development. Each week we provide 8 hours of face-to-face continuing education and precertification training to LPCs, LADCs, and those wishing to become addiction counselors. Many states allow precertification to be done via online learning as well. We are approved education providers by NAADAC #599 and NBCC #6261.
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Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Ethnobotany and Ethnopharmacology:
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Impact of Ethnobotany in traditional medicine,
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The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2. Child Development
Definition:
Change in the child that occurs over time. Changes follow an
orderly pattern that moves toward greater complexity and
enhances survival.
Periods of development:
Prenatal period: from conception to birth
Infancy and toddlerhood: birth to 2 years
Early childhood: 2-6 years old
Middle childhood: 6-12 years old
Adolescence: 12-19 years old
3. Domains of Development
Development is described in three domains, but growth
in one domain influences the other domains.
Physical Domain:
Cognitive Domain:
body size, body proportions, appearance, brain development, motor
development, perception capacities, physical health.
thought processes and intellectual abilities including attention, memory,
problem solving, imagination, creativity, academic and everyday
knowledge, metacognition, and language.
Social/Emotional Domain:
self-knowledge (self-esteem, metacognition, sexual identity, ethnic
identity), moral reasoning, understanding and expression of emotions,
self-regulation, temperament, understanding others, interpersonal skills,
and friendships.
4. Theories
What is a theory?
Orderly set of ideas which describe, explain, and predict
behavior.
Why are theories important?
To give meaning to what we observe.
As a basis for action -- finding ways to improve the lives and
education of children.
6. 6th - 15th centuries
Medieval period
Preformationism: children seen as little adults.
Childhood is not a unique phase.
Children were cared for until they could begin
caring for themselves, around 7 years old.
Children treated as adults (e.g. their clothing,
worked at adult jobs, could be married, were made
into kings, were imprisoned or hanged as adults.)
7. 16th Century
Reformation period
Puritan religion influenced how children
were viewed.
Children were born evil, and must be
civilized.
A goal emerged to raise children effectively.
Special books were designed for children.
8. 17th Century
Age of Enlightenment
John Locke believed in tabula
rasa
Children develop in response to
nurturing.
Forerunner of behaviorism
www.cooperativeindividualism.org/ locke-john.jpg
9. 18th Century
Age of Reason
Jean-Jacques Rousseau
children were noble savages, born with an
innate sense of morality; the timing of growth
should not be interfered with.
Rousseau used the idea of stages of
development.
Forerunner of maturationist beliefs
10. 19th Century
Industrial Revolution
Charles Darwin
theories of natural selection and survival
of the fittest
Darwin made parallels between
human prenatal growth and
other animals.
Forerunner of ethology
11. 20th Century
Theories about children's development expanded
around the world.
Childhood was seen as worthy of special
attention.
Laws were passed to protect children,
12. Psychoanalytical
Theories
Beliefs focus on the formation of personality. According
to this approach, children move through various stages,
confronting conflicts between biological drives and social
expectations.
13. Sigmund Freud
Psychosexual Theory
Was based on his
therapy with troubled
adults.
He emphasized that a
child's personality is
formed by the ways
which his parents
managed his sexual and
aggressive drives.
14. Erik Erikson
Psychosocial Theory
Expanded on Freud's theories.
Believed that development is life-long.
Emphasized that at each stage, the child
acquires attitudes and skills resulting from
the successful negotiation of the
psychological conflict.
Identified 8 stages:
Basic trust vs mistrust (birth - 1 year)
Autonomy vs shame and doubt (ages 1-3)
Initiative vs guilt (ages 3-6)
Industry vs inferiority (ages 6-11)
Identity vs identity confusion (adolescence)
Intimacy vs isolation (young adulthood)
Generativity vs stagnation (middle adulthood)
Integrity vs despair (the elderly)
16. Behaviorism
Developed as a response to
psychoanalytical theories.
Behaviorism became the dominant view
from the 1920's to 1960's.
17. John Watson
www.psych.utah.edu./…/Cards/Watson.html
Early 20th century, "Father of
American Behaviorist theory.”
Based his work on Pavlov's
experiments on the digestive
system of dogs.
Researched classical conditioning
Children are passive beings who
can be molded by controlling the
stimulus-response associations.
18. B. F. Skinner
Proposed that children "operate" on their
environment, operational conditioning.
Believed that learning could be broken down
into smaller tasks, and that offering
immediate rewards for accomplishments
would stimulate further learning.
19. Social Learning Theory
Albert Bandura
Stressed how children learn by observation
and imitation.
Believed that children gradually become
more selective in what they imitate.
21. Maturationists: G. Stanley Hall
and Arnold Gesell
Believed there is a predetermined biological
timetable.
Hall and Gesell were proponents of the
normative approach to child study: using
age-related averages of children's growth
and behaviors to define what is normal.
22. Ethology
Examines how behavior is determined by a
species' need for survival.
Has its roots in Charles Darwin's research.
Describes a "critical period" or "sensitive
period,” for learning
24. Attachment Theory
John Bowlby applied ethological
principles to his theory of attachment.
Attachment between an infant and her
caregiver can insure the infant’s survival.
26. Cognitive development
theory
Jean Piaget
Children "construct" their
understanding of the world
through their active involvement
and interactions.
Studied his 3 children to focus not
on what they knew but how they
knew it.
Described children's
understanding as their "schemas”
and how they use:
assimilation
accommodation.
27. Piaget’s Cognitive
Development Stages
Sensori-motor
Preoperation
Ages 2-7: the child uses metal representations of objects and is
able to use symbolic thought and language
Concrete operations
Ages birth - 2: the infant uses his senses and motor abilities to
understand the world
Ages 7-11; the child uses logical operations or principles when
solving problems
Formal operations
Ages 12 up; the use of logical operations in a systematic fashion
and with the ability to use abstractions
28. Lev Vygotsky
Socio-Cultural Theory
Agreed that children are active
learners, but their knowledge is
socially constructed.
Cultural values and customs
dictate what is important to
learn.
Children learn from more expert
members of the society.
Vygotsky described the "zone of
proximal development", where
learning occurs.
ced.ncsc.edu/hyy/devtheories.htm
29. Information Processing Theory
Uses the model of the computer to describe
how the brain works.
Focuses on how information is perceived,
how information is stored in memory, how
memories are retrieved and then used to
solve problems.
31. Urie Bronfenbrenner
Ecological Systems Theory
The varied systems of the
environment and the
interrelationships among the
systems 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.
32. Bronfenbrenner’s Ecological Model
The microsystem - activities and
interactions in the child's immediate
surroundings: 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 institutions
which affect children indirectly: the
parents' work settings and policies,
extended family networks, mass
media, community resources
The macrosystem - broader cultural
values, laws and governmental
resources
The chronosystem - changes which
occur during a child's life, both
personally, like the birth of a sibling
and culturally, like the Iraqi war.
33. Outline of 20th Century Theories
Psychoanalytical Theories
Psychosexual: Sigmund Freud
Psychosocial: Erik Erikson
Behavioral & Social Learning Theories
Behaviorism: Classical Conditioning - John Watson &
Operant Conditioning - B.F. Skinner
Social Learning - Albert Bandera
Biological Theories
Maturationism: G. Stanley Hall & Arnold Gesell
Ethology: Konrad Lorenz
Attachment: John Bowlby
34. Outline of 20th Century Theories
Cognitive Theories
Cognitive Development: Jean Piaget
Socio-cultural: Lev Vygotsky
Information Processing
Systems Theories
Ecological Systems: Urie Bronfenbrenner