Play, Media and Learning
what would be 3 peices of parenting advice you could give from freuds theroy of Id, Ego, and Superego and the pyschosexual stages
Make sure to teach your kids right from wrong (so they’ll be less likely to give into their Id when they’re older)
Don’t wean your kids off of anything too soon (breastfeeding, potty training, etc.)
I’m doing my Child Development final paper on the childish innocence kids possess – that happy-go-lucky, no worries attitude. I know it’s because they aren’t 100% aware, but I’m looking for a specific theory on that aspect of their cognitive development. WHY they don’t worry, etc. Does anybody know of a theory about this? Thanks!
You could look into Piagetian theory. Piaget was keen on stages and children progress through stages. The childlike behavior you suggest could probably blend somewhere in the pre-operational stage.
Go to google and check out Jean Piaget – he did tons of research on child development
what are the competing current theories of child development and play and how do these views influence practice
nvq level 3 question
1. Psychoanalytic Theories
Sigmund Freud
According to Freud, personality is mostly established by the age of five. Early experiences play a large role in personality development and continue to influence behavior later in life.
Freud’s theory of personality development is one of the best known, but also one of the most controversial. Freud believed that personality develops through a series of childhood stages during which the pleasure-seeking energies of the id become focused on certain erogenous areas. This psychosexual energy, or libido, was described as the driving force behind behavior.
If the stages are completed successfully, the result is a healthy personality. If certain issues are not resolved at the appropriate stage, fixation can occur. A fixation is a persistant focus on an earlier psychosexual stage. Until this conflict is resolved, the individual will remain "stuck" in this stage. For example, a person who is fixated at the oral stage may be over-dependent on others and may seek oral stimulation through smoking, drinking, or eating.
The Oral Stage
During the oral stage, the infant’s primary source of interaction occurs through the mouth, so the rooting and sucking reflex is especially important. The mouth is vital for eating, and the infant derives pleasure from oral stimulation through gratifying activities such as tasting and sucking. Because the infant is entirely dependent upon caretakers (who are responsible for feeding the child), the infant also develops a sense of trust and comfort through this oral stimulation.
The primary conflict at this stage is the weaning process–the child must become less dependent upon caretakers. If fixation occurs at this stage, Freud believed the individual would have issues with dependency or aggression. Oral fixation can result in problems with drinking, eating, smoking, or nail biting.
The Anal Stage
During the anal stage, Freud believed that the primary focus of the libido was on controlling bladder and bowel movements. The major conflict at this stage is toilet training–the child has to learn to control his or her bodily needs. Developing this control leads to a sense of accomplishment and independence.
According to Freud, success at this stage is dependent upon the parents approach to toilet training. The first approach involves praise and reward for using the toilet at the appropriate time. In the second approach, parents’ instead punish, ridicule, or shame a child for accidents.
If parents take an approach that is too lenient, an anal-expulsive personality can develop in which the individual has a messy, wasteful, or destructive personality. parents are too strict or begin toilet training too early, an anal-retentive personality develops in which the individual is stringent, orderly, rigid, and obsessive
The Phallic Stage
During the phallic stage, the primary focus of the libido is on the genitals. Children also discover the differences between males and females. Freud also believed that boys begin to view their fathers as a rival for the mother’s affections. The Oedipus complex describes these feelings of wanting to possess the mother and the desire to replace the father. However, the child also fears that he will be punished by the father for these feelings, a fear Freud termed castration anxiety.
The term Electra complex has been used to described a similar set of feelings experienced by young girls. Freud, however, believed that girls instead experience penis envy.
Eventually, the child realizes begins to identify with the same-sex parent as a means of vicariously possessing the other parent. For girls, however, Freud believed that penis envy was never fully resolved and that all women remain somewhat fixated on this stage. Psychologists such as Karen Horney disputed this theory, calling it both inaccurate and demeaning to women. Instead, Horney proposed that men experience feelings of inferiority because they cannot give birth to children
The Latent Period
During the latent period, the libido interests are suppressed. The development of the ego and superego contribute to this period of calm. The stage begins around the time that children enter into school and become more concerned with peer relationships, hobbies, and other interests.
The latent period is a time of exploration in which the sexual energy is still present, but it is directed into other areas such as intellectual pursuits and social interactions. This stage is important in the development of social and communication skills and self-confidence.
The Genital Stage
During the final stage of psychosexual development, the individual develops a strong sexual interest in the opposite sex. Where in earlier stages the focus was solely on individual needs and, interest in the welfare of others grows during this stage. If the other stages have been completed successfully, the individual should now be well-balanced, warm, and caring. The goal of this stage is to establish a balance between the various life areas.
2. Erikson’s Theory of Psychosocial Development
Psychosocial Development in Infancy and Early Childhood
What is Psychosocial Development?
Erikson’s theory of psychosocial development is one of the best-known theories of personality in psychology. Similar to Freud, Erikson believed that personality develops in a series of stages. Unlike Freud’s theory of psychosexual stages, Erikson’s theory describes the impact of social experience across the whole lifespan.
One of the main elements of Erikson’s psychosocial stage theory is the develoment of ego identity. Ego identity is the conscious sense of self that we develop through social interaction. According to Erikson, our ego identity is constantly changing due to new experience and information we acquire in our daily interactions with others. In addition to ego identity, Erikson also believed that a sense of competence also motivates behaviors and actions. Each stage in Erikson’s theory is concerned with becoming competent in an area of life. If the stage is handled well, the person will feel a sense of mastery. If the stage is managed poorly, the person will emerge with a sense of inadequacy.
In each stage, Erikson believed people experience a conflict that serves as a turning point in development. In Erikson’s view, these conflicts are centered on either developing a psychological quality or failing to develop that quality. During these times, the potential for personal growth is high, but so is the potential for failure.
Psychosocial Stage 1 – Trust vs. Mistrust
The first stage of Erikson’s theory of psychosocial development occurs between birth and one year of age and is the most fundamental stage in life.
Because an infant is utterly dependent, the development of trust is based on the dependability and quality of the child’s caregivers.
If a child successfully develops trust, he or she will feel safe and secure in the world. Caregivers who are inconsistent, emotionally unavailable, or rejecting contribute to feelings of mistrust in the children they care for. Failure to develop trust will result in fear and a belief that the world is inconsistent and unpredictable.
Psychosocial Stage 2 – Autonomy vs. Shame and Doubt
The second stage of Erikson’s theory of psychosocial development takes place during early childhood and is focused on children developing a greater sense of personal control.
Like Freud, Erikson believed that toilet training was a vital part of this process. However, Erikson’s reasoning was quite different then that of Freud’s. Erikson believe that learning to control one’s body functions leads to a feeling of control and a sense of independence.
Other important events include gaining more control over food choices, toy preferences, and clothing selection.
Children who successfully complete this stage feel secure and confident, while those who do not are left with a sense of inadequacy and self-doubt
Psychosocial Stage 3 – Initiative vs. Guilt
During the preschool years, children begin to assert their power and control over the world through directing play and other social interaction.
Children who are successful at this stage feel capable and able to lead others. Those who fail to acquire these skills are left with a sense of guilt, self-doubt, and lack of initiative.
Psychosocial Stage 4 – Industry vs. Inferiority
This stage covers the early school years from approximately age 5 to 11.
Through social interactions, children begin to develop a sense of pride in their accomplishments and abilities.
Children who are encouraged and commended by parents and teachers develop a feeling of competence and belief in their skills.
Those who receive little or no encouragement from parents, teachers, or peers will doubt their ability to be successful.
Psychosocial Stage 5 – Identity vs. Confusion
During adolescence, children are exploring their independence and developing a sense of self.
Those who receive proper encouragement and reinforcement through personal exploration will emerge from this stage with a strong sense of self and a feeling of independence and control. Those who remain unsure of their beliefs and desires will insecure and confused about themselves and the future.
Psychosocial Stage 6 – Intimacy vs. Isolation
This stage covers the period of early adulthood when people are exploring personal relationships.
Erikson believed it was vital that people develop close, committed relationships with other people. Those who are successful at this step will develop relationships that are committed and secure.
Remember that each step builds on skills learned in previous steps. Erikson believed that a strong sense of personal identity was important to developing intimate relationships. Studies have demonstrated that those with a poor sense of self tend to have less committed relationships and are more likely to suffer emotional isolation, loneliness, and depression.
Psychosocial Stage 7 – Generativity vs. Stagnation
During adulthood, we continue to build our lives, focusing on our career and family.
Those who are successful during this phase will feel that they are contributing to the world by being active in their home and community. Those who fail to attain this skill will feel unproductive and uninvolved in the world.
Psychosocial Stage 8 – Integrity vs. Despair
This phase occurs during old age and is focused on reflecting back on life.
Those who are unsuccessful during this phase will feel that their life has been wasted and will experience many regrets. The individual will be left with feelings of bitterness and despair.
Those who feel proud of their accomplishments will feel a sense of integrity. Successfully completing this phase means looking back with few regrets and a general feeling of satisfaction. These individuals will attain wisdom, even when confronting death.
3.Stages of Cognitive Development
Jean Piaget’s Background
Jean Piaget was born in Switzerland in 1896. After receiving his doctoral degree at age 22, Piaget formally began a career that would have a profound impact on both psychology and education. After working with Alfred Binet, Piaget developed an interest in the intellectual development of children. Based upon his observations, he concluded that children were not less intelligent than adults, they simply think differently. Albert Einstein called Piaget’s discovery “so simple only a genius could have thought of it.”
Piaget’s stage theory describes the cognitive development of children. Cognitive development involves changes in cognitive process and abilities. In Piaget’s view, early cognitive development involves processes based upon actions and later progresses Key Concepts
Schemas – A schema describes both the mental and physical actions involved in understanding and knowing. Schemas are categories of knowledge that help us to interpret and understand the world. In Piaget’s view, a schema includes both a category of knowledge and the process of obtaining that knowledge. As experiences happen, this new information is used to modify, add to, or change previously existing schemas. For example, a child may have a schema about a type of animal, such as a dog. If the child’s sole experience has been with small dogs, a child might believe that all dogs are small, furry, and have four legs. Suppose then that the child encounters a very large dog. The child will take in this new information, modifying the previously existing schema to include this new information.
Assimilation – The process of taking in new information into our previously existing schema’s is known as assimilation. The process is somewhat subjective, because we tend to modify experience or information somewhat to fit in with our preexisting beliefs. In the example above, seeing a dog and labeling it “dog” is an example of assimilating the animal into the child’s dog schema.
Accommodation – Another part of adaptation involves changing or altering our existing schemas in light of new information, a process known as accommodation. Accommodation involves altering existing schemas, or ideas, as a result of new information or new experiences. New schemas may also be developed during this process.
Equilibration – Piaget believed that all children try to strike a balance between assimilation and accommodation, which is achieved through a mechanism Piaget called equilibration. As children progress through the stages of cognitive development, it is important to maintain a balance between applying previous knowledge (assimilation) and changing behavior to account for new knowledge (accommodation). Equilibration helps explain how children are able to move from one stage of thought into the next.
I hope that would help…….
Quite probably none of the theories found in modern books on "psychology" will be of benefit in the understanding of the "cause" of ADHD. They will of course provide you a great many ideas based on what the authors can observe of the physical behavior that is called ADHD.
But this is all "thinking" and unfortunately the brain has no ability to pursue the MIND-level dynamics that result in the behavioral dynamics labeled ADHD. The "cause" for ADHD is emotional and is to be found within the MIND of the person who is "venting" negative energy in behavioral that is labeled ADHD. The "cause" are a number of deeply repressed misperceptions held within the MIND of the person labeled with ADHD.
Since modern mental health [or what I refer to as BS&bp (Behavioral Science and the oxymoron "behavioral psychology") tend to deny and ignore the MIND realm of Man, BS&bp is essentially useless in helping those suffering from these misperceptions locked within their MIND realms.
In point of fact, how would a "theory" be helpful in addressing ADHD? Would you not want something more real, precise, and operationally effective? Theories are OK if one is thinking about something…. but when one needs to eliminate a psychological conflict for another, one had better have something other than a "theory" as a means to accomplish this task.
Peace
I’m looking for a cognitive theory in child development that you do not agree with and why? Please be as specific as possible. I am not looking for "uh cuz it’s dumb." Although I still appreciate the thought. 
Thanks.
I guess you could say Piaget.
Although we use these findings still- the stages of normal childhood development/ free-play more contemporary theorists now dispute child-led development/ free play.(A more ‘let them be and they’ll get there’ approach.) This theory focuses on the learner in isolation, ignoring the impact that society/ other people can have on an individual.
Through scaffolding/ guided participation (Brofenbrenner and others) a child can have their learning extended by a more knowledgeable other such as peers or teachers.
im doing my nvq3 and finding this one hard as i dont no how to word it any help please
Vygotsky – Socio cultural Theory
Piaget – Cognitive Development
Bandura – Reinforcement theory
Erikson – Stages of development
Bowlby – Genetic imprinting
which psychologists’ theories talks about learning/child development through mimicing others? such as doing things a certain way only cause your parents did so etc.
The theorist A. Bandura.
Imitation.
From children’s earliest stages they will observe the behaviour of others and copy or imitate it. This allows the child to learn a range of skills very quickly and efficiently and they will often incorporate this learning into their play activities.
Identification
As time goes by children will model themselves on another person, the learning becomes internalised and they come to identify with that person or that role.
Hope this is of use!!!
Sex,Pregnancy,and child birth
Ok so I’m doing a cache diploma in childcare and education. I’ve pretty much finished the whole thing as we have to email the tutor out work by the end of today (sunday) but now I just need to add some theories to it.
I’ve done the social and emotion ones; I just cant seem to find some I can use for a childs physical development. I have found one of two in my course book but we were told we had to use more than one source.
Any one know any sites I can get some from??
I’ve got something good for you, but since nobody knows me I don’t know if they will like me as a source… I’ve written a theory on psychological evolution that culminates on reforming child development… It explains everything, the reason for change, the change itself, the importance of it, etc…
You can read it here:
http://psychological-evolution.blogspot.com/2008/10/psychological-evolution-last-reviewed.html