Chapter 4 Theory Comparison

Due March 20 Dorthy Rigby FHS 2600

Each of the theorists that we have studied has contributed so much to the field of child development. While there are criticisms to some of these theories, we gain much from knowing and understanding them. As I have read about these theories, I have gained a better understanding of child development from different perspectives, which I really appreciate. I begin with Erik Eriksons theory, which focuses on a psycho-social aspect of human development. His theory covers the entire lifespan, which he divided into stages. The first four stages start with birth and continue through to about age 12. At each stage, an individual is confronted with a crisis in his or her life. The person must resolve a challenge between two extremes. If the challenge is not resolved, the person will have problems later in life. I can see how these stages play out, mostly without awareness on the part of the individual, but Im not so sure that all people go through each of these challenges. Erikson believed that cultural and social experiences are vitally important to the development of children. (Bredekamp, pg. 107) Abraham Maslow was a psychologist who developed the self-actualization theory. He studied healthy personality development as opposed to studying mental illness, so his theory is based on normally developing individuals. His theory is depicted as a pyramid, which represents a Hierarchy of Human Needs. The pyramid is divided into two types of needs; basic needs and growth needs. These are then subdivided further. The basic needs include physical needs and psychological safety and security needs, which are necessary for movement or growth up the hierarchy. Maslow believed that not everyone achieves self-actualization, which is at the top of the hierarchy, but that most people strive for it. Both Eriksons and Maslows theories focus on social and personality development. The movement through

Eriksons theory is based on approximate ages, whereas Maslows theory does not. (Bredekamp, pgs. 107-110) Jean Piaget developed his theory of cognitive development by observing not only his own children, but also many others for many years. Piaget also interviewed children. He believed that we wont be able understand what children are thinking unless we ask them. He came to the conclusion that children dont think like adults. (Bredekamp, pg. 110) Piaget believed that childrens learning is a result of their trying to make sense of their experiences and then building their own knowledge, which is known as constructivism. He also identified different ways in which this process occurs and different types of knowledge that children develop. His theory is divided into stages associated with ages of children. Piagets theory has been criticized because research has found that he underestimated what children could do at certain ages, however he has contributed much to the field of child development. (Bredekamp, pgs. 110-114) Lev Vygotskys sociocultural theory is described in our textbook as applying to cognitive development. (Bredekamp, pg. 110) He focused on learning in a social and cultural context. Vygotsky believed that the culture, in which a child lives, has a huge impact on his or her development. He coined the term zone of proximal development which is the distance between the actual development level a child has achieved and the potential level a child can achieve with the help of an adult or through collaboration with other children. He emphasized how important adults are in scaffolding or guiding childrens development within their zone of proximal development. Another highlight of Vygotskys theory is that of the importance of language in learning. He believed that the use and development of language helps in the processes of thought. Private speech or thinking aloud becomes thinking to oneself. (Bredekamp, pgs. 116-118) B. F. Skinner developed the theory of behaviorism or behavioral learning. This theory is based on the premise that learning happens when there is a change in behavior, because either positive or negative consequences follow the behavior. He believed that operant conditioning could be used to control behavior through the use of positive or negative reinforcement. Behaviors can be shaped through

gradual and successive reinforcement. Behaviorism applies to learning, not development, so it applies to anyone who is learning, regardless of age. (Bredekamp, pgs. 119-123) The Reggio Emilia approach is not itself a theory, but encompasses several theories in its approach. This approach connects theory to practice. The founder of these centers was Loris Malaguzzi. He used the metaphor the hundred languages of children. He believed that children are capable of so much and that the way they learn is a very complex and diverse process. The languages can take the form of different media such as art, music, dance and so on. Projects are an important aspect of the Reggio Emilio approach. Children drive the curriculum with the guidance of teachers. There is no set curriculum, although teachers are prepared with plans in advance. Malaguzzi believed that children, teachers and parents are all very important to the learning process of children. A highlight of this approach is that because projects are used as learning tools, documentation takes on the form of visual records. (Bredekamp, pgs. 128-130) I believe that each of these theories and approach have so much to offer in helping us understand child development and learning. As a mother I can see the value of dividing some of the theories, such as Ericksons, Maslows and Piagets into stages. This approach makes sense to me, however I believe that the other theories give us a wealth of understanding as well. I really cant pinpoint which theory or approach offers a better perspective for me, because each one helps me to understand development and learning from a different perspective, which has value for me. If we look at development and learning with only one focus, I believe we will miss understanding that other points of view can offer. I actually buy into all of these theories. I believe we are influenced socially, cognitively, behaviorally, emotionally, physically and culturally. I also concur with Albert Bandura, that children learn from observing the behavior of others. Our relationships are of greatest importance in learning and developing. I believe that each of these points of view have great value in understanding growth, development and learning, otherwise we probably wouldnt be learning about them!