Day 7: Child Development Theorists STANDARDS AND OBJECTIVES:

Child Development Grades 10-12 90 minutes

Standard 4: Students will explain the growth and development of the neonate (newborn) and infant. Objective 2: Describe the growth and development of the infant. e. Describe Ericksons stage of trust vs. mistrust f. Describe Piagets sensorimotor stage of development. And the rest of the theorists. Erikson, Piaget, Freud, Gesell, Kohlberg, Maslow, Montessori

TEACHING MATERIALS:
Lesson Body- Example Facebook pages, paper, markers, scissors, tape, post it notes.

Assignments Given: Facebook page and presentation. DIVERSE LEARNERS/ MULTIPLE INTELLIGENCES USED: <> Linguistic
<> Musical <> Bodily kinesthetic <> Spatial <> Interpersonal <> Intrapersonal <> Existential

ESSENTIAL/ TEST QUESTIONS: Who are the seven main theorists? What have they discovered in their research? ASSESSMENT: Facebook activity

MOTIVATOR
(15 minutes)

DESCRIPTION: REVIEW STATEMENTS---20-24

LESSON BODY
Activity 1 (20 minutes): Facebook activity Show two examples of Facebook pages. Talk about things to put on the Facebook pages. (Name, pictures, background, studies, posts, Things that define the person.) Do a face book page about me as an example.

Pass out the biography papers, supplies and blank pieces of paper. Students may use internet and other resources to learn more about theorists.

Activity 2 (30minutes): Students will work in the groups they chose the class period before. Activity 3 (15 minutes): After the students have finished their facebook page they will tape it up on the walls and take time to comment on each of their theorists as if they were their own theorist. If there is time we will have each group present their facebook page and why they put certain information on the page.

Erik Erikson (1902-1994)

Early Life Erik Erikson was born in Frankfurt, Germany, in 1902. Erikson never knew his own father; he was raised by his mother and stepfather, who married in 1905. He struggled with his identity throughout his youth as he felt his stepfather never fully accepted him as he did his own daughters. Erikson grew up using his stepfathers surname; he eventually adopted the name Erikson in 1939. After meeting Anna Freud while working in Vienna, Erikson decided to pursue the field of psychoanalysis. He studied child development at the Vienna Psychoanalytic Institute through the Montessori method, which focused on psychosexual and developmental stages. Erikson received a diploma from the institute, but he never received a formal degree. Instead, his knowledge was based upon his experiences and extensive reading. Erikson married Joan Serson, a dancer and artist, in 1930, who helped him to develop his psychosocial development theory. Erikson, his wife, and young son fled the Nazi uprising for the Unites States in 1933. The couple raised three children. Contribution to Psychology Erikson impacted psychological theories by expanding upon Sigmund Freuds original five stages of development. Pioneering the study of the life cycle, Erikson believed that each person progressed through eight stages of development. Erikson emphasized that the environment played a major role in self-awareness, adjustment, human development, and identity. Each of Erikson's stages of psychosocial development focus on a central conflict. In Erikson's theory of development, children don't automatically complete each stage on a predetermined schedule. Instead, people face generalized challenges throughout life, and the ways in which they answer these challenges determine whether they develop further or stagnate at a particular stage of development. Eriksons eight stages and associated challenges include: 1. Infancy: basic trust vs. basic mistrust. A baby will either develop basic trust in his or her caregiver or will grow to view the world as a dangerous place, depending upon whether the baby gets sensitive, nurturing care. 2. Early childhood: autonomy vs. shame and doubt. Children can either develop a sense of competence and independence or deep shame. This development is intimately related to toilet training. 3. Preschool years: initiative vs. guilt. Children develop a sense of initiative if they are able to explore their environments and discover they are able to do things on

4. 5.

6. 7. 8.

their own. If a child is made to feel guilty about making his or her own choices, the child will develop a sense of guilt rather than initiative. School age: industry vs. inferiority. A child compares self to others during this phase and either develops a sense of industry and work ethic or feelings of inadequacy. Adolescence: identity vs. role confusion. During this period, teens may have an identity crisis, questioning their roles in the world and future goals. If parents allow youth to explore the world, they'll develop their own identities, but those who are punished for autonomy may develop role confusion. Early adulthood: intimacy vs. isolation. The development of strong friendships and healthy intimate relationships help people develop intimacy, but people who fail at this task may become isolated. Middle age: generativity vs. stagnation. People who develop a sense of purposefrom parenting, hobbies, or a careerexcel during this period, but those who find no purpose or value in their activities may stagnate. Old age: ego integrity vs. despair. People may look back on their lives fondly or feel an overpowering sense of regret and despair.

Erikson's wife added a ninth stage based on the couple's experiences in very late old age. She argued that as the body breaks down, autonomy may no longer be possible. The challenge during this stage is to begin to see oneself as connected to others and to see death as a natural part of the process of life. Erikson further developed the field of ego psychology by emphasizing that the ego is not merely an avenue for the id to fulfill its desires as Freud claimed, but an important psychological structure in its own right. Erikson expanded on Freudian psychoanalysis in the widely acclaimed book, Childhood and Society, published in 1950.

Information taken from: http://www.goodtherapy.org/famous-psychologists/erikerikson.html

Jean Piaget
BACKGROUND Jean Piaget was born on August 9, 1896, in Neuchtel, Switzerland. Over the course of his career in child psychology, he identified four stages of mental development, called schema. He also developed new fields of scientific study, including cognitive theory and developmental psychology. Piaget received the Erasmus Prize in 1972 and the Balzan Prize in 1978. He died on September 16, 1980, in Geneva, Switzerland (1).

PSYCHOLOGICAL STUDIES 1. Sensorimotor Stage During the early stages, infants are only aware of what is immediately in front of them. They focus on what they see, what they are doing, and physical interactions with their immediate environment. Because they don't yet know how things react, they're constantly experimenting with activities such as shaking or throwing things, putting things in their mouths, and learning about the world through trial and error. The later stages include goal-oriented behavior which brings about a desired result. At about age 7 to 9 months, infants begin to realize that an object exists even if it can no longer be seen. This important milestone -- known as object permanence -- is a sign that memory is developing. After infants start crawling, standing, and walking, their increased physical mobility leads to increased cognitive development. Near the end of the sensorimotor stage, infants reach another important milestone -- early language development, a sign that they are developing some symbolic abilities. 2. Preoperational Stage During this stage, young children are able to think about things symbolically. Their language use becomes more mature. They also develop memory and imagination,

which allows them to understand the difference between past and future, and engage in make-believe. But their thinking is based on intuition and still not completely logical. They cannot yet grasp more complex concepts such as cause and effect, time, and comparison. 3. Concrete Operational Stage At this time, elementary-age and preadolescent children demonstrate logical, concrete reasoning. Children's thinking becomes less egocentric and they are increasingly aware of external events. They begin to realize that one's own thoughts and feelings are unique and may not be shared by others or may not even be part of reality. Children also develop operational thinking -- the ability to perform reversible mental actions. During this stage, however, most children still can't tackle a problem with several variables in a systematic way. 4. Formal Operational Stage Adolescents who reach this fourth stage of intellectual development are able to logically use symbols related to abstract concepts, such as algebra and science. They can think about multiple variables in systematic ways, formulate hypotheses, and consider possibilities. They also can ponder abstract relationships and concepts such as justice. Although Piaget believed in lifelong intellectual development, he insisted that the formal operational stage is the final stage of cognitive development, and that continued intellectual development in adults depends on the accumulation of knowledge (2).

1. Jean Piaget, 2013. http://www.biography.com/people/jean-piaget-9439915 2. Webmd, Childrens Health, 2012. http://children.webmd.com/piaget-stages-ofdevelopment

Sigmund Freud
Sigmund Freud was born in the Austrian town of Freiberg on May 6, 1856. When he was four years old his family moved to Vienna, the town where he would live and work for most of the remainder of his life. He received his medical degree in 1881 and became engaged to marry the following year. His marriage produced six childrenthe youngest of whom, Anna, was to herself become a distinguished psychoanalyst. After graduation, Freud promptly set up a private practice and began treating various psychological disorders. Considering himself first and foremost a scientist, rather than a doctor, he endeavored to understand the journey of human knowledge and experience. Freuds theories have influenced many theorists over the years. Freuds most known studies are the three theoretical components of personality and the psychosexual stages. THREE THEORETICAL COMPONENTS OF PERSONALITY Freud believed that humans have unconscious driven motives. These drives are the ID, the EGO< and the SUPEREGO. 1. IDThis is the pleasure principle. The id is the source of our unconscious impulses toward gratification of our needs. Basically the id wants whatever seems satisfying and enjoyable, and it wants it NOW! 2. EGOThis is the reality principle. The role of the ego is to mediate between unbridled demands of the id and the limits imposed by the real world and the superego. The ego operates according to how the superego thinks it should be. 3. SUPEREGOThe is the selection of right from wrong principle. The superego is like a relentless conscience that distinguishes right from wrong. PSYCHOSEXUAL THEORY During the first five to six years of life, children go through stages in which they have a sexual interest that focuses on particular parts of the body, namely the mouth and the anus. Freud believed that how a child experiences the various conflicts in each stage determines his/her basic personality. Therefore, by age five or six, Freud believed the personality was fixed. Then between the ages of seven to eleven children go through a stage of sexual latency in which they have dormant or no sexual interest or focuses. As a person enters adolescence, they enter the genital stage. This stage lasts throughout adulthood. Following is a brief description of Freuds psychosexual stages:

1. ORAL stageThe mouth is the principle region of dynamic activity during infancy. In the beginning, the childs activities are dominated by the mouth zone. A mouth seeks, nurses, bites, tastes, wails, and coos. The childs first loves and needs are expressed by way of the mouth. The child learns to know the world solely through the mouth. Two modes of oral activity, incorporation of food and biting, are the prototypes for many later character traits that develop. 2. ANAL stageDuring this stage, the anus is the focus of pleasurable sensations in the babys body. Toilet training, which is normally initiated during the second year, is the most important activity. 3. PHALLIC stageDuring this stage of personality development, the genitals, or more specifically the phallus or the penis, are the most important body parts. Boys are extremely proud of their penises. Girls are said to be envious of the penis and wonder why they dont have one. Children of both sexes fantasize about relationships with their parents, for which they feel guilty. 4. LATENCY stageDuring the ages between seven and eleven the child is more placid. Their sexual needs are relatively quiet. This stage is more of an interlude in which children put their energy into learning skills. 5. GENITAL stageDuring adolescence, and also throughout adulthood, the genitals are the focus of pleasurable sensations. During this stage, individuals seek sexual stimulation and satisfaction. The adolescent begins to love others for altruistic motives and not simply for selfish or narcissistic reasons. Sexual attraction, socialization, group activities, vocational planning, and preparations for marrying and raising a family begin to manifest themselves. The principle biological function of the genital stage is that of reproduction. Freud believed the goal of a healthy adult was to love and to work.

Abraham Maslow
Abraham Harold Maslow was born in 1908 and raised in Brooklyn, New York; he was the oldest of seven children. At the prestigious Boys High School in Brooklyn, Maslow excelled academically and was active in the Latin and physics clubs. Maslow attended the College of the City of New York and spent one semester at Cornell. Eventually, he transferred to the University of Wisconsin where he was exposed to psychology courses; he earned his bachelors degree in psychology in 1930. He taught as an assistant instructor at the university, and worked under psychologist Harry Harlow, earning his MA in 1931 and PhD in 1934. He married Bertha Goodman in 1928, and the couple raised two children. Maslow died of a heart attack in 1970. Abraham Maslows theory is a humanistic theory in which each person has hi s/her own inner nature and a strong motivation to express that nature. However, the basic survival needs, which all living organisms have, must be met. Therefore, Maslow created the hierarchy of needs. The hierarchy of needs begins with food, water, and shelter. It then moves to a high level of more exclusive human needs. If a persons lower needs are not met, then that person must spend time and energy trying to meet these basic needs, therefore, stunting the normal drive for love, esteem, and self-fulfillment. Maslow's hierarchy of needs is the framework around which humanistic psychology is built. Like other theories of development, it is a stage-based theory. A person must complete one level of the hierarchy to move on to the next, but not all people move through all stages. The original five-stage hierarchy was expanded to a seven-stage model in the 1970s with the addition of cognitive and aesthetic needs: Basic physiological needs such as food, shelter, and sleep. Safety needs such as security, stability, and order. Social needs such as love, belonging, and friendship. Esteem needs include acceptance by others, a sense of achievement, and independence. Cognitive needs such as intellectual fulfillment and knowledge. Aesthetic needs include harmony, balance, and beauty. Self-actualization is the goal of human development and occurs when a person meets his or her full potential. Self-actualized people are joyful, empathetic, giving, and fulfilled.

The Original Hierarchy of Needs

http://www.goodtherapy.org/famous-psychologists/abraham-maslow.html

Lawrence Kohlberg
Lawrence Kohlberg was born into a wealthy family on October 25, 1927 in Bronxville, New York. Kohlberg attended the Andover Academy in Massachusetts during his childhood. He decided to become a sailor during World War II and helped smuggle Jews out of Palestine. Kohlberg enrolled as an undergraduate at the University of Chicago in 1948. Amazingly, he only had to complete a few classes to receive his bachelor's degree, because his admission test scores were so high. Kohlberg was completing graduate work at the University of Chicago when he became intersted in Piaget's theory of development. He completed research in graduate school about children's reasoning during moral dilemmas. Kohlberg soon began studying moral reasoning in men. Kohlberg became a professor at Harvard University in 1968. During his stay at Harvard, he founded the Center for Moral Education and the Cluster School. Lawrence Kohlberg died in 1987 after being hospitalized for a tropical disease. He mysteriously disappeared from the hospital and his body was later found in a marsh. Some believe that Kohlberg committed suicide.

Level 1 -Pre-conventional morality

At the pre-conventional level (most nine-year-olds and younger, some over nine), we dont have a personal code of morality. Instead, our moral code is shaped by the standards of adults and the consequences of following or breaking their rules. Authority is outside the individual and reasoning is based on the physical consequences of actions. Stage 1. Obedience and Punishment Orientation. The child/individual is good in order to avoid being punished. If a person is punished they must have done wrong. Stage 2. Individualism and Exchange. At this stage children recognize that there is not just one right view that is handed down by the authorities. Different individuals have different viewpoints.

Level 2 - Conventional morality

At the conventional level (most adolescents and adults), we begin to internalise the moral standards of valued adult role models. Authority is internalized but not questioned and reasoning is based on the norms of the group to which the person belongs.

 Stage 3. Good Interpersonal Relationships. The child/individual is good in order to be seen as being a good person by others. Therefore, answers are related to the approval of others. Stage 4. Maintaining the Social Order. The child/individual becomes aware of the wider rules of society so judgments concern obeying rules in order to uphold the law and to avoid guilt.

Level 3 -Post-conventional morality

Individual judgment is based on self-chosen principles, and moral reasoning is based on individual rights and justice (1015% of adults, not before mid-30s). Stage 5. Social Contract and Individual Rights. The child/individual becomes aware that while rules/laws might exist for the good of the greatest number, there are times when they will work against the interest of particular individuals. The issues are not always clear cut. For example, in Heinzs dilemma the protection of life is more important than breaking the law against stealing. Stage 6: Universal Principles. People at this stage have developed their own set of moral guidelines which may or may not fit the law. The principles apply to everyone. E.g. human rights, justice and equality. The person will be prepared to act to defend these principles even if it means going against the rest of society in the process and having to pay the consequences of disapproval and or imprisonment. Kohlberg doubted few people reached this stage.

http://www.simplypsychology.org/kohlberg.html

Maria Montessori
Three Stages of Learning Central to Montessori education is the belief that children learn in three stages: first, they are introduced to a concept. Next, the child processes and adds to their understanding of the concept. Finally, the student can demonstrate that they clearly understand the material in a number of ways (speaking, teaching other students, or passing a test). This idea has led to the Three Period Lesson, a Montessori staple that tailors teaching to these three steps of learning. Learning in a Montessori classroom does not come from the front of the classroom, but from all directions. Children teach one another and work together to develop further comprehension of a concept, and a great deal of independent learning is expected of the Montessori student. Teachers Role in Montessori However, that does not mean the teachers role is minimized. A teacher in a Montessori classroom may in a short period of time have to help students with an impossibly wide range of subjects, as students are not on the same page in terms of what they are learning. They teach to individuals and occasionally small groups, as opposed to an entire class at once. This requires a fantastic level of flexibility on the part of educators. Montessori Learning Assessments Montessori assessment is very scientific. Teachers watch their students closely, measuring their progress and their learning through observation rather than handing out grades or rewarding and punishing students based on their evaluations.

http://childstudypresentation.wordpress.com/montessori/

Arnold Gesell
Through his research, Arnold Gesell developed some of the first milestones that children should meet. These milestones are called the Gesell Developmental Schedules. This was the beginning of the idea that child development happens in stages. The Gesell Developmental Schedule was able to compare a childs development to the standard norm. The norm was established through extensive studies of children. The schedule is supposed to be able to give a measure of possible intelligence. Children who show early development were likely to have high intelligence according to the schedule. The schedule has fallen out of favor in regards to studying intelligence over the years. There is not enough proof to show that the schedules accurately measure intelligence potential. The scale is used to this day to measure an infants intellectual development in which the infant may have developmental issues (exposure to mercury, abnormal brain formation). The criteria for the Gesell Early Screener is based off of Gesells work, but updated with recent studies. The criteria is below for early screening:
The criteria was developed by the Gesell Institute of Human Development.

The Arnold Gesell theory of child development also has roots in the study of evolution and genetics. Arnold Gesell believed that child development was mostly biological, not environmental. According to Gesell, a stable environment is important to a child, but only so that they can develop naturally according to their genetics. This idea that children develop only according to their biology is called the Gesell Maturational Theory. According to Gesells Maturational Theory, a child or teenager will develop only according to what they have programmed in their genetics. A stable, nurturing environment helps this along by encouraging growth, much as fertile soil helps a plant grow and develop. This was a revolutionary idea.

The Gesell Maturational Theory implies that all environmental factors such as experiences or injuries play only a small role, if any, in child development. Gesell believed that our bodies had all the information to develop as we needed due to generations of evolution. The best thing a parent can do is be sensitive and patient, since they cannot affect development and only offer guidance according to the Gesell Maturational Theory.

www.thekidscave.org

http://www.childstudycenter.yale.edu/centennial/exhibit/gesell.aspx