Written by Amelia K on 27 February 2024. Posted in MATRESCENE.

DEVELOPMENTAL THEORISTS

ERIKSON | 1950

EIGHT STAGES OF DEVELOPMENT

Erikson's psychosocial development theory proposes that personality development occurs through eight stages, each with a psychosocial crisis that can impact personality development positively or negatively (Erikson, 1958, 1963). These crises involve a conflict between individual psychological needs and those of society, and their resolution sets the foundation for the next stage of development, leading to the formation of a unique and integrated personality by the end of the eight stages (Erikson, 1959). Erikson's theory has been widely applied in psychology, education, and social work to understand human development and guide intervention strategies (Waterman, 2014).

Erikson, E. H. (1958). The nature of the child's tie to his mother. Journal of Marriage and the Family, 20(4), 277-288.

Erikson, E. H. (1959). Identity and the life cycle. International Universities Press.

Erikson, E. H. (1963). Childhood and society (2nd ed.). Norton.

Waterman, A. S. (2014). Erikson, Erik Homburger. In The Corsini Encyclopedia of Psychology. John Wiley & Sons, Inc

PIAGET | 1936

THE THEORY OF COGNITIVE DEVELOPMENT

Piaget's cognitive development theory proposes that children actively construct their understanding of the world through exploring and manipulating their environment. Piaget's theory challenges the view that intelligence is fixed and unchanging, suggesting instead that it develops through a series of universal stages. The four stages of Piaget's theory are the sensorimotor, preoperational, concrete, and formal operational stages, each characterised by unique cognitive abilities. Children must progress through each stage sequentially and irreversibly. Piaget's theory has significantly impacted psychology, including education, providing insights into how children learn and develop.

Piaget, J. (1936). The origins of intelligence in children. International Universities Press.

Piaget, J. (1950). The psychology of intelligence. Routledge.

Piaget, J. (1952). The origins of intelligence in children (Vol. 8). International Universities Press

BOWLBY | 1969

ATTACHMENT THEORY

Bowlby's attachment theory highlights the significance of early relationships in shaping an individual's emotional and social development. Infants are driven to form attachments with their primary caregiver as a means of survival, and the quality of this attachment, known as monotropy, significantly impacts the child's future relationships and social interactions. A secure attachment is linked to positive outcomes, such as better emotional regulation improving social competence, while an insecure attachment can lead to behavioural and emotional issues. Bowlby's theory has been instrumental in shaping our understanding of the importance of early childhood experiences in promoting the healthy development of relationships.

Bowlby, J. (1988). A secure base: Clinical applications of attachment theory. Routledge.

Bretherton, I. (1992). The origins of attachment theory: John Bowlby and Mary Ainsworth. Developmental Psychology, 28(5), 759-775.

VYGOTSKY | 1962

SOCIAL DEVELOPMENT THEORY

Vygotsky's social constructivist theory stresses the critical role of social interaction in shaping cognitive development. According to Vygotsky, children learn better when they participate in social activities that engage with peers and adults, acquiring new knowledge and skills through interactions. The theory emphasises the importance of collaboration and socialisation in the learning process, as children develop their understanding of the world around them through dialogue and shared experiences with others. Teachers can utilise this theory in the classroom by creating opportunities for students to engage in collaborative problem-solving activities while supporting active guidance to develop their skills and knowledge.

Ormrod, J. E. (2014). Educational psychology: Developing learners (8th ed.). Pearson.

BANDURA | 1963

BANDURAS BOBO DOLL

Bandura's social learning theory suggests that people learn by observing and imitating others, with cognitive and environmental factors playing a critical role in shaping behaviour. Through the process of modelling, individuals acquire new skills and behaviours by watching others, particularly those they perceive as credible or successful. This theory highlights the importance of reinforcement and punishment in shaping behaviour, with positive or negative consequences reinforcing or decreasing the likelihood of a behaviour recurring. For instance, children who observe their parents' positive behaviour as rewarded are likelier to imitate that behaviour. Similarly, children who see their parents' negative behaviours and are penalised for a behaviour may be less likely to repeat it.

Bandura, A. (1977). Social learning theory. Oxford, England: Prentice-Hall.