Childhood development LDEAN

By levihdean

  • Piaget "egocentric speech"

    The theory suggests that children first engage in speech for themselves rather than to communicate with others. Piaget, J. (1926). The language and thought of the child. New York: Harcourt, Brace & World. (Original work published 1923)

  • Piaget "Cognitive Development Theory"

    This theory suggests that childhood development is biology based, however environment influences the speed at which a child moves through the stages of development. Piaget, J. (1928). Judgment and reasoning in the child. New York: Harcourt, Brace & World. (Original work published 1926)

  • Vygotsky "Zone of Proximal Development"

    This theory is interesting because it suggests that children have a range of abilities but when tasks become too difficult, adults can assist in what I want to describe as a "trial and error" approach to difficult tasks. Vygotsky, L. S. (1978). Mind in society: The development of higher mental processes. Cambridge, MA: Harvard University Press. (Original works published 1930, 1933, and 1935)

  • Vygotsky "Inner Speech"

    In contrast to Piaget, Vygotsky viewed Piaget's "egocentric talk" as more of a self guidance speech which he called "inner speech" which later becomes "self talk." This talk according to this theory is a foundation to every cognitive task. He adds that this "inner speech" is "active in reflecting, revising and controlling their own thought process" (p. 272). Vygotsky, L. S. (1986). Thought and language (A. Kozulin, Trans.). Cambridge, MA: MIT Press. (Original work published 1934)

  • Piaget "Sensorimotor Theory"

    Piaget suggests that information gained through sensory experiences are the basis of cognitive and language function. Piaget, J. (1952). The origins of intelligence in children. New York: International Universities Press. (Original work published 1936)

  • Skinner "Behaviorist Theory"

    Skinner suggests that language development or other types of development can increase through reinforcers. Skinner, B. F. (1957). Verbal behavior. New York: Appleton-Century-Crofts.
    Skinner, E. A., Zimmer-Gembeck, M. J., & Connell, J. P. (1998). Individual differences and the development of perceived control. Monographs of the Society for Research in Child Development, 63 (2–3, Serial No. 254).

  • Chomsky "Nativist Theory"

    Chomsky proposed that every child has a "language learning device" (LAD) that is inherent and this predisposed system allows for the understanding and organization of words and cognition. Chomsky, N. (1957). Syntactic structures. The Hague: Mouton.

  • Bandura "Social Learning Theory"

    Here, modeling, imitation and observational learning from environment, peers and family is suggested as a powerful learning theory.
    Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice-Hall.

  • Bandura "Self-efficacy Theory"

    Self efficacy is the concept that a child believes that their abilities and own characteristics assists them in succeeding at any given task. Bandura, A. (1992). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28, 117–148.

  • Case "neo-Piagetian theory"

    Using and acknowledging the stages of development proposed by Piaget, he attributes the movement between stages not simply by age but by increased working-memory capacity. As children become quicker and more efficient they proceed through the stages. Case, R. (1998). The development of central conceptual structures. In D. Kuhn & R. Siegler (Eds.), Handbook of child psychology: Vol. 2. Cognition, perception, and language (5th ed., pp. 745–800). New York: Wiley.

  • Bandura "Social Cognitive Theory"

    Taking Social learning theory one step further, this theory suggests that children are thinking about themselves and other people. As children become more aware of surroundings, they become more selective on what to imitate. Bandura, A. (1999). Social cognitive theory of personality. In L. A. Pervin & O. P. John (Eds.), Handbook of personality: Theory and research (2nd ed., pp. 154–196). New York: Guilford.

  • Bronfenbrenner "Ecological systems theory"

    This theory which is more comprehensive and recognizes multiple dimensions in the surrounding environment that influence and alter development of a chid. Bronfenbrenner, U. (Ed.). (2005). Making human beings human. Thousand Oaks, CA: Sage.
    Bronfenbrenner, U., & Morris, P. A. (2006). The bioecological model of human development. In R. M. Lerner (Ed.), Handbook of child psychology: Vol. 1. Theoretical models of human development (6th ed., pp. 297–342). Hoboken, NJ: Wiley.