Theories of Child Development: "Numerous theories have been proposed, with seven approaches being especially important historically" (16). These theories have significantly impacted the way we view child development as researchers and educators.

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Theories of Child Development: "Numerous theories have been proposed, with seven approaches being especially important historically" (16). These theories have significantly impacted the way we view child development as researchers and educators.

Psychodynamic Theory: "Interactions between a person's internal conflicts and the demands of the environment" (18).

This image represents the role that parents play in helping children navigate the challenges they experience and their perception of those challenges. My daughter, Emily, expressed confidence in her children and their ability to navigate life. She told them, "I want you to know is that we believe in you. You are a remarkable person; I just know you will do great things. I will support you in your dreams; I hope you will continue to set goals, work hard, try new things, and be creative. There’s no limit to what you can do, and I am so excited to see it"

Limitation: "It's difficult to verify the internal conflicts a particular person might have, in part because these struggles are hidden from self-awareness" (18).

It takes a lifetime and maturity to identify trust issues, shame and doubt, guilt, and inferiority.

Key Principle:"Early social relationships influence children's sense of security" (18).

Parental and family relationships will impact the child's ability to create healthy attachments, trust people, and create meaningful relationships.

Theorist: Erik Erikson

"People grow as a result of resolving their own internal struggles" (18). I've made connections between Erikson's theory and the Gospel of Jesus Christ. For example, I believe we were sent here to be tested. ("grow from life's challenges," 401)and work out our own salvation, that there is opposition in all things, ("Trust versus mistrust" 402) and "truth is knowledge of things as they are, and as they were, and as they are to come; And whatsoever is more or less than this is the spirit of that wicked one who was a liar from the beginning" (D&C 93:25-26, For an infant, the GOAL: The goal is to develop trust without completely eliminating the capacity for mistrust. Parents or caregivers can give their babies a sense of familiarity, consistency, and continuity. The baby learns that the world is a safe place; if the parents are unreliable and cannot provide the basic needs, the infant will develop mistrust. Maladaptation - If the new baby is over-loved and protected, he will be too trusting or gullible. This person cannot believe anyone would mean him harm and will use all of his explanations to defend him. Malignancy - If the child is ignored and does not receive the basic needs, he develops withdrawal which is characterized by depression, paranoia, and possibly psychosis. Virtue - Hope If children will develop a balance of trust and mistrust (reliability, care, and affection) the child will develop hope. Even if things are not always going well, he learns to be willing to wait. We don’t need to be perfect as parents, this is the same ability that in later life gets us through the disappointments in life. (Lesson 6 Erikson's Psychosocial Theory of Development)

Behaviorism (developmental change is largely due to environmental influences or nurture) & Social Learning Theory (children learn a great deal by observing what other people did) (17).

Symbol:

Our thoughts about a person influence how we feel about them and act when we are with them. I noticed that when I felt empathy and compassion toward a distant family member, I provided support and encouragement. When I was critical of them, I distanced myself from them and their challenges.

Limitation: "A limitation of behaviorism is that it focuses almost exclusively on actions and gives little consideration to internal thought processes" (17).

As I've learned that children's thoughts lead to feelings, feelings lead to actions, actions lead to habits, and habits build character, I've understood the importance and relevance of social learning theory.

Key Principle: Children's confidence in their ability to achieve certain standards is based largely on their past experiences on similar tasks" (18).

This is why it's so important to sequence and scaffold instruction! As educators teach and text basic skills, students gain confidence and feel ready to take the next step.

Theorist: Albert Bandura

"Albert Bandura proposed a social learning theory that credited children with learning a great deal by observing what other people did" (17). He recognized that children and teens learn how to behave by watching their peers, teachers, or trusted adults. I learned how to be a 4-H leader by watching Almira Capps, how to be a theatre teacher and director by working with and observing Merrill Barney, and how to be a transformational teacher by learning from Dr. Jeffrey Wilhelm. I realized that all three were master teachers in their own way - they were passionate about teaching and learning and I was transformed by their instruction. I wanted to be like them.

Biological Theories: "Examine how a child's brain and body contribute to survival, growth, and learning" (16)

We are complex beings, who are composed of body and spirit. While our bodies have strengths and limitations that impact our opportunities and choices, our spirits, home environment, and life experiences play an important role in the person we become.

Limitation: "A limitation of many early biological scientists was that they largely overlooked the effects of children's experiences" (17).

Initially, researchers didn't take into consideration a child's home environment, learning opportunities, and life experiences. A great example is Astrid Tuminez, President of Utah Valley University. She was born in poverty in the Philippines; however, her mother's belief in the power of education, the Catholic nuns who recognized her intelligence, and the Church of Jesus Christ of Latter-day Saints enabled her to fill the measure of her creation.

Key Principle: "Age-related motivations serve valuable functions in prompting exploration" (17).

As educators become aware of children's stage of development, they can integrate movement into their lessons to promote engagement and fun into their lesson.

Theorist: Maria Montessori

"Montessori appreciated that nature and nurture were intertwined during development" (17). She recognized the importance of creating classroom environments that were comfortable and engaging.

Developmental Systems Theories

For me, developmental systems theories represent the adage, "It takes a village to raise a child."

Limitations: "It is difficult to make predictions about any single factor...because that feature is inextricably intertwined with other elements" (22).

Researchers acknowledge there are many factors that impact a child's development and it's very difficult to identify the extent to which a single factor contributes to a child's success.

Key Principle: "A child who receives loving care from parents and other caregivers typically develops a brain with robust capacities for empathy, self-control, and goal-directed behavior" (21).

Researchers study how family members and social groups can positively and negatively impact a child's development.

Theorist: Urie Bronfenbrenner

"Close family members with whom children interact every day to be of utmost importance" (21). Bronfenbrenner recognized the importance of the family and their role in developing healthy, happy, and capable children and adults.

Sociocultural Theories

I learned to sew from my 4-H leader, Almira Capps. She certainly taught for transfer! For example, I think we laid out the pattern pieces at least four times before she let me cut it out. I still measure at least twice to make sure the pieces are aligned with the grain:)

Limitations: "In some cases, sociocultural theorists have taken for granted that children learn important skills simply by taking part in an activity, whereas in reality, some children merely go through the motions without becoming accountable for their share of task completion" (20).

While children may learn how to do chores at home, they may not do them proficiently. They may be part of a team in school and never do their share of the work. Students learn from more knowledgeable others if they are open to new ways of thinking and have a desire to learn.

Key Principle: "Children can be encouraged to apply knowledge learned at home while at school and to learn to use academic tools, including mental strategies, that enable them to master complex projects" (20).

Norma Gonzalez, Luis C. Moll, and Cathy Amanti describe "Funds of Knowledge" as this simple premise: “People are competent and have knowledge, and their life experiences have given them that knowledge.” Children learn skills and hobbies at home and they can use these schools to be successful at school.

Theorist: Lev Vygotsky

Vygotsky's primary focus was on the role of nurture and especially on the ways in which a child's social and cultural environments foster cognitive growth" (212). Vygotsky believed that all learning is relational and that children learn as they collaborate with a MKO (more knowledgeable other).

Cognitive Process Theories: "Basic thinking processes" (19).

Symbol:

This symbol reminds me that our minds are capable of thinking in myriad's of ways and our job as educators is to provide opportunities for students to think in new ways.

Limitations: "Cognitive researchers can easily overlook the larger issue of why children think as they do" (20).

There are times when teachers neglect asking this important question, "What makes you say so?" When we slow down and explore why we think the way we do, we can learn more about ourselves and those around us. If our ideas or claims are not based on facts, we can learn to change our minds and seek to know the truth.

Key Principle: "The production of painstakingly detailed descriptions of thinking" (20).

Theorist: Robert Siegler

Siegler discovered that "children spontaneously use several different strategies when first learning to complete tasks in arithmetic" (19). It's interesting that young children naturally use problem-solving techniques with math; however, as they approach middle school, more of them exhibit "learned helplessness" and wait for the teacher to demonstrate the "right" way to solve the problem. Yikes!

Cognitive Development Theories: emphasize thinking processes and how they change, qualitatively, over time.

Symbol

This image represents the stages of cognitive development as children began to develop their perceptions of the world, then represent objects mentally, think about various perspectives, and then think logically about abstract concepts.

Limitations: "A central reservation is that performance rarely reflects the clear-cut stages expected by cognitive-developmental scholars" (19).

While we tend to categorize children and students, this statement reminds us the importance of knowing each student and their strengths and opportunities for growth. We will then be able to challenge those who are ready to learn more and support those who need it.

Key Idea: "Teachers need to understand children as children" (19).

It's important for educators to be aware of children's cognitive abilities so they can create appropriate learning experiences and assessments. When I learned about the "depth of knowledge" in standards, I realized that experts considered developmental characteristics when they created the standards. For example, first graders are ready to use concrete objects to illustrate concepts and the standards invite them to "Retell the beginning, middle, and end of familiar stories (including fables and fairy tales) with key details heard or read"

Theoristi: Jean Piaget:

Piaget believed that children are energetic learners, that they're naturally curious about their world and love exploring and experimenting (193). I have some grandchildren who embody this mindset. When we go to the BYU Idaho gardens, they turn over rocks to see the insects that are underneath and when we go to Beaver Dick Park, they capture frogs and create mini-habitats for them. For me, they embody energetic learning.