The Theory Of Childhood Development

Developmental theory, with Piaget as the most prominent theorist, presents the idea that children actively construct knowledge as they manipulate and explore the world around them. Development is seen to take place in broad stages from birth through to adulthood, with each stage characterized by qualitatively distinct ways of thinking. However, some developmental theorists, in contrast to Piaget, place more emphasis on personal, social and emotional development rather than cognitive development and prefer to delay ‘academic’ experiences until later, for instance after the age of seven years in Steiner’s theory.

In this writing it will be discussing childhood development, as well as some vital issues that might come along during those stages of development. Child development consist of the stage where the child is developing physically, cognitively, socially and spiritually. During these stages of development a child is maturing from infancy to becoming a young adult. For many years theorist such as Sigmund Freud, Erik Erikson, and Lev Vygotsky’s have researched how children mature from infants to adulthood. Each of the theorist have profound facts to how children develop, but which of the three men are correct on their findings?

From the day they are born, children are immersed in a social world. Rapid learning takes place and is supported not only by parents, siblings, teachers and friends but also the important values and beliefs within their culture. All of this provides the foundations for cognitive development. As trainee teachers, it is fundamental that we have a deeper understanding of how children learn and how we can support learning. In order to do this we must first look at some of the theories of learning.

As you begin this module, identify and write a short account of your aims and aspirations. Elaborate on the strengths and personal qualities, which you bring to this module and outline those areas where you hope your learning and development will occur. (300 words)

    The great psychologist-philosopher Carl Jung was briefly a student of Freud. Because Jung felt that Freud's approach to psychoanalysis was by far too narrow, he broke off from his teachings, and made significant contributions to mythological criticism. Jung's greatest contribution was his theory of archetypes. His proposal of archetypes argues that there is one original pattern or model of all things of the same type. According to Jung, beneath the personal unconscious is a collective unconscious that is in the psychic inheritance of all humans. Jung thought of the collective unconscious as a sort of memory bank that stores images and ideas that humans have accumulated over the course

Carl Jung was a Swiss innovator progressing various theories of the unconscious mind. The Swiss psychotherapist based his work on Sigmund Freud's perspectives and beliefs of the unconscious mind. Carl Jung had deducted that a human's unconscious personality could not have started in the cognizant personality. The thought that certain ideas and pieces of imagination within the unconscious were shared to all individuals within a society was assumed by Jung. This mental imagery were claimed as "Archetypes" by Jung (hence the term "Jungian archetypes") due to the images being ubiquitous and all inclusive to humans.

I would consider myself as developing with practicing child development theories. However, now that I have spent a couple of weeks with students, making the connection to the literature is easier. After reading the student’s paragraph during an assessment, I observed that most students in the class did not know how to write in cursive script. My mentor and I are in the beginning stages of planning a lesson that I could teach on typography; using type as art to include their signatures on the back of their artwork.

Child Development Theory: There were three theorists that we talked about that looked at child development. The first one was Erik Erikson, who believed that there was two main stages of children development during the first three years. The first of the two stages was Trust vs. Mistrust and the second stage was Autonomy vs. Doubt. During these stages the child developing many close relationships with those that are frequently in their life. As children are building these relationships they are also learning to become more of an individual and have more awareness of their own self. The second theorist we discussed was Jean Piaget, who believed that children develop actively by how they explore their "world". When the child has mastered that

The guiding principle surrounding psychodynamic theory is that it perceives development as a continuous process with tenets in both the subconscious and conscious and a focus on inherent biological motivations and social safeguards (Hoffnung et al 2013:36). As a result of these concepts, several theorists have hypothesised psychodynamic theory in healthy development.

Freud’s theory is that dreaming is meaningful, unlike the activation synthesis theory. He believed that the mind had three sections, represented in a shape of an iceberg; the conscious, the subconscious and the unconscious. The conscious is the tip of the iceberg above the water involves everything we are aware of right now such as our thoughts. The

Dreams are the language of a person's subconscious mind. Therefore, taking the opportunity to understand them can lead to great enrichment. This paper demonstrates the similarities and differences between Freud and Jung's idea on dream theory. It illustrates Freud's belief that analyzing dreams could give the interpreter substantial information on that person's psyche. His concept of free association and wish-fulfillment are also explored. Jung's theories are also discussed. Although Jung began as a follower of Freud, he did end up disagreeing on some of Freud's theories. Jung's

Carl Jung studied under Freud, but rather than continuing Freud’s work, Jung took a path of his own and created his own theories. In comparison to Freud’s unconscious, preconscious, and conscious, Jung theorized the conscious ego, the personal unconscious, and the collective unconscious. The conscious ego is similar to Freud’s conscious, wherein it is aware of self, to use Jungian terms. Rather what this means is that the conscious ego knows it knows what is happening, and you in turn know, and you know in the moment. The personal unconscious is similar to Freud’s preconscious. This where thoughts and feelings that we are not currently attending to wait to be pulled from the file. So if we want the information it is easily attainable, it is just not what is on one’s mind in the precise moment. Jung went on to say that the personal unconscious contains past and future information that people could therefore use to sense what their futures might hold. He also believed that it provided the other side of an argument to better balance conscious thoughts. The collective unconscious is made up of archetypes, which are powerful emotional symbols that have been passed down through generations. Some of these

Child development theories are currently being taught in colleges and universities around the world. It is therefore imperative that individuals wanting to work with children in a counseling compacity learn how to interview, observe, report, and utilize teachings from prevailing theorists to determine if an individual is in the “normative” range of development. Drawing on learned knowledge and theoretical instruction, as well as other documentary sources, this paper examines the interview processes of a child and the popular theories surrounding cognition, language, and morality development. A review of the text, Life Span, theories by Piaget, Brown, and Kohlberg, and intentional observation and interviewing brings a better understanding to

The psychoanalytic perspective, is the outlook that behavior and personality are effected by the conflict between one’s inner dreams n and expectation of society. Most of this conflict occurs in unconscious, which is outside the knowledge of an individual. Renowned psychologist, Freud established the psychoanalytic theory as an explanation for perplexed phenomena such as the meaning behind dreams, slips of the tongue, and behavioral reflex reactions to stressful situations. The unconscious is a primary focus in psychoanalytic theory due to its typical development in childhood and the ways in which it influences nearly every detail of an individual’s life. The unconscious mind also holds unvented memories and unexpressed urges that make their process into the conscious mind through a variety of different means. However, topographical theory of the mind states that conscious, preconscious, and unconscious serve as motivating forces in human behavior. Corsin & Wedding (2011) define the conscious as mental activity which individuals are fully aware of, preconscious as thoughts and feelings that could be easily brought to mind and unconscious as thoughts, feelings, and desires of which one is unaware of.

The concept also explains how individuals and families influence the environments. In the human ecology, the individuals and the environment are considered to be interconnected in active process in which there is mutual influence and change. The theory was also developed to explain the five systems in human being. The first system is microsystem. It refers to the groups and institution that most immediately and directly have impact on the child 's development. It includes the family, school, neighborhood, religious institutions and peers. It was developed to explain how these elements influence the development of the child (Mancini & Roberto, 2009).