Module 02 : Child Development
Research and Theories
Student Objectives:
To learn that different theories are used in child
development research
To understand how each theory developed
To learn about the similarities and differences between
important theories
To begin to understand which theories govern modern
practices in child development
To learn how you might apply these theories in practice
2.1 Introduction
Child development is not ruled by a single
theory, but instead, by several different
theories that have evolved over time.
Having a theory is important for research in child development
because theories are a way for those who work in or educate
themselves in this area to talk systematically about a certain
concept.
In this module, you will learn about the most prominent
theories in use in child development: maturation theory,
behaviorist theory, psychological and emotional theory,
bioecological systems theory, and cognitive development
theory.
2.2 Maturation Theory
Maturation theory, otherwise known as
physical development, is one of the oldest
theories of child development research, and
it was first developed in 1925.
Created by Arnold Gesell, the theory says that children mature
as they age physically. This theory dealt with one of the most
complex issues in human development in general: nature vs.
nurture. We will explore this concept further later on in this
course.
Over 50 years, Gesell performed many studies at the Yale
Clinic of Child Development, and he determined that the most
critical factor in a child’s development is their genes.
According to this theory, development takes place throughout
the maturation of the child’s nervous system. As a child’s
nervous system (brain, spinal cord, nerve fibers, etc.)
develops, their mind develops, too. Thus, the individual’s
genetic timetable plays the most significant role in the rate
of the child’s maturation.
For example
Children learn to sit up on their own, stand free, walk, and
then run in a specific order. This order is congruent with the
development of the child’s nervous system. However, not every
child learns to perform these tasks at the same age. Rather,
normal development is placed in an age range, like three to
six months of age. Thus, development rates can vary between
individual children.
FACT
Maturation theory, developed in 1925, is one of the oldest
theories in child development research, stating that children
mature as they develop physically.
Source: CPD
2.3 Behaviorist Theory
The behaviorist theory was developed by B.F.
Skinner and John Watson, and it differs from the
maturation theory because it focuses less on
nature (genes) and more on nurture (environment).
Behaviorist theory says that when a baby is born, their mind
is like a blank slate. As they encounter new things and
experiences within their environment, the development of their
personality or abilities reflects the particular things they
encounter.
The adults present in the child’s life feature heavily in this
theory. The research presented here suggests that adults can
shape the way a child learns or experiences the world through
reinforcement strategies. The actions or beliefs that adults
reinforce positively are those that a child is likely to
develop into habits or personality traits.
Positive reinforcement features heavily in this theory, and it
may include strategies and techniques like modeling, praise or
rewarding on behalf of adults to encourage the direction of
the child’s development in the way they desire.
2.4 Psychological and Emotional
Theory
The psychological and emotional theory is associated with
three primary theorists.
Erik Erikson
Erik Erikson is one of the most famous theorists, though, he
based his work on Freud’s. The theory is almost entirely
focused on personality formation and eight “ages” that every
person goes through between their birth and adulthood. These
ages are required for people to become self-fulfilled.
According to Erikson, every age is a constant struggle between
positive and negative emotional states. How individuals leave
each stage depends on the environment they live in, how the
individual is cared for, or what experiences they are exposed
to.
John Bowlby
John Bowlby is another important theorist in this area of
child development. He was concerned with the relationships
that develop between children and their parents, and his
particular concern was with attachment.
Bowlby believed that attachment develops over four phases of
an individual’s life, that attachment develops over time, and
that it stems from the caregiving activities that both parents
and their children take part in.
Mary Ainsworth
Mary Ainsworth expanded Bowlby’s work. She created an
experiment designed to test the attachment between mums and
their children. The test determines whether an infant is
attached, either securely or insecurely, or whether they avoid
their parents.
Take a Quick Recap Test
2.5 Bioecological Systems Theory
Designed by Urie Bronfenbrenner, the
bioecological system finds a balance in the
argument of nature over nurture, which makes
it different from other major theories which
tend to choose sides in the argument.
Bronfenbrenner argues that all settings should be considered
when trying to explain child development. The argument is
often used showing a series of circles that resembles a
target.
The inner circle, or the bullseye on a target, is
representative of the individual child. The next circle
represents the microsystem in which the child lives, such as
their family and home life as well as school or childcare
providers. These influences which directly affect a child’s
most immediate environment, are considered to be the biggest
influencers of a child’s development.
The second circle represents a child’s mesosystem. A child’s
mesosystem includes the way the people who exist inside the
microsystem affect each other.
For example
Childcare providers might be affected by a child’s parents and
vice versa.The third circle includes the exosystems that might
affect a child. This includes extended family, neighbors, and
social or legal services that might affect them, even if they
do not directly factor into a child’s everyday life.The final
circle represents the bigger world around the child or the
child’s macro system. This system makes up the society or
culture of the child. While children are not individually
affected by these institutions, they do influence the child in
various ways, such as through language, how they feel about
others, and ways they express themselves to strangers.
2.6 Cognitive Development Theory
Cognitive development theory, especially the
Piaget theory, which is a type of cognitive
development theory, is one of the most
referenced theories in child development.
Piaget’s theory has and will continue to be explained
throughout this course.
However, it is also worth mentioning that Piaget’s theory is
not the only discourse existing within the broader theory of
cognitive development. Lev Vygotsky also made significant
contributions to cognitive development theory. Vygotsky
differed from Piaget because he placed greater importance on
the interactions and relationships forged between children,
their peers, and adults. Mostly, he believed that what
children understand is fulfilled when these beliefs are
“scaffolded” by their peers, parents, or teachers. By
“scaffolding,” Vygotsky means that adults are supporting the
children structurally while they develop internally.
Vygotsky also differed from Piaget because he believed that
children learn with communication and social interactions, and
as a result, children are not the sole discoverers of their
knowledge. Instead, they are active partners in what they
learn. Because of this, he focused heavily on language
development in the context of cognitive development because
what children learn comes through language, verbal thinking,
and verbal thought.
Assignment
Child Development Research and Theories
Time: 25+ minutes
Now that you have studied this module, make your way through
this worksheet to see how well you have really done.
Download the worksheet below, print out and complete.
Download Worksheet (pdf)
Conclusion
There are a number of different theories adopted by
researchers and doctors who discussed child development. Each
theory has its own merits and approaches that make it a unique
and coherent way to systematically examine the way humans grow
and mature psychologically from infancy to adulthood.
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