Jordyn Aldrich

Theory Comparison
FHS 2600
November 2, 2015
Theories of social and personal development
Erikson- Eriksons Psychological Theory of Human Development (107) targets cultural
adaption of a childs environment. The first four stages of social and personal development are
heavily influenced by adults surrounding the childs life. Stage one is based on the trust,
relationship, and connection that an infant has with its parent. Stage two is when the child starts
to develop a sense of self and when they demonstrate their intelligence expanding on the world
around them. While this can drive adults mad, Erikson believes that the way the adults handle the
child during this stage will affect the way the child grows. Stage three focuses on the childs
growth of language, motor skills, confidence and sense of self. The third stage looks at how
children take their new perspectives and apply that towards their social interaction with other
child with very little known risks. The fourth stage is the shift in the parent vs peer dynamic in a
childs life; the parents opinions matter less than that of the peers. The four stages following this
evolution in a childs life are focused more on the young adults own choices.
Maslow- the Self-Actualization Theory (109) highlighted a hierarchy of human needs
that identifies traits of healthy personality development rather than mental illness. The hierarchy
shows the needs of an individual from physical needs (i.e. air, water, food, shelter, and sex) to the
needs of self-actualization (i.e. self-motivation that inspires personal growth). In terms of child
development, Maslows hierarchy of needs can be illustrated by parents, other family members,
and the childs supervisor. Maslow believes a childs basic needs must by established through
safety and health in order for the childs growth to develop. If the child does not feel safe and
cared for then the childs social, cognitive, and even physical development will suffer.

Theories of the process of cognitive development

Piaget- Jean Piaget established Cognitive-Developmental Theory (110). Piaget created a
concept called constructivism, or the belief that children dont think like adults. What Piaget
means by this concept is that a child does not learn the way an adult wants them to learn. They
do not use the same processes to retain information. An adult builds upon the knowledge that he
or she has by using memorization tools to develop higher knowledge. Children, on the other
hand, are constantly creating and testing hypotheses to continually refine their knowledge of the
world. Children develop their own ideas about concepts or events by adapting through
assimilation, or accommodation. Assimilation is used to comprehend new knowledge with
existing knowledge. For instance, a child that knows what a dog is may see another four-legged
animal and believe it is a dog. Accommodation occurs when a child does not have a previous
knowledge to help understand a concept and must either change their knowledge of a previous
concept or construct a new concept.
Vygotsky- Sociocultural Theory (116) theorizes that children develop through the
culture in which they grow up. Vygotsky identifies that children learn in specific ways between
specific time periods. Like Piaget, Vygotsky showed that infants learn by manipulating new
knowledge with prior concepts. He goes on to say that the culture that adults place on the infants

Jordyn Aldrich
Theory Comparison
FHS 2600
November 2, 2015
drive them to develop in different ways. Relationships with adults within the first two years of
life drive their education. From age 2 to 5, children witness the way that their actions cause
reactions. By doing something wrong they notice a negative reaction from adults and understand
that something is unacceptable. Vygotsky emphasizes the need for communication as
development. By interacting verbally and non-verbally with others. Speech is first communicated
non-verbally until associations can be constructed with specific words. It is not until later in their
childhood that children use words to think about their actions. Finally children begin to
understand the concept of self-regulation, or the idea that a child can internalize emotions and
communication. This ability to control ones own impulses provides a foresight into future
learning. A child who has difficult regulating their own impulses will also find it difficult to
suppress his impulses later in life and focus on learning. Vygotsky also recognizes the
importance of play for development. When children play, they often pretend to be somebody
more important than themselves. When children play doctor or pretend to do be adults, they
mimic the behavior that they see around them and use it as a model to develop themselves.

Theory of Behavioral Learning

Skinner- Through his work, Skinner developed an understanding towards the need for
consequence and reinforcement. This idea is behaviorism or behavioral learning (119).
Similarly to Vygotskys theory of development between ages 2-5, children conduct actions and
will alter their reaction in the future based off of the reaction they get from an adult. If a child
does something good and receives a reinforcement for their action, they will be more likely to
conduct that action again in the future. If a child conducts an action and receives a negative
consequence from an adult or those around it, the child will likely condition himself to prevent
those consequences from happening in the future. The idea of a consequence, however, must not
be confused with punishment. While a consequence should condition a child to make a different
decision in the future, punishment is an unpleasant consequence that will stop or decrease the
likelihood of that action being conducted in the future. While punishment may stop a child from
conducting the behavior, it does not provide them with an alternate action that they could
conduct instead.
Practice Driving Theory
Emilia- the Reggio Emilia approach (129) began after World War II and became a world
renowned teaching concept seen in many early childhood education facilities. Loris Malaguzzi
found inspiration through the parents of infants through age six and devoted himself to
improving schools until 1994 when he passed away. This approach is based off child as
individuals, working with their skills, intelligence, and needs to teach them. The core concepts of
this practice are the image of the child, the relationship and interaction of the children, roles of
the parents, special role of the school, teacher/children learning partnerships, sustaining and
inviting learning curriculums, the many languages of children, project learning, and the power of
documentation (129-130). Each concept has a very distinct role in every aspect of a childs

Jordyn Aldrich
Theory Comparison
FHS 2600
November 2, 2015
development and by combining these concepts, children all over the world are receiving
education through their environment. Some theorists theories are supported by the evidence of
grown through this approach, some do not find it beneficial, but none the less the end result
speaks for itself.

I feel as if every theorist provides adequate evidence and idea behind what they think and
why; I follow all six of these brilliant approaches and theories with ease. The only minor
opposing ideas that I have are with Vygotskys Sociocultural Theory and Skinners Theory of
Behavioral Learning. I think that both of these theories are amazing and accurate to a curtain
extent; I feel as if these theories dont take into consideration that each is an individual that
possess an individual motive for their actions. Vygotskys theory is based off a child developing
through his or her culture; however, if this were truly the case then that would mean there would
be no change in societal roles. Through this concept, Vygotsky is implying that someone born
into a low-income family, in a poverty stricken community, with not the best parents will grow
up to be just that, or that a well privileged child in the upper class category with award winning
parents will continue on that path, when that is not always the case. Skinners theory rubs me the
same way; every child is wired completely different so something that works for one child wont
always work for another. Some children will push the same boundaries time and time again,
receiving the same reinforcement, and will not change their ways; other children learn after only
one lesson. I agree that these are possible outcomes and applicable to some but I dont think its
fair to say that this is the most accurate theory of development for children.

Theories that I am truly fascinated with are Eriksons and Maslows theories of social
and personal development. Eriksons first stage and Maslows concept directly correlate in the
sense that an infants ability to trust its caretaker(s) set the tone for the childs development in
every sense. A child growing up with that sense of worth and love missing, then everything they
learn, their actions, reactions, thoughts, self-worth, self-esteem, etc., will be based of the neglect
theyve endured; even attempting positive relationships in the future will be hindered to some
degree. I also love the Reggio Emilia approach towards early childhood education. Taking
surroundings and mixing it the various levels of the children to create a positive learning
environment is amazing. Developing and implementing the concept of representation
throughout the learning environment is amazing, to say the least. It is the way of teaching that I
want to be a part of and share in the lives of children.

Jordyn Aldrich
Theory Comparison
FHS 2600
November 2, 2015
References
Bredekamp, S. (2014). Effective Practices in Early Childhood Education. 2nd ed. New Jersey:
Pearson.