How Do the Major Theories of Child Development Essay

Social experiences play a lively mapping in the exploitation of barbarianren. Theories of child information have been created to swear out us to understand how childrens judgments develop, taking into account the differences between cultures nearly the cosmea. Some of these theories look for the possibility that children gain cognition, develop new concepts and duo new ideas by interaction with experience and cognitive schemata. Some theories explore the speculation that development also plays a section in well-disposed experience.There atomic number 18 many theories of development, but some ar to a greater extent(prenominal) influential and have inspired a lot of research. There argon quadruple-spot main contrasting theories of child development that not scarcely help us to understand child development as a whole, but also assist us in the understanding of the role of complaisant experiences in child development. These four theories of development are practica lly referred to as the grand theories as they cover all aspects of child development, not just specific parts.The four grande theories are behaviouristic theory, the kindly knowledge model, constructivist theory, and social constructivist theory. This essay will discuss and outling the four main theories of development, analyze and contrast some of the concepts of the main theories, then discuss whether or not the theory is able to explain the role of social experiences in child development. Behaviourism used to be the most dominant theory in psychology by dint ofout the 1950s and 1960s.The evidence provided by the behaviourist experimental technique has been was very(prenominal) master(a)(prenominal) to the discipline of psychology, and many of the theories have stood up to the test of time. Behaviourist psychologists such(prenominal) as were Ivan Pavlov, John Watson and B. F. Skinner. They used techniques such as conditioning (classical conditioning and operand conditi oning) to explore the theories of child development. The behaviourist pot on child development is that children analyse by conditioning, which means that childrens behaviour is affected by a serial of rewards and punishments.This development theory suggests that children are not dynamical in the process of learning it is as though they are go forthing themselves to be shaped by agents in the environment around them, such as teachers and parental models. One lit crit of the behaviourist approach is its inability to explain the role of social experiences in child development. This is because behaviourism is primarily boil downed on experimental and scientific methods, and it is limited in the respect that it does not take into account aspects of kind nature which can not be measured by the experimental method alvirtuoso.Emotions and feelings require can not be fully understood by observation alone it requires a certain degree of introspection. The behaviourist model has exp lained some very important aspects of cognative development and learning, but more recent theories have sh consume that the shaping of a childs mind is far more complex than conditioning alone. In the 1960s, the social learning model was created and it was proposed that children learn done simply observing other volume around them. Role models are an important part of the social learning model.Research has sh induce that children will often imitate aggression that they have witnessed through watching other people (Liebert et al. , 1977). This is in contrast with the behaviourist learning theory that children learn through reward and punishment. In 1965, Bandura conducted a piece of work where he explored the hypothesis that children can experience social learning without conditioning. He argued that while children learn by observing and mimicking others, they are also extracting concepts and ideas from what they are observing, and making sense of situations on their own.This is i n contrast to the behaviourist see to it that children are not active agents in their own learning. One criticism of this research is that while this is an insight into how children learn by observation, it tells us very little closely the cognitive processes and the development of social schemata. The constructivist view of development was formed by Piaget in the 1920s and 30s. Jean Piagets stage theory suggests that there are four stages of development that either child will experience and progress through, regardless of culture.Piaget also genuine the concept of schemata, and the theory that children gained knowledge through interaction between experiences and courtly concepts. Piagets theory is contrary to the behaviourist model as he believed that through observation, children construct their own understanding of the world, based on their own experiences and prior knowledge. Piaget believed that this type of learning was more influential than instruction from a teacher or caregiver. Piaget and Binet conducted research into the role of cognitive schema and its involvement in the process of learning.They carried out an experiment where they conducted a series of intelligence tests on both children and adults. From this research, Piaget found that children and adults look at the world polarly, which as a result causes children to build upon their own schemata on their own term. This is because their reasoning differs from that of adults, so they need to make sense of the world victimization their own rational. Piaget emphasised the importance of interaction with peers in development.Children learn through socialising with one another, and surprisingly they do not appear to welfare in the same way from contact with Adults. Piaget reasoned that children benefit from exposing one another to conflicting perspectives, which causes them to adapt and develop their cognitive schema. This development does not occur when children are in contact with adults, as t hey see adults as authority figures, and thus would be willing to accept an adult viewpoint without questioning it, which does not allow them to form new ideas or review old ideas.The fourth and final theory of development that will be discussed is the social constructivism theory. This theory is similar to the constructivist theory as it proposes that children are active agents in their own learning and development. The social constructivism theory extends the constructivism model by introducing the roles of other agents, and by emphasising the role of interaction in the process of learning.The structural theory places emphasis on social interaction as an important tool in cognitive development, and that schema are formed by children mostly through social interaction, not just through creating the ideas on their own . Vygotsky was a social constructivist whose theories can be contrasted with Piagets contructivist theories. Piaget believed that children are the main agents in dev eloping their own knowledge and cognitive schemata about the things they have experiences in the environment.In contrast, Vygotsky placed more emphasis on the development of social schemata through the internalisation of social interactions using heathenish tools such as language and expressions. The social constructivist model can be contrasted with social learning theories because it emphasises interaction with people and the environment, and put less emphases on observation. It can also be contrasted with behaviourism as the theory does not appear to value the possible effects of reward and punishment.The main differences between Vygotskys and Piagets theories is that Vygotsky believed that children play the most important part in shaping their cognitive development, which is in contrast to Piagets theory of the four universal stages of development. Vygotsky did not incorporate stages of development into his theory, and instead tended to focus on more social factors and role of language and other social tools. Vigotskys (1978) social constructivist approach was able to explore the social influences on cognitive development.Piagets theory was more focused on children creating new knowledge and cognitive schema through their own self exploration. Crain (2000) believed that some theories focus too much on learning by instruction, and that children were able to learn on their own and through social interaction, so it it important to allow them to explore this in order for them to be active, imaginative and childish. moreover other theories have suggested that if the process of learning under instruction is unexpended too tardy then it may be too late to teach children more dult styles of thinking and reasoning.The social learning theory is peradventure the model that places the least emphases on social experiences out of the four primary learning theories. The social part of the theory is the process of learning through observation. This theory does not pl ace much emphasis on how social experiences relate to the development of cognitive schema, or how cognitive schemata facilitate social experiences. Children gain knowledge and bridge pathways through simply watching others in the environment around them.It can be seen from the descriptions of the four main theories of development that not all of them take into account of the role of social experiences in child development. They all appear to make valid claims about the different ways in which children develop complex ideas about the world. From studying these four theories, it seems as though children develop through many different means. intimate structures, role models, and traditional teachings in school, all play an important role in shaping a childs development. Social interaction is possibly equaly as important, if not more important in facilitating normal development in children.