Copyright Goodheart-Willcox Co., Inc. Chapter 1 Learning About Children 19 Lesson 1.2 Review and Assessment 1. List the key principles of growth and development. 2. What are two reasons for constancy in growth and development? 3. What is a teachable moment? Give an example. 4. Differentiate between developmental acceleration and developmental delay. 5. What is a theory? 6. List three child development grand theories. 7. Critical thinking. What are some examples of constancy in your growth and development? • Theory development requires a knowledge network because answers come only when theories can be tested by others. Some child development theorists did work together, but most did not have easy access to the theories of others. No one theory has been adequate to describe the complexity of child development. The grand theories have given direction for more research. The research done by others may confi rm (prove accurate) or disprove (show to be wrong or false) a theory, expand the theory, or apply the knowledge based on the theory to practice, such as education or child guidance. Research based on these grand theories is called mini theories. The works of some of the mini- theorists will be highlighted throughout the text. Figure 1.9 Child Development Grand Theories Theory Description Maturational Arnold Gesell (1880–1961) believed that physical and intellectual development was determined by heredity and biological maturation. His theory established many of the age norms and ideas about “readiness.” Psychoanalytic Sigmund Freud (1856–1939) believed personality (and mental health) was determined by how children coped with their physical drives. He examined how children regulate their desires and take on social norms. His theory was used primarily by psychiatrists. Psychosocial Erik Erikson (1902–1994) was concerned about conflicts that occur between a child’s needs and social demands. He believed that people who can cope with each conflict develop a healthy personality and vice versa. His theory is used in preventing and treating mental health problems. Learning Several theorists, including B.F. Skinner (1904–1990) and Albert Bandura (1925–present), focused on how the environments affect observable behaviors, not internal changes, such as personality and how you learn. They studied how behaviors can be reinforced (made stronger) or extinguished (stopped). Learning theories are mainly used in behavior modification or in intervention methods for children having learning or behavioral problems. Cognitive- Developmental Jean Piaget (1896–1980) believed children think differently at different ages. He thought children constructed (built) their knowledge through experiences. As children learn new ideas, their minds adapt (change). His theory totally changed child development. Sociocultural Lev Vygotsky (1896–1934) disagreed with Piaget’s theory that children totally construct their own knowledge. He believed that some knowledge was a personal construction, but much was a social construction (taught by people of one’s culture). His idea of mentoring or tutoring learning is used in many schools today. Ecological Systems Urie Bronfenbrenner (1917–2005) noted that children’s development is influenced by both heredity and their environment (family, friends, schools, and health services) as well as their indirect environment (parents’ workplaces and general culture). He also believed that children affect their environment, such as how they treat friends may affect their friendships. His theory has made people more aware of how the many contexts (systems) affect child development.