Thursday, April 19, 2012

child development thoery

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If I were to make up my own theory of child development I would have to say that children develop through their environment and by their surroundings. Much like B.F. Skinner, I believe that shaping is important when teaching children the differences between right and wrong. Shaping is a method of teaching new behaviors by reinforcing slight changes in known behaviors. This way, children will learn that if they do good things in life they will be rewarded for them, whereas if they do bad things, they will be neglected of things they desire. Behavior is motivated through rewards and punishment. Development through environmental influences is also something that Albert Bandura somewhat agreed with. He believed that learning through imitation and modeling was much more sufficient than through trial and error. I one-hundred percent agree with this theory since children learn from their parents actions and dealings more so than learning them on their own. This is similar to Vygotsky’s theory which states that parents are the key to a child’s development. Another aspect of environmental learning that I agree with is one of Piaget. It is that a child is an active part of development by learning through interacting with in their environment. For example, if a child does not interact with other children or different settings in their surroundings, then they will not learn the knowledge of practical and realistic situations. Also, they would not be able to incorporate any information into their existing knowledge if they did not have new things to see or learn.


Children would then be able to change these knowledge structures in order for them to fit into their familiarity.


I also believe that child development is stage like and not continuous. According to Piaget, there are four main stages of cognitive development. The first stage is the sensorimotor stage which occurs between birth and age two. This stage concludes that child grasp understandings through sensory experiences such as seeing and hearing. The second stage is the preoperational stage which occurs between ages two and seven. This is where children begin to internalize mental actions and can represent the world through symbols and words. In the third stage, the concrete stage occurs with children ages seven to eleven. This is when children can perform logical reasoning but cannot think abstractly. The forth stage is the formal stage that occurs with eleven to fifteen year olds. Children now can think logically and abstractly.





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