Developmental Theories: Key Concepts, Piaget, Vygotsky, and Stages

Qualitative vs Quantitative (Developmental Theories)

Qualitative changes refer to changes in kind or structure (e.g., stage-like development or walking vs. crawling). Quantitative changes refer to changes in amount or degree (e.g., growth in height, vocabulary size).

Organismic vs Mechanistic (Developmental Theories)

Views the individual as acting on the environment and influencing the environment via those actions vs the individual reacting to the environment

Nature vs Nurture (Developmental Theories)

Examines genetics vs environmental influences on the individual; most research concludes equitable influences of both

Reductionist vs Nonreductionist (Developmental Theories)

Reductionist views phenomena by breaking them down into simpler components vs. Nonreductionist views the individual and their behavior as an integrated whole

Stability vs Instability (Developmental Theories)

Examines whether traits and characteristics remain consistent over time (stability) or change throughout the lifespan (instability)

Object Permanence (Piaget's Sensorimotor Stage)

When an infant knows that something continues to exist even though it is out of sight

Order of Piaget's Cognitive Stages

Sensorimotor -> preoperational -> concrete operations -> formal operations

Vygotsky's Theory (Key Concepts)

Includes concepts such as the Zone of Proximal Development (ZPD), scaffolding, and the profound impact of sociocultural interaction and language on cognitive development

Reflexive Stage (Piaget's Sensorimotor Substage 1)

Birth to 1 month; infant uses innate reflexes for interacting with the environment (no volitional activity)

Primary Circular Reactions (Piaget's Sensorimotor Substage 2)

1-4 months; repetition of actions centered on the body, e.g. thumb sucking for pleasure

Secondary Circular Reactions (Piaget's Sensorimotor Substage 3)

4-8 months; repetition of actions focused on objects in the environment, e.g. shaking a rattle

Coordination of Secondary Circular Reactions (Piaget's Sensorimotor Substage 4)

8-12 months; intentional, goal-directed behavior involving object permanence, combining schemas

Tertiary Circular Reactions (Piaget's Sensorimotor Substage 5)

12-18 months; child discovers new ways to solve problems (trial and error experimentation)

Invention of New Means Through Mental Combinations (Piaget's Sensorimotor Substage 6)

18-24 months; symbolic thought emerges, allowing child to solve problems mentally without trial and error

ZPD Stage 1 (Vygotsky's Cognitive Development)

Learner performs tasks under adult guidance or with peers; high support is needed (other-regulation)

ZPD Stage 2 (Vygotsky's Cognitive Development)

Learner starts to internalize strategies; performance improves with less support (guided learning)

ZPD Stage 3 (Vygotsky's Cognitive Development - Recursiveness)

Learner uses skills adaptively and begins to self-regulate; skills can be applied in new situations (recursiveness)

ZPD Stage 4 (Vygotsky's Cognitive Development - Automaticity)

Skill is mastered and becomes automatic; self-regulation is complete

Continuity vs Discontinuity (Developmental Theories)

Whether development is a gradual, continuous process or occurs in distinct stages

Plasticity (Developmental Theories)

The degree to which development is open to change in response to influential experiences

Critical Period (Developmental Theories)

A specific, limited time in development during which an organism has to be exposed to certain experiences or stimuli for a particular skill or ability to develop normally, and if missed, it may not develop at all or only with great difficulty

Sensitive Period (Developmental Theories)

A time during development when the individual is especially responsive to specific environmental influences