PSYC2030 - WEEK 1

MATURATION THEORY - Gesell's Biological Maturation Theory 

• Development primarily determined by genetics 

• Development happens in predictable order 

• Developmental 'norms' (milestones) 

  • Chronological vs developmental age  

MATURATION THEORY CATEGORIES

Nature vs nurture  

Universal vs individual 

Continuous vs discontinuous (depends)

BEHAVIOURIST THEORY - Theory of Learning  

• Ex. Ivan Pavlov 

• Learning is shaped by experiences in the environment 

BEHAVIOURIST THEORY CATEGORIES

Nature vs nurture 

Universal vs individual 

Continuous vs discontinuous  

CONSTRUCTIVIST THEORY  - Piaget's theory of cognitive development  

• Children construct knowledge and abilities via actively exploring the world 

• Development is a product of both maturation and learning  

• 4 STAGES

SENSORIMOTOR STAGE

• birth – 2 years 

• Learning through exploration (senses + reflexes) 

• Absence -> emergence of mental representations 

  • Lack of object permanence (out of sight, out of mind) 

  • Deferred imitation (memory) 

  • Pretend play  

PREOPERATIONAL STAGE

• 2 – 7 years 

• Can form and utilise mental representations 

  • Use of language  

• Cannot take into account multiple, conflicting representations 

  • Leads to illogical thinking 

CONCRETE OPERATIONAL STAGE

• 7 – 11 years 

• Can take into account multiple aspects of problem 

  • Emergence of logical thinking 

• Can only logic about concrete information 

FORMAL OPERATIONAL STAGE

• 11+ years 

• Further developments in logical thinking 

  • Can logic through abstract concepts 

  • Thinking is systematic and scientific 

CONSTRUCTIVIST THEORY - Vygotsky's Socio-cultural theory  

• Children construct knowledge and abilities via social interactions 

• Zone of proximal development 

  • What they can learn on their own and what is beyond their maturation level. It is between these two levels.  

  • Aided by knowledgeable others 

  • Optimised by scaffolding 

CONSTRUCTIVIST THEORY CATEGORIES

Nature vs nurture (both) 

Universal (Piaget) vs individual (Vygotsky) 

Continuous (Vygotsky) vs discontinuous (Piaget) 

PSYCHOANALYTICAL THEORY - Erikson's psychosocial theory 

• Importance of childhood experiences in shaping lifespan development 

• Each developmental stage is characterised by conflicts about how one's identity fits with social surroundings 

• Development happens through resolving these conflicts 

PSYCHOANALYTIC THEORY STAGES

Infancy 

• Trust or mistrust 

Toddler 

• Autonomy  

• Shame and doubt  

Preschool 

• Initiative  

• Guilt  

School age  

• Industry 

• Inferiority  

Adolescence 

• Identity 

• Role confusion 

Young adult 

• Intimacy  

• Isolation 

Middle age  

• Generativity  

• Stagnation 

Older adult  

• Ego-integrity 

• Despair 

PSYCHOANALYTIC THEORY CATEGORIES

Nature vs nurture (both) 

Universal vs individual  

Continuous vs discontinuous  

ECOLOGICAL THEORY - Bronfenbrenner's Ecological systems theory 

• Development happens via individual factors interacting with various factors from direct surroundings and broader environment 

• Individual (sex, age, health etc.) + 5 other factors  

MICROSYSTEM

• Family 

• School/peers 

• Health services 

• Religious institutions 

MESOSYSTEM

Interactions that people in your microsystem have with each other 

EXOSYSTEM

• Factors in community affecting your mesosystems and microsystems 

• Neighbours 

• Politics 

• Media 

• Social systems  

MACROSYSTEM

Cultural ideals surrounding community 

CHRONOSYSTEM

• Generational factors 

• Life transitions 

• Historical events 

ECOLOGICAL THEORY CATEGORIES

Nature vs nurture (both) 

Universal vs individual 

Continuous vs discontinuous