Child Development Theories & Child Life Practice

Vocabulary flashcards covering key theories, stages, and child-life applications from the lecture notes.

Freud’s Psychosexual Developmental Theory

A stage-based theory proposing that children’s early focus on bodily pleasure areas (oral, anal, etc.) shapes later personality.

Oral Stage

Freud’s first stage (birth-1 yr) where pleasure centers on the mouth; issues may appear as thumb-sucking during stress or hospitalization.

Anal Stage

Freud’s second stage (1-3 yrs) focused on bowel and bladder control; toileting setbacks may re-emerge under hospital stress.

Phallic Stage

Freud’s third stage (3-6 yrs) where interest centers on genitals and identification with same-sex parent develops.

Latency Stage

Freud’s fourth stage (6-12 yrs) marked by subdued sexual impulses and increased focus on school and peer activities.

Genital Stage

Freud’s final stage (puberty onward) featuring mature sexual interests and relationships.

Regression

Return to earlier developmental behaviors (e.g., thumb-sucking, bed-wetting) often triggered by illness or hospitalization.

Erikson’s Psychosocial Developmental Theory

A lifespan model describing eight crises in which individuals resolve social-emotional conflicts to build competence.

Trust vs. Mistrust

Erikson’s infant crisis; resolved when caregivers are consistently responsive, fostering a sense of security.

Autonomy vs. Shame & Doubt

Erikson’s toddler crisis; success comes from opportunities to do things independently, like choosing a toy.

Initiative vs. Guilt

Erikson’s preschool crisis; children learn to take initiative in play and planning activities without feeling guilty.

Industry vs. Inferiority

Erikson’s school-age crisis; mastery of tasks and school skills builds a sense of competence.

Identity vs. Role Confusion

Erikson’s adolescent crisis; teens explore values and roles to form a coherent personal identity.

Behavioral Learning Theory

Approach (Watson, Skinner) that sees behavior as shaped by reinforcement, punishment, and conditioning.

Positive Reinforcement

Adding a rewarding stimulus (e.g., praise, stickers) to increase the likelihood of a desired coping behavior.

Desensitization

Gradual exposure technique (often with medical play) used to reduce fear responses to procedures.

Bowlby’s Attachment Theory

Proposes that a secure bond with a primary caregiver provides emotional security crucial for healthy development.

Separation Anxiety

Distress displayed by infants and toddlers when separated from primary caregivers; intensified in hospital settings.

Bandura’s Social Learning Theory

States that children acquire new behaviors by observing and imitating trusted models.

Modeling (Observational Learning)

Demonstrating desired behaviors (e.g., calm breathing) so children can imitate them.

Vygotsky’s Sociocultural Theory

Emphasizes learning through social interaction and cultural tools within the child’s Zone of Proximal Development (ZPD).

Zone of Proximal Development (ZPD)

Range between what a child can do alone and what they can do with guidance; optimal area for learning.

Scaffolding

Temporary support offered by adults or peers to help a child succeed just beyond current ability, then gradually withdrawn.