Theorist Test CDP Senior Year

Behaviorists

They believe that behavior is learned from the environment through conditioning — not born with. Development is shaped by reinforcement, punishment, and observation.

Learning environment is teacher initiated.

Q: What did Locke believe about child development?

A: He said children are born as “blank slates” (tabula rasa), and experience shapes who they become. (Behaviorist)

Q: What is Pavlov known for?

A: Classical conditioning — he trained dogs to salivate when they heard a bell because they associated it with food. (Behaviorist)

Q: What did Watson contribute?

A: Founder of behaviorism; believed all behavior is learned through conditioning, not inherited. Famous for the “Little Albert” experiment (fear conditioning). (Behaviorist)

Q: What did Skinner study?

A: Operant conditioning — behavior is shaped by rewards (reinforcements) and punishments. (Behaviorist)

Q: What is Bandura known for?

A: Social learning theory — children learn by observing and imitating others (famous Bobo doll experiment). (Behaviorist)

Nativists

They believe that development is largely influenced by inborn traits and biological factors rather than the environment.

Learning environment is child initiated

Q: What did Rousseau believe about children?

A: Children are naturally good and develop according to their own innate timetable. (Human Nature Theory, Nativist)

Q: What did Froebel create?

A: Founded the first kindergarten; emphasized play as essential for learning.

(Nativist)

Q: What did Montessori focus on?

A: Self-directed learning — children learn best in prepared environments that encourage independence and discovery.

(Montessori Method, Nativist)

Q: What did Hall study?

A: Known as the father of child psychology; studied child development through observation and questionnaires. (Recapitulation Theory, Nativist)

Q: What did Binet create?

A: The first intelligence test (later became the IQ test). (Binet-Simon Scale, Nativist)

Q: What did Gesell believe?

A: Development follows maturational patterns set by genetics (nature over nurture). (Maturational Developmental Theory, Nativist)

Q: What is Gardner known for?

A: Multiple Intelligences Theory — there are many types of intelligence (e.g., musical, logical, interpersonal, etc.). (Nativist)

Psychoanalysts

They focus on unconscious motives, emotions, and early childhood experiences that shape personality and behavior.

Learning environment is based on child’s emotional and social needs.

Q: What did Freud believe?

A: Behavior is driven by unconscious desires and conflicts; developed the psychosexual stages of development.

(Psychoanalytic)

Q: What did Erikson study?

A: Psychosocial stages — eight stages of social and emotional development across the lifespan.

(Psychoanalytic)

Q: What did Bowlby contribute?

A: Attachment theory — a strong emotional bond with a caregiver is essential for healthy development. (Psychoanalytic)

Constructivists/Interactionists

They believe children build knowledge through interactions with people and their environment; learning is an active process.

Learning environment is child and teacher initiated.

Q: What did Steiner believe?

A: Founded Waldorf education; focuses on creativity, imagination, and holistic development (mind, body, spirit). (Spiritual Movement Theory, Interactionist/Constructivist)

Q: What did Piaget study?

A: Cognitive development theory — children go through four stages (sensorimotor, preoperational, concrete operational, formal operational). (Interactionist/Constructivist)

Q: What did Vygotsky believe?

A: Sociocultural theory — learning happens through social interaction; introduced the Zone of Proximal Development and scaffolding. (Interactionist/Constructivist)

Q: What did Bronfenbrenner develop?

A: Ecological Systems Theory — child development occurs within multiple layers of environment (microsystem, mesosystem, etc.). (Interactionist/Constructivist)

Q: What did Smilansky study?

A: Types of play (solitary, parallel, cooperative) and how play relates to social development. (Interactionist/Constructivist)

Q: What did Havighurst believe?

A: Development happens through tasks that must be mastered at each stage of life. (Developmental Task Theory, Interactionist/Constructivist)

Q: What is a developmental milestone?

A: A skill or ability most children achieve by a certain age (e.g., walking, talking). Significant point in development that indicate a child is developing normally.

Q: What is the developmental continuum?

A: The ongoing range of skills children show as they grow; recognizes all children develop at different rates. Range along which developmental skill progresses from no skill to gifted.

Q: What is the difference between a biological risk and a handicap?

A: A biological risk is a potential problem (e.g., premature birth), while a handicap limits ability due to an existing condition.

Q: Why is the term “handicapped” no longer appropriate?

A: It’s considered outdated and disrespectful. The preferred term is “child with a disability” — it emphasizes the person, not the condition.

Q: What does precocity mean?

A: Advanced development for one’s age (e.g., a child who reads at age 3). Giftedness.

Q: Any aspect of development that differs from “normal” is considered what?

A: Atypical development.