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Child Development Theory Timeline

Alfred Binet (1857-1911)

Sigmund Freud (1856-1939)

Binet began with a well-developed theory of intelligence. Capturing the complexity of childrens thinking, he defined intelligence as good judgement, planning,and critical reflection. Then he created age-grades test items that directly measured these abilities.

G. stANLEY hALL (1844-1924)

Freud constructed his pyschosexual theory which means that how parents manage their childs sexual and aggressive drives in the first few years is crucial for healthy personality development. He believed that during childhood, sexual impusles shift their focus from the oral to the anal to the genital regions of the body. In each stage, parents walk a fine line between permitting too much or too little gratication of their childs basic needs.

albert bandura (1977

Hall is generally regarded as the founder of the childhood movement. Hall and his student Arnold Gesell developed theories bases on evolutionary ideas. They launched the normative approach, which measures of behavior are taken on large numbers of individuals and age-related averages are computed to represent typical development.

Charles darwin (1809-1882)

The most influential devised by Albert emphasized modeling, otherwise known as imitation or observational learning as a powerful source of development.

B.F. sKINNER (1904-1990

Darwin constructed the theory of evolution. The theory emphasized two related principles: natural selection and survival of the fittest. Darwin discovered that early prenatal growth is similar in many species.

jean-jacques Rousseau (1712-1778)

A form of behaviorism was B.F. Skinner's operant conditioning theory. The frequency of a behavior can be increased by following it with a wide variety of reinforces-food, drink, praise, a friendly smile, or a new toy- or decreases through punishment such as disapproval or withdrawal or privileges.

Erik erikson (1902-1994

Rousseau believed that children's built in moral sense and unique ways of thinking and feeling would only be harmed by adult training. Unlike Locke, Rousseau saw children as determining their own destinies. His pholosphy includes two influential concepts. The first being stage meaning changes in thinking, feeling, and behaving that characterize specific periods of development, and the second being maturation, which refers, to a genetically determined, naturally unfolding course of growth.

Erikson expanded the picture of development at each stage. In his pyschsocial theory, Erikson emphasized that in addition to mediating between id impulses ad superego demands, the ego makes a positive contribution to development , acquiring attitudes and skills that make the individual active, contributing member of society.

John LOcke (1632-1704)

Lev vygotsky (1896-1934

Sociciocultural theory, focuses on how the values, beliefs, customs, and skills of a social group is transmitted to the next generation.

Jean piagot (1896-1980)

Locke viewed the child as a "tabula rasa" which means blank slate. He was ahead of his time in recommending child-rearing practices that present-day research supports. For example the use of praise and approval as rewards, rather than money or sweets. He also opposed physical punishment.

Piagot did not believe that childrens learning depends on reinforcers, such as rewards from adults. According to his cognitive-development theory, children actively construct knowledge as they manipulate and explore ttheir world.

John Watson (1878-1958

James mark baldwin (1861-1934)

Watson wanted to find out if classical conditioning could be applied to childrens behavior. He taught an 11 month old, to fear a neutral stimulus by presenting it several times.

Baldwin believed that childrens understanding of their physical and social worlds develops through a sequence of stages, beginning with the simplest behavior patterns of the newborn infant and concluing with the adults capacity to think abstractly and reflectively.

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