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The Theories of Child Development Raised in different cultures all over Europe and the United States, four theorists have become world renowned for their theories of child development. As we review and learn their methods, the hope is to be able to apply them to everyday life by recognizing and utilizing them in the classroom setting. Kohlberg, Erickson, Piaget, and Freud Freud, Piaget, Erickson, and Kohlberg; what do they all have in common? The common factor is their fantastic ideas about child development. While each theorists is from a different culture, their theories have crossed borders and helped many cultures to learn about child development. Sigmund Freud Sigmund Freud lived in the late 1800 's in Austria, and per bio.com, he was a neurologist that is known for being the founder of psychoanalysis. He became known for many different theories, including one on child sexual development (Editors, 2016). Freud 's theory of child development is a 6-stage approach that starts at birth and continues into adulthood (Salkind, 2006). Freud?s Stages. In the Encyclopedia of Human Development, we see an explanation of Freud 's stages. The oral stage begins at birth and continues into the middle of the child?s second year. It is said that Freud thought there were two sub-phase to this stage, one that includes sucking …show more content…
Cherry (2016) suggest, Piaget believed that children, usually infants and toddlers developed their senses of the world through the manipulation of objects. In the first, sensorimotor stage, manipulation of objects is accomplished through "reflexes, sucking, reaching, and grasping" (Salkind, 2006, p. 276). Piaget believed that children became, "little scientist" (Salkind, 2006, p. 276) as they actively explored their world, with a trial-and-error approach (Salkind, 2006). "Combining more mature motor behavior with increased planning and reasoning capabilities, the external world becomes the infant 's laboratory (Salkind, 2006, p.
Kohlberg’s theory was often criticized for being culturally biased towards individualistic cultures because the third and highest level of morality pertained most to middle-class Americans (168). Erikson’s theory of stage development revolved around accomplishing certain psychological goals to develop onto the next stage of life. Whichever goal was completed, would determine if a person could move on happily or have problems along the way (Myers 170).
moral development. In these stages, Kohlberg concentrates on the reasons why people act the way they do; not the way they think about their actions or what action they take, but the reasoning behind their actions.
In Kohlbergs moral stages five & six people begin to understand morals and social good then moral reasoning. Basic human rights become important as well as principles.
Kohlberg’s Theory of Moral Development is three levels consisting of two stages in each. Kohlberg’s Theory explains how a human’s mind morally develops. Level one is typically common in younger children. The two stages in level one are pre-conventional stages. Stage one is obedience and punishment driven; one will judge an action by the consequences given. Stage two is out of self interest. Level two is mostly common in teenagers. The stages in this level
They are able of solving problems using reasoning and logic. They can organize facts and events in mature fashion and figure out possible moves and their outcomes. They can also deal with proportions and analogies and reflect on their own thinking. One of the major themes of development is moral development. The most influential research on development was done by Lawrence Kohlberg. It was influenced by Piaget’s cognitive developmental approach. Kohlberg divided Moral development into 6 stages. The first stage is called Preconventional level. During this stage individuals recognize labels of “good” and “bad”, right and wrong, but do not interpret these labels in terms of social standards. The next stage is called Conventional level. During this level individuals make moral judgments based on expectations, whether the expectations are coming from family or society. This level of morality is shown mainly by adolescents and adults. The next level is the post conventional level. During this stage individuals accept and stand by society’s rules and laws but tend to view them in terms of the underlying principles. Individuals may also follow personal ethical principles. This is where they take into account human rights or life and
Lawrence Kohlberg is known for his Theory of Moral Development. The method that Kohlberg used was that of “moral dilemmas”. Kohlberg studied Piaget but developed his own theory. He would give individuals of different ages these dilemmas and survey their answers to see what the reasoning behind their answers were. An example of a dilemma is the “Heinz Dilemma”. In this dilemma there is a man whose wife is very sick and needs a certain type of medication. There is only one man who sells this drug in the area and he is charging more than the man can pay for. The husband of the wife decided to steal the drug in order to save his wife. At the end of this scenario, it asks if the husband should’ve stolen the medicine. This provides an example of how he went about creating these moral dilemmas. They are situations in which there are multiple answers and reasoning that could be provided. There was no “right” answer in the moral dilemma questions (as the answer to each question was solely based off of the individual’s opinion and moral reasoning). The reasoning that the individuals presented help develop levels of reasoning. These levels are also known as stages. In Kohlberg’s stages, sub stages are also included. The stages are: Preconventional, Conventional, and Postconventional. Each stages had two sub stages that helped determine what level of moral reasoning a person was at. In the preconvnetional stage the two sub stages are: Reward and punishment orientation and Naive reciprocity orientation. The preconventional stage begins at about age five and decreases with age. The sub stages in the conventional stage are: Good boy/girl Orientation and Authority and social order maintenance orientation. This stage increases ...
As I was reading the three theories I found out the following most compelling main of points of their theories. Jean Piaget developed the Theory of Cognitive Development with has four stages, sensimotor stage in the infant years, pre-operational stage that manifests during the toddler and early childhood years, concrete stage during the elementary and part of the adolescents years and the formal operational state during adolescence into adulthood (Huitt & Hummel, 2003). Lev Semenovich Vygostky developed the Theory of Social Development. The zones of proximal development are between the ability of the child’s ability to solve problems on his/her own and the capacity to solve them with assistant (Shultz, 2014). Erik Erickson states that we develop through predetermined unfolding of personalities in eight stages (Boeree, 2006).
Kohlberg has six different stages of Moral Development. Stage one talks about Obedience and Punishent. Stage Two talks about Self-interest orientation.Stage Three Talks about Interpersonal accord and conformity. Stage Four talks about Authority and social-order maintaining orientation. Stage Five talks about Social Conflict. Stage Six talks about Universal ethical principles.
The way a child develops through out their lives has been a crucial topic, a topic where many theorist state that children develop internally (born with it or on their own) or externally (with the help of others). The scope of a child developing successfully, for those who believe in internal development, consists of completing or experiencing each of the stages the theorists such as Piaget’s stages of intellectual development, Freud’s stages of psychosexual development or the eight stages of life that Erickson constructed. Theorists such as Vygotsky, Bandura, Skinner, and Brofrenbrenner, who believe in external development, stated that a child development consists of exterior influences such as parent, friends, the society or our environment. Regardless
The Theory of moral development was founded by the psychologist Lawrence Kohlberg. He argued that starting from infancy extending throughout adulthood, we develop a moral compass that guides us through our life. Each moral judgment can be categorized into three levels, pre-conventional morality, conventional morality, and post-conventional morality, with each level encompassing two stages. As we grow older and gain new experiences, we begin to view the world differently and the moral reasoning for our choices evolves.
The first two stages of Kohlber’s moral development fall under “Preconventional Morality” which is the first level (Williams & Arrigo, 2012). These stages focus on children from ages one to ten (Williams & Arrigo, 2012). I basically agree with the concept of these stages because young children are clearly responsive to learning right and wrong through the use of some form of punishment (Williams & Arrigo, 2012). However, these two initial stages (punishment and obedience orientation & instrumental purpose and exchange orientation) must have competent authority figures, which are normally going to be the parents for children those ages. In the absence of competent authority figures, which is realism for many children, I believe these two
Kohlberg moral development theory has six levels broken down into three sections. These sections were the pre-conventional level, conventional level, and post conventional level. The pre-conventional sections consisted of the first two stages (punishment/obedience and instrumental relativist orientation). Next the conventional level consisted of the third and fourth level (interpersonal correspondence and the law and order orientation). In sequence the Post- conventional levels included the final fifth and sixth stages (the social contract legalistic orientation and the universal ethical principal). Kohlberg,1971 suggest that humans develop through these stages in life but everyone doesn’t meet the sixth stage. He suggests that people like Martin Luther King, Gandhi, and other influential people can only reach this
The second developmental theory is the sociocultural theory. The major theorist for this theory is Lev Vygotsky. Who was born in 1896 and died in 1934. He was a Russian theorist whose work didn’t actually get out until after his death because of the communist nature of Russia. The biggest part of this theory is that it’s less trial and error learning and more a person with more knowledge teaching the child. It really puts an emphasis on the teacher. He does say though that a peer with more knowledge can teach the child too. The weakness of this theory is he basically ignores the biological side of development. Also he makes it seem like the child has no control over their own future. The biggest pro is that it shows adults, primarily educators, that the world around them heavily effects the child’s education and life. That pro is also affecting the way we use it from an education stand point. We have to realize that each kid has a different upbringing and different culture outside the classroom. While I am not saying make a lesson plan for each kid. just try to be more individual with each
The theories of Jean Piaget and Lawrence Kohlberg contributed greatly to the field of psychology. They are similar in some ways and distinct in others, but both theories served to lay the foundation for a major facet of modern developmental psychology.
Lawrence Kohlberg served as a professor at Harvard University for many years but rose to fame for his work there starting from the early 1970s. He is mostly known for his moral development theory that he based on the works of philosopher John Dewey and psychologist Jean Piaget. According to him, humans’ progress in their moral reasoning occurs in a series of stages. He formulated three levels of moral reasoning, which he further divided into 6 stages. In the obedience and punishment stage of the pre-conventional level, individuals’ behavior complies with norms that are socially acceptable as told by some authority, for instance, teacher or parent. Obedience is usually informed by the application or threat or punishment (Barger, 2000). The second