Theories
- Created by: maizie
- Created on: 19-04-18 12:41
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- Theories
- Bowlby- Theory of attachment
- Bowlby believed attachment (the bond between mother and child) was an innate process.
- It is a biological (nature) perspective of development.
- He suggests that children come into the world biologically pre-programmed to form attachments with others as this will help them to survive.
- This relationship a child has with their mother/caregiver is important to the social, emotional and cognitive development of the child.
- Early separation from the primary caregiver may lead to emotional and behavioural problems in later life.
- This relationship a child has with their mother/caregiver is important to the social, emotional and cognitive development of the child.
- He suggests that children come into the world biologically pre-programmed to form attachments with others as this will help them to survive.
- It is a biological (nature) perspective of development.
- Bowlby believed attachment (the bond between mother and child) was an innate process.
- Chomsky- model of language acquisition
- Chomsky believed that language is developed through the use of an innate language acquisition device, (LAD).
- This is a biological perspective of intellectual development - the ability to develop signed or spoken language is genetically programmed into individuals.
- He believes that children are born with an inherited ability to learn any human language and it evolves naturally.
- This is a biological perspective of intellectual development - the ability to develop signed or spoken language is genetically programmed into individuals.
- Chomsky believed that language is developed through the use of an innate language acquisition device, (LAD).
- Bandura- Social Learning Theory
- Bandura's theory is based on the idea that the environment influences development.
- Children learn through imitation and role modelling.
- He suggests that people can learn through observation, including direct instruction, modelling and imitation.
- He carried out observations and experiments (his famous experiment was the Bobo doll).
- He believed that learning occurred through observing the behaviour of others.
- Unfortunately, he found that children may copy unwanted behaviours such as hitting as well as positive behaviours.
- Bandura suggested there were four stages of behavioural learning:
- His famous experiment using the Bobo doll demonstrated that children learn and copy aggressive behaviour if they're are being subjected to aggressive behaviour.
- The child notices the behaviour of another person.
- The child 'internalises' the action by remembering what they have observed.
- They will reproduce the behaviour when a similar opportunity occurs.
- Depending on the outcome (positive or negative re-inforcement), the child will either repeat the behaviour or discontinue the behaviour.
- Positive reinforcement would either be personal satisfaction or rewards.
- Negative reinforcement is lack of satisfaction or punishment.
- Positive reinforcement would either be personal satisfaction or rewards.
- Bandura suggested there were four stages of behavioural learning:
- Unfortunately, he found that children may copy unwanted behaviours such as hitting as well as positive behaviours.
- He believed that learning occurred through observing the behaviour of others.
- He carried out observations and experiments (his famous experiment was the Bobo doll).
- He suggests that people can learn through observation, including direct instruction, modelling and imitation.
- Children learn through imitation and role modelling.
- Bandura's theory is based on the idea that the environment influences development.
- Gesell- Maturation Theory
- Maturation refers to the characteristics and differences not observed at birth but which emerge later in life.
- The perspective assumes that individuals have a 'biological clock' that determines when and at what rate development will progress.
- Maturation is a genetically programmed sequence of change e.g. puberty and menopause.
- He developed a normative approach to child development by observing large numbers of children to find the skills and abilities most children had in each age group.
- His findings were used to create the developmental milestones or norms.
- He suggested that children move through a sequence of development at their own pace.
- Development was therefore predetermined and if the child experienced delayed development then it was a hereditary problem, not environmental.
- He suggested that children move through a sequence of development at their own pace.
- His findings were used to create the developmental milestones or norms.
- He developed a normative approach to child development by observing large numbers of children to find the skills and abilities most children had in each age group.
- Maturation is a genetically programmed sequence of change e.g. puberty and menopause.
- The perspective assumes that individuals have a 'biological clock' that determines when and at what rate development will progress.
- Critisism
- However, the theory does not explain individual or cultural differences in development or for children with learning disabilities.
- This theory is better to explain the biological clock instead of intellectual, emotional and social.
- However, the theory does not explain individual or cultural differences in development or for children with learning disabilities.
- Maturation refers to the characteristics and differences not observed at birth but which emerge later in life.
- Stress diathesis model
- Diathesis is a pre-disposition or vulnerability to mental disorder through abnormality of the brain or neuro-transmitters.
- The model helps to explain how stress caused by life events (nurture) can interact with an individual's genetic vulnerability (nature) to impact on their mental wellbeing.
- Some people are born with biological or genetic pre-dispositions (tendencies) to mental illness.
- High levels of stress and trauma can trigger the onset of psychological disorders for those who have pre-dispositions.
- Psychosis, depression, schizophrenia, phobias can be triggered by stress, anxiety, death, abuse, trauma or drug taking.
- However, some people with genetic pre-dispositions may never develop any disorders if they do not experience any triggers.
- Only if the combination of the pre-disposition and the stress exceeds a threshold will the person develop a disorder.
- However, some people with genetic pre-dispositions may never develop any disorders if they do not experience any triggers.
- Psychosis, depression, schizophrenia, phobias can be triggered by stress, anxiety, death, abuse, trauma or drug taking.
- High levels of stress and trauma can trigger the onset of psychological disorders for those who have pre-dispositions.
- Some people are born with biological or genetic pre-dispositions (tendencies) to mental illness.
- The model helps to explain how stress caused by life events (nurture) can interact with an individual's genetic vulnerability (nature) to impact on their mental wellbeing.
- Diathesis is a pre-disposition or vulnerability to mental disorder through abnormality of the brain or neuro-transmitters.
- Bowlby- Theory of attachment
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