Theories of Development : Concepts and Applications

by Crain, William

• ISBN13: 9780131849914
• ISBN10: 0131849913
• Edition: 5th
• Format: Paperback
• Copyright: 2011-01-01
• Publisher: Prentice Hall

Summary

This engaging book, written with the help of extensive scholarship and leading scholars, introduces learners to twenty-four different theorists and compares and contrasts their theories on how we develop as individuals.Emphasizing the theories that follow and build upon the developmental tradition established by Rousseau, this text also covers theories in the environmental/learning tradition.For individuals interested in the psychology of child development.

Author Biography

William Crain is professor of psychology at the City College of New York.

Table of Contents

Preface	xi
Introduction	xv
Early Theories: Preformationism, Locke, and Rousseau	1	(19)
Preformationism	1	(3)
Locke's Environmentalism	4	(6)
Rousseau's Romantic Naturalism	10	(10)
Gesell's Maturational Theory	20	(13)
Biographical Introduction	20	(1)
Principles of Development	21	(6)
Philosophy of Child Rearing	27	(3)
Evaluation	30	(3)
Ethological Theories: Darwin, Lorenz and Tinbergen, and Bowlby and Ainsworth	33	(32)
Darwin and the Theory of Evolution	33	(3)
Modern Ethology: Lorenz and Tinbergen	36	(8)
Bowlby and Ainsworth on Human Attachment	44	(21)
Montessori's Educational Philosophy	65	(22)
Biographical Introduction	65	(2)
Theory of Development	67	(3)
Early Education in the Home	70	(2)
The Montessori School	72	(11)
Evaluation	83	(4)
Werner's Organismic and Comparative Theory	87	(25)
Biographical Introduction	87	(2)
Werner's View of Development	89	(6)
Some Comparative Studies	95	(5)
Symbol Formation: An Organismic View	100	(2)
Theoretical Issues	102	(5)
Practical Applications	107	(2)
Evaluation	109	(3)
Piaget's Cognitive-Developmental Theory	112	(39)
Biographical Introduction	112	(2)
Overview of the Theory	114	(2)
Period I. Sensorimotor Intelligence (Birth to 2 Years)	116	(5)
Periods II and III. Preoperational Thought (2 to 7) and Concrete Operations (7 to 11)	121	(11)
Period IV. Formal Operations (11 to Adulthood)	132	(2)
Theoretical Issues	134	(3)
Implications for Education	137	(4)
Evaluation	141	(10)
Kohlberg's Stages of Moral Development	151	(23)
Biographical Introduction	151	(1)
Piaget's Stages of Moral Judgment	152	(1)
Kohlberg's Method	153	(1)
Kohlberg's Six Stages	154	(5)
Theoretical Issues	159	(8)
Gilligan on the Feminine Voice	167	(2)
Implications for Education	169	(3)
Evaluation	172	(2)
Learning Theory: Pavlov, Watson, and Skinner	174	(23)
Pavlov and Classical Conditioning	174	(3)
Watson	177	(4)
Skinner and Operant Conditioning	181	(16)
Bandura's Social Learning Theory	197	(20)
Biographical Introduction	197	(1)
Basic Concepts	198	(3)
Socialization Studies	201	(5)
Self-Efficacy	206	(2)
Abstract Modeling and Piaget's Stages	208	(4)
Practical Implications	212	(2)
Evaluation	214	(3)
Vygotsky's Social-Historical Theory of Cognitive Development	217	(31)
Biographical Introduction	217	(2)
Marx's Views on Human Nature	219	(2)
Vygotsky's Theory of Psychological Tools	221	(4)
Memory Aids	225	(1)
Speech	226	(9)
Schooling	235	(5)
Practical Applications	240	(3)
Evaluation	243	(5)
Freud's Psychoanalytic Theory	248	(29)
Biographical Introduction	248	(3)
The Stages of Psychosexual Development	251	(13)
The Agencies of the Mind	264	(7)
Practical Implications	271	(2)
Evaluation	273	(4)
Erikson and the Eight Stages of Life	277	(26)
Biographical Introduction	277	(2)
Erikson's Stage Theory	279	(14)
Theoretical Issues	293	(6)
Practical Implications	299	(1)
Evaluation	300	(3)
Mahler's Separation/Individuation Theory	303	(14)
Biographical Introduction	303	(1)
Overview of Concepts and Methods	304	(2)
Phases of Normal Development	306	(6)
Practical Applications	312	(2)
Evaluation	314	(3)
A Case Study in Psychoanalytic Treatment: Bettelheim on Autism	317	(9)
Biographical Introduction	317	(1)
The Autistic Syndrome	318	(1)
Therapy	319	(5)
Evaluation	324	(2)
Schachtel on Childhood Experiences	326	(9)
Biographical Introduction	326	(1)
Basic Concepts	327	(3)
Implications for Education	330	(1)
Evaluation	331	(4)
Jung's Theory of Adulthood	335	(13)
Biographical Introduction	335	(3)
Personality Structure	338	(3)
Theory of Development	341	(4)
Practical Implications	345	(1)
Evaluation	346	(2)
Chomsky's Theory of Language Development	348	(21)
Biographical Introduction	348	(1)
Basic Concepts	349	(6)
Notes on the Growth of Grammar	355	(4)
Chomsky and Learning Theory	359	(5)
Chomsky and Piaget	364	(1)
Implications for Education	365	(2)
Evaluation	367	(2)
Conclusion: Humanistic Psychology and Developmental Theory	369	(12)
Humanistic Psychology	369	(6)
Developmentalists as Humanists	375	(6)
Epilogue: A Developmental Perspective on the Standards Movement	381	(11)
The Standards Movement	381	(3)
A Developmental Critique	384	(8)
References	392	(20)
Name Index	412	(5)
Subject Index	417

Excerpts

This fifth edition ofTheories of Developmentis basically similar to the earlier editions. Its purpose, once again, is to introduce students to a variety of theorists, giving special attention to those who have contributed to that distinctly developmental perspective that began with Rousseau. The book focuses, that is, on writers who help us understand how development might arise from our inner promptings and spontaneous interests and how we might view the world differently at different stages of life.This new edition updates several chapters. Most notably, it discusses recent critiques of Piaget's theory and the growing research that bears on Schachtel's theory of early memories. The book also suggests how Werner's holistic approach is becoming increasingly relevant, especially with respect to the current push for early literacy instruction. Werner's approach cautions us against rushing in to teach reading and writing skills at young ages. Instead, we should consider all the activities out of which literacy might more naturally emerge.In the prior edition, published in 2000, I added an epilogue on the standards and testing movement that was sweeping the United States. I pointed out that this educational movement was focusing so exclusively on adults' goals and expectations that it was robbing children of the chance to develop their special strengths at their own stage of life. It would have been great if the standards movement had subsided since then. Instead, it has become even more powerful, causing children even more harm, as described in the revised epilogue.Over the years, many people have contributed to this book. I would like to give special thanks to my wife Ellen. As always, she provided unwavering support and valuable insight. I also am deeply indebted to our children. It was initially by watching them that I became so impressed by the growth process I decided to write this book about it. Our children are grown now, but they continue to offer support and ideas that mean a great deal to me.This new edition has benefited from critical readings and suggestions by professors Laurie S. Hunter, Francis Marion University; Coady Lapierre, Tarleton State University; Chadwick Royal, North Carolina Central University; and Judith Torney-Purta, the University of Maryland. My brother Stephen Crain, professor of linguistics at the University of Maryland, once again helped me write the chapter on Chomsky.I am grateful, finally, to those who have given permission to quote from various sources: W. W. Norton & Co., Inc., and The Hogarth Press Ltd. granted permission to quote from Erik H. Erikson'sChildhood and Society,2nd ed., 1963; Macmillan Publishing Co., Inc., and Bruno Bettelheim granted permission to quote from his book,The Empty Fortress,copyright 1967 by Bruno Bettelheim; Little, Brown, & Co. granted permission to quote the first stanza of "Growth of Man like growth of Nature" fromPoems by Emily Dickinson,edited by Martha Dickinson Bianchi, 1957 by Mary L. Hampson; andFamily Circle Magazinegranted permission to quote from Louise B. Ames's "Don't push your preschooler," in the December 1971 issue, 1971, The Family Circle, Inc., all rights reserved. Henry Holt and Company gave permission to reproduce lines from my 2003 book,Reclaiming Childhood.Credit for the use of illustrations and other material is given within the text. William Crain