9780131849914

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.

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

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

What is included with this book?

The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any access cards, study guides, lab manuals, CDs, etc.

The Used, Rental and eBook copies of this book are not guaranteed to include any supplemental materials. Typically, only the book itself is included. This is true even if the title states it includes any access cards, study guides, lab manuals, CDs, etc.

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

Amazon no longer offers textbook rentals. We do!

Theories of Development : Concepts and Applications

Theories of Development : Concepts and Applications

0131849913

Summary

Author Biography

Table of Contents

Supplemental Materials

Excerpts