Rent 9780205810468 | Theories of Development : Concepts and Applications

Summary Table of Contents Author Biography

For undergraduate/graduate courses in Theories of Development, Child Development, and Lifespan Development.The result of extensive scholarship and consultation with leading scholars, this text introduces students to twenty-four theorists and compares and contrasts their theories on how we develop as individuals. Emphasizing the theories that build upon the developmental tradition established by Rousseau, this text also covers theories in the environmental/learning tradition.

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Preface	p. xiii
Introduction	p. 1
Early Theories: Preformationism, Locke, and Rousseau	p. 3
Preformationism	p. 3
Locke's Environmentalism	p. 6
Rousseau's Romantic Naturalism	p. 12
Gesell's Maturational Theory	p. 22
Biographical Introduction	p. 22
Principles of Development	p. 23
Philosophy of Child Rearing	p. 29
Evaluation	p. 31
Ethological Theories: Darwin, Lorenz and Tinbergen, and Bowlby and Ainsworth	p. 35
Darwin and the Theory of Evolution	p. 35
Modern Ethology: Lorenz and Tinbergen	p. 39
Bowlby and Ainsworth on Human Attachment	p. 47
Evaluation	p. 67
Montessori's Educational Philosophy	p. 71
Biographical Introduction	p. 71
Theory of Development	p. 72
Early Education in the Home	p. 76
The Montessori School	p. 77
Evaluation	p. 89
Werner's Organismic and Comparative Theory	p. 93
Biographical Introduction	p. 93
Werner's View of Development	p. 95
Some Comparative Studies	p. 100
Symbol Formation: An Organismic View	p. 105
Theoretical Issues	p. 108
Practical Applications	p. 112
Evaluation	p. 115
Piaget's Cognitive-Developmental Theory	p. 118
Biographical Introduction	p. 118
Overview of the Theory	p. 120
Period I. Sensorimotor Intelligence (Birth to 2 Years)	p. 122
Periods II and III. Preoperational Thought (2 to 7 Years) and Concrete Operations (7 to 11 Years)	p. 127
Period IV. Formal Operations (11 Years to Adulthood)	p. 138
Theoretical Issues	p. 140
Implications for Education	p. 143
Evaluation	p. 147
Kohlberg's Stages of Moral Development	p. 157
Biographical Introduction	p. 157
Piaget's Stages of Moral Judgment	p. 158
Kohlberg's Method	p. 159
Kohlberg's Six Stages	p. 160
Theoretical Issues	p. 166
Gilligan on the Feminine Voice	p. 174
Implications for Education	p. 176
Evaluation	p. 179
Learning Theory: Pavlov, Watson, and Skinner	p. 180
Pavlov and Classical Conditioning	p. 180
Watson	p. 183
Skinner and Operant Conditioning	p. 187
Evaluation	p. 201
Bandura's Social Learning Theory	p. 204
Biographical Introduction	p. 204
Basic Concepts	p. 205
Socialization Studies	p. 208
Self-lifftcacy	p. 213
Abstract Modeling and Piaget's Stages	p. 215
Practical Implications	p. 219
Evaluation	p. 221
Vygotsky's Social-Historical Theory of Cognitive Development	p. 224
Biographical Introduction	p. 224
Marx's Views on Human Nature	p. 226
Vygotsky'a Theory of Psychological Tools	p. 228
Memory Aids	p. 232
Speech	p. 232
Play	p. 239
Schooling	p. 240
Practical Applications	p. 245
Evaluation	p. 248
Freud's Psychoanalytic Theory	p. 253
Biographical Introduction	p. 253
The Stages of Psychosexual Development	p. 256
The Agencies of the Mind	p. 268
Practical Implications	p. 276
Evaluation	p. 277
Erikson and the Eight Stages of Life	p. 281
Biographical Introduction	p. 281
Erikson's Stage Theory	p. 282
Theoretical Issues	p. 297
Practical Implications	p. 302
Evaluation	p. 304
Mahler's Separation/Individuation Theory	p. 306
Biographical Introduction	p. 306
Overview of Concepts and Methods	p. 307
Phases of Normal Development	p. 309
Practical Applications	p. 315
Evaluation	p. 316
A Case Study in Psychoanalytic Treatment: Bettelheim on Autism	p. 320
Biographical Introduction	p. 320
The Autistic Syndrome	p. 321
Therapy	p. 322
Evaluation	p. 327
Schachtel on Childhood Experiences	p. 329
Biographical Introduction	p. 329
Basic Concepts	p. 329
Implications for Education	p. 333
Evaluation	p. 334
Jung's Theory of Adulthood	p. 338
Biographical Introduction	p. 338
Personality Structure	p. 341
Theory of Development	p. 344
Practical Implications	p. 348
Evaluation	p. 349
Chomsky's Theory of Language Development	p. 351
Biographical Introduction	p. 351
Basic Concepts	p. 352
Notes on the Growth of Grammar	p. 358
Chomsky and Learning Theory	p. 362
Chomsky and Piaget	p. 368
Implications for Education	p. 369
Evaluation	p. 371
Conclusion: Humanistic Psychology and Developmental Theory	p. 373
Humanistic Psychology	p. 373
Developmentalists as Humanists	p. 379
Epilogue: A Developmental Perspective on the Standards Movement	p. 385
References	p. 396
Name Index	p. 417
Subject Index	p. 423
Table of Contents provided by Ingram. All Rights Reserved.

William Crain is professor of psychology at The City College of New York. A social activist, Dr. Crain served nine years on the Teaneck, NJ, school board and works for�student access to higher education and the protection of nature and animals.� He and his wife Ellen F. Crain, a pediatrician, have three grown children.

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