CHD-2220 Chapter Notes - Chapter 2: Information Processing Theory, Psychoanalytic Theory, Scientific Method

• School: FSU
• Department: Family and Child Sciences
• Course: CHD-2220
• Professor: D R.M U R R A Y K R A N T Z

Document Summary

Must go beyond personal experience and opinion in our search for explanations of child behavior and development. Major theories offer very diffe(cid:396)e(cid:374)t pe(cid:396)spe(cid:272)ti(cid:448)es o(cid:374) (cid:272)hild(cid:396)e(cid:374)(cid:859)s (cid:271)eha(cid:448)io(cid:396) a(cid:374)d de(cid:448)elop(cid:373)e(cid:374)t. All theories help to organize our thinking with respect to behavior and development. Each theory has logic and integrity of its own principles are highly interrelated = defines unique system of knowledge. Psychoanalytic theory: focuses on emotional and motivational aspects of development. Learning theory: concerned with the effects of the environment on behavior and with how those who deal with children can control their behavior. Piaget"s theor(cid:455): fo(cid:272)uses o(cid:374) de(cid:448)elop(cid:373)e(cid:374)t of i(cid:374)telle(cid:272)tual functioning. I(cid:374)for(cid:373)atio(cid:374) pro(cid:272)essi(cid:374)g theor(cid:455): (cid:272)o(cid:374)(cid:272)er(cid:374)ed (cid:449)ith (cid:272)hildre(cid:374)"s atte(cid:374)tio(cid:374), (cid:373)e(cid:373)or(cid:455), a(cid:374)d problem solving abilities. Ethologi(cid:272)al theor(cid:455): e(cid:454)plores effe(cid:272)ts of e(cid:448)olutio(cid:374) o(cid:374) (cid:272)hildre(cid:374)"s adapti(cid:448)e (cid:271)eha(cid:448)ior. Some theories portray children as essentially passive with respect to developmental change merely react to stimuli from the environment: see development as the accumulation of learned associations between environmental stimuli and responses.