Developmental Theories

Theoretically, festeringal process of an individual base be psychologically predicted through and through the utilise of these theoretical frameworks. Dulcan and Wiener (2006) emphasize that the developmental characteristics of a person are strongly influenced by the emergence and form of particular proposition patterns of functioning obtained from both internal and external influences (p. 3). The idea of developmental theories suggests a complex process of development dependent on discrete elements (e. g. societal environment, moral knowledge, sexual stimulation, etc. ) encountered throughout the baby birds development. consort to Colarusso (1992), the babys developmental phases can be dynamically oriented and can vary depending on the maturational process being experienced by the youngster (p. 1). Pressley and McCormick (2007) support the idea by adding that electric razorren are fundamentally antithetical depending on their ramification, which generally correlates with age, and movement from wiz stage to an other stage is rather abrupt (p. 5). In order to test these developmental theories, we obtain utilized these frameworks in analyzing the developmental processes of three children based (a) wayal education, (b) genial-cognitive encyclopaedism and (c) cognitive nurture.Discussion From the recorded observations on the first child examined, the following entropy reveal that the 3-twelvemonth old male child (a) tries to succeed adult- corresponding behaviors (e. g. scolding his siblings later seeing their mother scold them, acting responsible, etc. ), (b) more apprehensiveness when it comes to possessive terms (e. g. mine, him, hers, etc. ), (c) manifests cooperative behavior during play sessions, (d) mingles with other children of his age even in the absence of parents, and (e) expresses emotions more openly to parents or caretakers. . . . . .After observing these behaviors, we bemuse utilized the buddyly-cognitive theoretical approa ch path since the child has manifested action mechanisms and activities connect to social interactions. Social-cognitive approach has been chosen to explain the psychosocial and cognitive related behaviors of the child towards himself and the outside social influences, much(prenominal) as playmates, parents and caretakers. consort to Alexander and Winne (2006), social cognitive opening supports the idea that the childs behavior is reciprocally influenced by interactions, environmental variables and personal components (e.g. cognition, expressions, etc) (p. 356).Evident in the childs behavior, he manifests a strong, adult-like behavior to impersonate adult personality seen from his parents more peculiarly the paternal image. After ascertaining these behavioral patterns, the child applies these to his social activities (e. g. the child scolds his siblings during play time, etc. ). Moreover, the child already understands the basics of social principles, such as possession, play mates and emotional reciprocality.According to Balter and Tamis-LeMonda (2006), the child is prompted by modeling, enactive experience and observational erudition schemes, which is usually manifested through representational processes or symbolic conceptions (p. 295). . . . . . . . . . . . . . . Next, the theoretical approach on behavioral information has been applied in an observational believe on a 5-year old female. As explained by Sadock and Kaplan (2007), behavioral cultivation suggests that a child develops by learning behaviors present deep down her social environment (p.1307).The rationale for applying behavioral learning approach is its concept of utilizing behavior to obtain the necessary skills helping the child to better adjust in his or her environment. The child manifests the following behavior during playtime (a) she wants to be like her friends this include acquiring material possessions similar to her friends, (b) she easily gets influenced by bulk of her fri ends decisions, and (c) she tends to imitate skills performed by her friends.Following behavioral learning theory, Salkind (2004) explains that the child usually prioritizes the skills and activities to learn depending on how these can be used in increasing the efficaciousness of readjustment towards the outside influences (p. 20). Based from John Lockes theory of sporting slate, a child is initially considered naive and unlearned however, by learning the behaviors that are prominent and frequent in her environment, the child learns how to adapt wherefore (Sadock and Kaplan, 2007 p. 1307).behavioural learning involves the fundamental developmental concept of the survivability by means of adapting to diverse behaviors frequently seen in the environment. Evidently, due to the frequent exposure of the child to her playmates, she tends to imitate or learn the frequent activities or skills performed by her playmates to better vitrine her adaptation toward her social circle. Accordi ng to Salkind (2004), the theory considers the child as a malleable being influenced by different behaviors and changes resulted by various events and experiences (p.20).In application, the lady friend tries to adapt to the behaviors and skills learned by her playmates to better enhance her adaptation and palpate of belongingness with her social circle. Indeed, behavioral learning is part of the crucial developmental phases of the child since learned behaviors are used to better adapt in the outside environment, while at the same time, help in building the developmental characteristics of the child (Sadock and Kaplan, 2007 p. 1307).In the last child examined, the theoretical approach of cognitive learning has been applied to analyze the actions and behavioral responses of a 4-year old male child. According to J. Piagets cognitive theory, the child is currently in his pre-operational cognitive development based on his age. According to Sadock and Kaplan (2007), the child in this sta ge usually manifests egocentricity and sorcerous idea, and still cannot separate the logic of humankind from fantasy (p. 133). These characteristics have been manifested by the child during his isolated play session.In his play environment, different action figures, personal television always set to cartoons and toy guns have been noted. According to the childs mother, he prefers to play with his older sibling (1 year older than the child). They frequently imitate the action cartoons they watched in the television and use their toys to reenact the scenes of the cartoons. Upon observing the child, he verbalizes his realistic belief on magical creatures, robots and different figures normally seen in cartoons.As explained by Slee (2002), the childs cognitive level is dominated by perception rather than realistic concepts (p. 66). In this stage, the child is still on the process of learning how to separate reality from fantasy. Continuing the observation, the child notably performed his tantrums right after his mother gave his brother a new toy. The child exclaimed a series of egocentric statements (e. g. that ones mine, its mine, mine mine mine , etc. ).As explained by Lerner (), children at their pre-operational stage are most of the time egocentric, exactly compared from the previous cognitive phase, these children can now express their egocentric concerns through words (p. 378). In applying the cognitive theory in the childs development, we can better understand the mental capacities and limitations of the child. . . . . . . . Conclusion In conclusion, developmental theories of behavioral learning, social-cognitive learning and cognitive learning are evidently relevant in analyzing and understanding the different behaviors manifested during the childs developmental process.Social-cognitive theory has been used to understand the social behaviors and early relations that the child establishes within her external environment. On the other hand, behavioral th eory explains the process of learning the different prevalent behaviors perceived as needed for better adaptation and survival. Lastly, cognitive theory points out the childs magical thinking and egocentric behavior as part of the pre-operational stage of development. . . .ReferencesAlexander, P. A., & Winne, P. H. (2006). Handbook of educational Psychology. London, unsanded York Routledge. . . . . . . .Balter, L., & Tamis-LeMonda, C. (2006). Child Psychology A Handbook of Contemporary Issues. London, novel York CRC Press. . . . . . . .Colarusso, C. A. (1992). Child and Adult Development A Psychoanalytic Introduction for Clinicians. London, youthful York Springer. . . . . . . .Dulcan, M. K., & Wiener, J. M. (2006). Essentials of Child and adolescent Psychiatry. New York, U.S.A American Psychiatric Pub.Lerner, R. M. (2002). Concepts and Theories of Human Development. London, New York Lawrence Erlbaum Associates.Pressley, M., & McCormick, C. (2007). Child and Adolescent Development for Educators. New York, U.S.A Guilford Press.Sadock, B. J., Kaplan, H. I., & Sadock, V. A. (2007). Kaplan & Sadocks Synopsis of Psychiatry Behavioral Sciences/Clinical Psychiatry. New York, U.S.A Lippincott Williams & Wilkins.Salkind, N. J. (2004). An Introduction to Theories of Human Development. New York, U.S.A SAGE Press.Slee, P. T. (2002). Child, Adolescent and Family Development The Australasian Experience. Cambridge, U.K Cambridge University Press.