Development and frameworks support development influence current practice Essay

Jean Piagets conjecture of cognitive interruptment focusses on how kidskinren acquire knowledge and learn. He believed that when a churl and an pornographic argon given the same logical question small fryren gave less sophisticated answers, not because they were less competent than the matures but because fryren argon innate(p) with an extremely guileless moral structure which is the basis for the childs knowledge and scholarship ability. He suggests that children go through and through four symbolizes of intellectual growth 0-2yrs Sensori push, i.e. motor control and learning nearly objects, the child explores the environment around them employ their senses 2-7yrs Preoperational, verbal skills using, the child understands the use of symbols and language 7-11yrs Concrete Operational, beginning to clutch abstract concepts, shows logical thinking 12yrs to bounteoushood Formal Operational, logical and regular reasoning skills, is able to mold through abstract probl ems. One of the rudimentary components of Piagets theory is Schemas.Each schema is a building square block of intelligent demeanour and a way of a childs brain organising the knowledge they sport gained. Children pull up stakes develop new schemas as they learn and experience more to allow them to retain this knowledge, as hearty as transfering their existing schemas as new in make believeation about them emerges through additional knowledge. We squirtister effectively plan the development of a child by taking his ideas of schemas into practice and using Piagets stages we can esteem where and how a child is currently learning. From assessment it becomes possible to plan activities to serve them to develop onto the next stage. PsychoanalyticalSigmund Freud (1856 1939) An Austrian neurologistFreud believed that each stage of a childs development directly related to item involve and demands, each based on a particular bole part and was rooted with a sexual base. Freud out lined these stages as oral, anal, phallic, latency and genital. Each stage involves the satisfaction of a desire and can later on play a role in the adult personality. Freud suggested that if a child does not successfully complete a stage, they could develop a retroversion that would later influence adult personality and doings. agree to Freud the mind can be split into two halves, the conscious (mental processes we are aware of) and the unconscious mind (mental processes we are unaware of), and has three separate aspects the Id (the conscious mind), ego and Superego (unconscious mind) which all need to be balanced to have ripe mental health. The Id is about basal needs and feelings, the pleasure convention. The Ego is the reality principle and the Superego is the moral part of the mind. Freuds theories about unconscious actions can drop out be witnessed, for example when a child is caught hurting another child.The assaulter may deny it and tell a lie, but may outgrowth to cry because he knows what he has done is wrong, and that he has lied about it. Whilst Freuds psychosexual theories do not fit well with instantlys more scientific standards and are considered not to be really accurate, they have been influential because it was original thinking about human development, and many another(prenominal) other theorists used his ideas as a starting point. He has in like manner helped those working with children by understanding there is a link mingled with our conscious and unconscious actions. HumanistAbraham Maslow (1908-1970) An American psychologistAbraham Maslow was a humanistic psychologist who is more or less famous for his Hierarchy of Needs, which is relevant to all ages, not ripe for children. The five-stage hierarchy of needs is often visually displayed as a pyramid with the largest closely important needs at the bottom and the more in advance(p) needs at the top We are born with basic needs for survival, food, water, shelter and s leep which is represented in the first bed. Without these nothing else is possible. once these needs are met we can progress to the next take which consists of a need for feeling safe and secure. We look for safety from others and strive to be in an environment that keeps us safe and free from harm. The third train is our need for love, our desire for acceptance and our need to fit in. At this level we seek out love, friendships and intimacy.The fourth level is our need for esteem, achievement, education and respect. At this level we focus our attention on self-respect and respect from others. We seek information and knowledge through education, strive to make advancements in our careers and work towards an overall higher self-worth. The fifth and final level in the hierarchy is our need for self-actualisation, the need to reach our fullestpotential with complete understanding of ourselves. According to Maslow very few people if any, master this level. Our basic needs (1st level ) are essential for our survival. We need to feel safe (2nd level) before we can develop friendships which will give us a sense of belonging (3rd level). at one conviction we have developed friendships we seek the esteem of self and others (4th level).This demonstrates how each layer must be fulfilled before moving up to a higher level. Maslows theories are very relevant to child development and care. Based on his hierarchy of needs a child would acknowledge it very hard to learn if their basic needs are not being met, for example a hungry or thirsty child would find it difficult to focus their attention to learn as the most basic need must be met first. A simple firmness of purpose of snack time in between lessons and having drinking water useable would help to overcome this problem. Addressing a childs most basic needs will help them to grow, learn and develop. Social learningAlbert Bandura born 1925, an American psychologistBandura states that doings is learned from the envi ronment, i.e. behaviours of others, and then(prenominal) assumed. His famous experiment in 1961 the Bobo doll study involved a film being shown of an adult beating up a Bobo doll and shouting aggressive words. This was then shown to a group of children and after watching the film they were allowed to play in the room that held the Bobo doll. All the children began to beat up the doll and were physically and verbally aggressive towards it, even though nurturing toys were available to play with the doll. They were apparently imitating the actions of the adult they had seen in the film.This was seen as an important break away from the behaviourist theory that behaviour is directed by reinforcement or rewards. The children simply copied the adults behaviour. They received no encouragement or reward. Banduras theories have an influence on current practice nowadays in the form of positive(p) role modelling. Recognition that child carers have a responsibleness to demonstrate positiv e role modelling, as children will often imitate their behaviour. If aggressive behaviour or frustration is exhibited by the adult it is seeming to be imitated by the child. Learningis acquired by observation and imitation.Operant instructB.F. muleteer (1904-1990) An American psychologist.Skinners theory of operant condition can be described as a process that attempts to modify a behaviour through the use of positive and cast out reinforcement. The child will make the association between a particular behaviour and a consequence. The fundamental idea behind this is that behaviours that are reinforced will tend to bide while behaviours that are punished will in the end stop. Positive reinforcement is when a desired behaviour is rewarded positively for example, when a child completes a set task they would receive a positive repartee e.g. a sticker, positive praise or maybe free play.Negative reinforcement is more about focussing on the negative behaviours that are to be changed and instilling a sanction or removal of a positive event for example, a child that is continually exhibiting a negative behaviour, such as disobeying house rules will be told that if this behaviour continues they will lose their gaming machine or similar sanction. In summary if we reward good behaviour we expect that behaviour to continue and if we punish negative behaviour we hope that behaviour will cease. importantly adults using this theory must make sure that they consistently film out what they have intended otherwise the system becomes completely ineffective. Skinners theories are used widely in childcare today, we actively praise children for positive behaviours and for performing actions correctly additionally we use the time out method for negative behaviour. BehaviouristJohn B Watson (1878-1958) An American psychologist.Watson believed all learning was gradual and continuous. Development is a sequence of specific conditional behaviours with the main emphasis on the en vironment not heredity. observable behaviours were considered to be more important rather that internal events such as thinking because external/observable behaviours could be witnessed and monitored. Watson believed that everyone is born as a blank canvas and with the same abilities as each other and that they can be taught and skilful to become anything they wish to be. Individuals can be trained to behave in a certainway. He believed all behaviour is a result of the environment and a response.His work was heavily influenced by physiologist Ivan Pavlov who is famous for his theory based on dogs. Pavlov learned that dogs would begin to drool in response to seeing a care giver in anticipation of food, rather than just in the response of receiving food. He named this response the Classical Conditioning Theory. It was Watsons and Pavlovs ideas which impacted on that of Skinners. We use Watsons theories today by rewarding good behaviour and punishing negative behaviour. Good behaviour in our classrooms today is often rewarded with stickers, privileges or other positive motivators. To discourage negative behaviours often a stepped warning system is used. A system of planned ignoring is near and often used for dealing with attention seeking behaviour. Social educationSocial Pedagogy is a framework that influences current practice by creating a holistic way of working with children by seeking to direct together theories and concepts from education, psychology and sociology. It aims to treat the child as a whole, do sure all their needs are met especially those children with additional needs.