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What Are The Connections Between Early Childhood Development Theorists And Their Theories?

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A theory consists of generalisations, assumptions and principles that help form our interpretation of development and learning. (Gordon Biddle, K.A., Garcia-Nevarez, A., Roundtree Henderson, W.J., & Valero-Kerrick, A, 2014:84) In this assignment, early childhood development theorists and behaviorists and their theories will be discussed. Connections will be made between these theories and the child (“Jeremiah”) that I was given in Grade R at Funda Ujabule School. The application of each theory will be based on the observations made during my group’s visits to the classroom. A reflection will also be done in order to improve, embrace and learn more about early childhood development, behaviour and the application of its theories within a classroom. …show more content…

In this theory, Bronfenbrenner believed that child development occurs in four “nested” systems that interact with the chronosystem. (each level that comes next is contained in the previous level) (Donald, D., Lazarus, S., & Lolwana, P, 2010: 40-41) These are the microsystems (the child’s immediate environment where proximal interactions are found), the mesosystems (where different microsystems interact), the exosystems (things that influence the child indirectly) and the macrosystem (the values, beliefs, cultures, and social and economic structures etc. of a child). The interaction between these systems are affected by the chronosystem (developmental time). This means that the “period of time” and the “age” of the child that a certain event takes place will affect the child’s development. These systems interact together and affect the way a child develops to a great extent. However, Jeremiah never brought up his home life or his values and culture, so I was not able to integrate these aspects of his …show more content…

I was able to observe his different relationships. Looking at Jeremiah as an individual, he liked playing with other children in groups. However, he did not have a problem with playing on his own which I observed a few times. He was content to get on with things on his own. Jeremiah has many friends within the classroom and easily socializes with other children. No child excludes him or treats him like an outcast. However, at times, Jeremiah appeared frustrated when waiting his turn or when another child couldn’t figure out how to do something or when he had to share certain toys etc. with peers. Jeremiah has a good relationship with his teacher. He is able to answer the teacher when asked a question and is able to speak freely in front of the class without fear of being teased or laughed at. Jeremiah is active during class activities and participates when it is required. The different aspects of Jeremiah’s ecosystem/surroundings at school therefore integrate in a way that has a positive effect on his development and

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Along with Erikson’s stages of development, Bronfennbrenner theory can be helpful in understanding David’s story and working with him and his family. According to Bronfennbrenner, the environment plays a role in human development. In this case, David’s environment played a role in his diagnosis, his reactions to his diagnosis, his capabilities with the diagnosis, and his perspective of his diagnosis. The environment consists of the microsystem, mesosystem , exosystem, and macrosystem (Broderick & Blewitt, 2014, p. 18). It is very helpful to get an understanding of David’s environmental systems.

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Jeremiah possesses a burning need to discover life by exploring different places, meeting new people and even taking risks. He’s always eager to trying new things, especially at school, like trying out for sport teams or joining clubs. Jeremiah is never scared when making these brave decisions, he demonstrates a lot of

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Introduction Developmental psychology makes an attempt to comprehend the types and sources of advancement in children’s cognitive, social, and language acquisition skills. The pioneering work done by early child development theorists has had a significant influence on the field of psychology as we know it today. The child development theories put forward by both Jean Piaget and Erik Erikson have had substantial impacts on contemporary child psychology, early childhood education, and play therapy. In this essay, I aim to highlight the contribution of these two theorists in their study of various developmental stages, the differences and similarities in their theories, and their contributions to the theory and practice of play therapy.

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These theories really expanded and informed me about child development because it dealt with the child’s thinking process as well as how they progress in life. Jean Piaget viewed child development on their efforts and how they acted upon it which geared towards conginite development. It consisted of four stages: sensorimotor,preoperational, concrete operational, and formal operational. His idea of adoption correlates with my perspective because it is impressive to see how the child adapts to certain information. Also with his perspective of the four cognitive stages due to the child’s life span “mental operations evolve from learning based on simple sensory and motor activity to logical, abstract thought” due their development as the years go by (Martorell, 2013, pg.

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