Roles of the Theorists
Human development is structured around the theories behind it. Without theorists that went the extra mile in the understanding of human development this concept would not be where it is today. This page will go on to explain six theorists and their major contributions to human development. It is important to know these theorists and their impacts on the study of human development.
Jean Piaget (1896-1980)
A Swiss scientist whose theory has been very influential in the way we think about child development. Piaget studied children's thinking through the clinical method. He encouraged children to talk freely and have a detailed analysis of what they said. Piaget believed that we are constantly adapting to our environment. We develop schemas to organize the world in way we understand. A schema is a cognitive framework that places concepts, objects, or experiences into categories or groups of association.
In addition to schema, Piaget set out two processes of adaptation: assimilation and accommodation. During assimilation we fit new experiences into existing mental schemas. Whereas, in accommodation we change our mental schema so they fit new experiences.
Piaget believed that children change from one age period to the next. The stages were based on how he believed children understood and thought about the world at each age level. Below is a diagram of Piaget's stages of development.
Human development is structured around the theories behind it. Without theorists that went the extra mile in the understanding of human development this concept would not be where it is today. This page will go on to explain six theorists and their major contributions to human development. It is important to know these theorists and their impacts on the study of human development.
Jean Piaget (1896-1980)
A Swiss scientist whose theory has been very influential in the way we think about child development. Piaget studied children's thinking through the clinical method. He encouraged children to talk freely and have a detailed analysis of what they said. Piaget believed that we are constantly adapting to our environment. We develop schemas to organize the world in way we understand. A schema is a cognitive framework that places concepts, objects, or experiences into categories or groups of association.
In addition to schema, Piaget set out two processes of adaptation: assimilation and accommodation. During assimilation we fit new experiences into existing mental schemas. Whereas, in accommodation we change our mental schema so they fit new experiences.
Piaget believed that children change from one age period to the next. The stages were based on how he believed children understood and thought about the world at each age level. Below is a diagram of Piaget's stages of development.
Albert Bandura (1925)
He proposed that in addition to classical and operant conditioning, we learn through imitation. He believed people learn new behaviors by watching others rather than through direct reinforcement of their behaviors from their environment. He called his theory a social cognitive theory, because the learning occurs from watching others (social) but is processed in ones mind (cognitive).
Bandura believed imitation had four parts: (1) attention to model, (2) mental representation or memory of that model's actions, (3) motoric ablility to reproduce the action, (4) the motivation to imitate the action.
Bandura's earliest experiment, known as the Bobo doll experiment, showed how children learn by direct observation. Below is a video showing Bandura's experiment being conducted.
He proposed that in addition to classical and operant conditioning, we learn through imitation. He believed people learn new behaviors by watching others rather than through direct reinforcement of their behaviors from their environment. He called his theory a social cognitive theory, because the learning occurs from watching others (social) but is processed in ones mind (cognitive).
Bandura believed imitation had four parts: (1) attention to model, (2) mental representation or memory of that model's actions, (3) motoric ablility to reproduce the action, (4) the motivation to imitate the action.
Bandura's earliest experiment, known as the Bobo doll experiment, showed how children learn by direct observation. Below is a video showing Bandura's experiment being conducted.
B.F. Skinner (1904-1990)
Credited with further developing the theory of behaviorism by introducing the idea of operant conditioning. The process that happens when the response that follows a behavior causes that behavior to happen more. He believed that spontaneous behaviors are controlled by the environment's response to them. This can occur as reinforcement or negative reinforcement.
Reinforcement is anything that increases the likelihood that the behavior will continue or happen again. Negative reinforcement, on the other hand, is a response that makes a behavior more likely to happen again because it removes an unpleasant stimulus.
Skinner studied operant conditioning by conducting experiments, in which, he placed animals into what he called a "Skinner Box." The diagram below displays an example of a "Skinner Box."
Credited with further developing the theory of behaviorism by introducing the idea of operant conditioning. The process that happens when the response that follows a behavior causes that behavior to happen more. He believed that spontaneous behaviors are controlled by the environment's response to them. This can occur as reinforcement or negative reinforcement.
Reinforcement is anything that increases the likelihood that the behavior will continue or happen again. Negative reinforcement, on the other hand, is a response that makes a behavior more likely to happen again because it removes an unpleasant stimulus.
Skinner studied operant conditioning by conducting experiments, in which, he placed animals into what he called a "Skinner Box." The diagram below displays an example of a "Skinner Box."
Abraham Maslow (1908-1934)
Credited as the founder of the humanistic theory where you look at the whole person and human behavior in terms of the individual. He essentially went beyond behaviorism in his studies.
Maslow's contribution to psychology included his Hierarchy of Needs. He saw basic human needs as a ladder. An individual cannot move up the ladder with unfulfilled needs. Maslow also establish the idea of Self-actualization. This is defined as the ultimate level of self fulfillment and happiness. Self-actualization is known to be the unconscious force that drives people to fulfill each level of need.
Below is a diagram of Maslow's Heirarchy of Needs
Credited as the founder of the humanistic theory where you look at the whole person and human behavior in terms of the individual. He essentially went beyond behaviorism in his studies.
Maslow's contribution to psychology included his Hierarchy of Needs. He saw basic human needs as a ladder. An individual cannot move up the ladder with unfulfilled needs. Maslow also establish the idea of Self-actualization. This is defined as the ultimate level of self fulfillment and happiness. Self-actualization is known to be the unconscious force that drives people to fulfill each level of need.
Below is a diagram of Maslow's Heirarchy of Needs
Erik Erikson (1902-1994)
Erikson focused on issues of the ego in children. He described a series of stages based on issues that arise during the process of psychological development. His psychosocial stages are rooted in social experiences that are typical of each stage of development.
Erikson believed that at each age there is a central conflict to be resolved and the way in which we resolve that conflict is the foundation for the next stage of our development. He came to call this idea the epigenetic principle.
Below are two diagrams illustrating Erikson's eight stages.
Erikson focused on issues of the ego in children. He described a series of stages based on issues that arise during the process of psychological development. His psychosocial stages are rooted in social experiences that are typical of each stage of development.
Erikson believed that at each age there is a central conflict to be resolved and the way in which we resolve that conflict is the foundation for the next stage of our development. He came to call this idea the epigenetic principle.
Below are two diagrams illustrating Erikson's eight stages.
Lev Vygotsky (1934)
His Social Development Theory stresses the fundamental role of social interaction in the development of cognition, as he believed strongly that community plays a central role in the process of "making meaning." Vygotsky argued, "learning is a necessary and universal aspect of the process of developing culturally organized, specifically human psychological function." In other words, social learning tends to precede development.
Vygotsky sees the Zone of Proximal Development as the area where the most sensitive instruction or guidance should be given - allowing the child to develop skills they will then use on their own - developing higher mental functions.
Vygotsky also views interaction with peers as an effective way of developing skills and strategies. He suggests that teachers use cooperative learning exercises where less competent children develop with help from more skillful peers - within the zone of proximal development.