Psychoanalytic theory proposes that child development is a series of interrelated experiences. If you look at Erikson, he claims that the trust built between the parents and children are better due to the parents being more responsive with their children and learning to be more sensitive. This theory has resulted in a better understanding of the challenges associated with adolescence (Lichtenberg, Lachmann, & Fossage, 2016). He also says that as they enter upon adulthood, regularly children experience difficulties trying to figure out their individual identity. Doctors have used the Psychoanalytic theory to care for children with emotional problems. The authors of behavioral and social learning theory have concluded that children and adults are the results of their environs. Adults who have gained the appropriate skills are able to help define their child’s behavior. If used properly, positive and negative reinforces will help to condition the child’s environment.
Piaget’s Cognitive Development theory assumes that children gain knowledge about their surroundings from birth right through childhood. In the infant stage they begin to use reflex movements to examine their surroundings, and with time they begin to make their own deductions as they are analyzing their surroundings.
The Information Processing theory assumes children go through continuous cognitive changes from the time of birth. Significant changes in children occur constantly rather than through the transition periods. Cognitive growth in children does not occur suddenly but rather in small increments. In Etiology and Evolutionary Development, children are not viewed as amateurs focused on developing complex skills possessed by adults. Instead, a member of the human race that have become accustomed to their environments. Although children’s minds and behavior are unique, they are robust and designed to help them achieve an array of evolutionary behaviors in society.
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Vygotsky’s Sociocultural theory concludes that social interactions are essential to the development of cognition. The communities have a huge role in guiding the children to make sense of their environment. He says that learning is as important in the acquisition of cultural and human psychological function, in other words, learning precedes development in children.
Ecological Systems theory states that children’s development is influenced by the factors in their environment. Children encounter different environments, such as micro, meso and ecosystem that influence their behavior in varying degrees.
The Dynamic system theory proposes that due to children’s interaction of many factors including environment and tasks they develop reflexive abilities. These sub-systems self-organize in such a way that they contribute to the development of movements for various tasks, none of the sub-systems are as important and therefore therapists must evaluate all of them when helping a child learn a new motor ability. Based on the child and adolescent theories, it is unmistakable that the environment is a huge contributor in the acquisition of adaptation and skills.
Therefore, I must seek to understand the environment in which the child grew up in and the accompanying social interactions. First Piaget and Vygotsky concluded that children understand complex concepts as they grow older. Both theorists recognized the importance of nature vs nurture as children sought to meet the demands of their environment ( Rugget, 1959, Vygotsky, 1978. Finally, Piaget and Vygotsky claim the development of cognitive abilities occur in a sequential manner (Piaget, 1959; Vygotsky, 1959). When applying Piaget’s theory, I would allow children to manipulate the world around them in order to construct knowledge. (Patterson, De Baryche, & Ramsey, 2017). I would provide children with scaffolding support to help them learn more and retain information.
