Week 2 Lantz

This week was different psychologists and their theories of the stages of development. Psychologists such as Freud, Erikson, Piaget, Vygotsky, Pavlov, Bandura, Bronfenbenner, and Maslow all using theory to gain insight in lifespans. They talk about psycho-social crises, cognitive development, culture, and behavior.

Much of this was touched on in chapter one on how it affected one another but the theories from the psychologists listed above vary depending on their point of view. Piaget and Vygotsky were cognitive theorists while Freud and Erickson were psychoanalytic. 

Psychoanalysis theory was the idea that humans possess ideas and impulses that we are unaware of yet they have major influence over our behaviors. Freud is debated against now because of the very sexual way his theory was voiced. However his theory still holds for many of his predecessor psychoanalysts like  Erikson or even ones like, a 2000 noble prize winner, Eric Kandel who " reflected the belief of several modern neuroscientists that some of Freud's conclusions enforce the research results of current experiments.

The cognitive theory had much to do with the conscious part of the mind. Piaget though of it as adaptation and how  it either assimilates or accommodates. Piaget describes assimilation as a way we incorporate data into our cognitive structures. Accommodation is the manner in which the structures change. (lifesmart pg.35)

While reading i saw the career apps at the bottom of page 31 state " as a teacher how might you use Fairy tales to help children grapple with their own personal fears or concerns?" I had started thinking about that and realized that I had created a bulletin board touching upon this kind of question.

I had created a bulletin board for education in my undergrad studies based on Child development and storytelling. I had connected how each of the theorist's stages coincided with the ideas of stories.  I used Erickson, Piaget, and Carl Jung for it. I attached the pictures and the text for the board I used. :)

Theorists in Child development

Seen in Children’s books and children’s literature

Intro:

Children are similar to the forest from which many stories reside. They hide secrets of their development as the forest hides beasts. Children show beauty and wonder just as fairytales do. It is no surprise that the basic setting of a forest in children’s books is so recognizable when it comes to their development. Many theorists have looked at a Childs development through the ages. Carl Jung, Jean Piaget, and E. Erikson are the bases for different kinds of children development. Interestingly enough the theories by these psychologists are present in the ideas of children’s books and how that kind of literature can benefit their development into education.

Carl Jung and Archetypes

Carl Jung’s basic ideas of archetypes are where children’s books start. They are the perspectives that begin with the basic human necessity to tell stories. Stories are told for oneself and others, to better understand the world, our existence, give information, and present everyday life and images along with feelings and conflicts. These are represented in archetypes. The ideas of archetypes are models of people behaviors or personalities. These ideas are from the collective unconscious. They embody the self, shadow, anima/ animus, persona, and the other for which everyone encounters in their life.

Self=

Shadow= repressed ideas

Anima/animus= female image in male psyche and vice versa

Persona: what is presented to the world

The other: father mother child wise old man hero maiden trickster. (They are the archetypes that are not static or fixed. They change.

Piaget

Books help a child in learning to understand the world. They give the child outside information they would not normally have. Example: Animals that are not at the public Zoo, but they can be found in books.  However, even simpler ideas can be given whether it is a shape or a simple picture. The development starts somewhere. The theorist Piaget shows it with his four stages of how a child understands the world.

Even at infancy, a child is learning to read; albeit a different kind of reading.  They are learning to read body language and facial expressions of their caregiver. As they grow they are learning to both perceive objects and the world around them. Piaget’s cognitive development theory lends itself to a children’s desire to read because of the symbolic thought, language, imagination and distinctions of their self and logical and abstract ideas.  Piaget’s four ideas of cognitive development are relative to basic ideas of books. They are:

Sensorimotor: (symbolic thoughts) tactile books with rhythmic sounds Books end up being bonding experiences between caregivers and child.  It also is the beginning of preparation for school environments improves intention spans, reading to a child = a role model More books= more base knowledge Develops language and vocabulary

Ex: Old mother goose, Dr. Seuss.

Preoperational: (language, pretend play, intuitive thought) color, shapes, and sizes= talking animals and animated machines.  Imagination stimulant Creates active play and live conversation rather then just watching TV

Ex: Goldy Locks and the Three-Bears/ Howl's Moving Castle

Concrete Operational: (distinctions between ones own and others perspectives) understanding of family, friends and relationships along with some historical stories Develops views of the world and builds off these view.

Ex: Little red riding hood/ civil war stories.

Formal Operations: (logical reasoning about abstract hypothetical and contrary- to fact ideas) society and a deeper understanding of relationships,Reading gives a sense of empathy towards others

Ex: Dr. Seuss

E. Erikson

Erikson was very similar to Piaget in the sense that a child learns even in infancy. However, his stages where more focused on the psychosocial development. This was more how a child developed with the world around. Therefore, his 5+ stages all focused on ideas that pushed out of the self and were projected much more into the world. These ideas are how books frame us even into adulthood with how to function within society and ourselves. These are the same ideas that are passed on to generations.

His ideas were broken down into infancy, early childhood, preschool, school age and adolescence. These all encompass the ideas of what books are usually presented at that age level.  Each “level” of Erikson’s stages of development is interesting in the sense that in books and literature ideas of, the self, culture, society and imagination arise. The stages will give insights to what level they would understand the ideas best.

In infancy, he states it is a feeling of trust vs. mistrust so as a baby learns to read the face and body language of its caregiver it begins to visualize the world around them. Picture books as well as books on security and reassurance are ideal at this age.

Early childhood is the autonomy vs. shame and doubt they begin to understand language and become slowly more independent. They are more capable to overcome doubts of what they are capable of doing. Imaginative stories that have capable characters are seen most at this age.

Preschool levels are more of an exploration level. The initiative vs. guilt aspect of this idea is and understands of conflict and responsibility. Stories that help children understand the emotions they are feeling and their roles in life right now are usually the level at which they are reading and most interested in.

Industry vs. inferiority during the school age level is when they begin to conceptualize success and inferiority for themselves. Stories that help to develop a better understanding and acceptance of others as well as themselves begin to be seen.

Finally during their adolescent stage, when they are having identity vs. role confusion, is when the child will begin to ponder what roles they will play in the adult world. They will struggle with their own identity both culturally and socially. Books that help them learn about themselves and others will be helpful in their new thought process of the world.

Conclusion:

Reading is a type of language that will help children develop vocabulary, and a sense of the world.  Reading is seen as watching, listening and a communication. A child will use this information given to them from books to learn and survive in the world. It is stored in their long-term memory whether they know it or not. These theorists present ideas that are engraved in each child to adulthood. The information given to a reader through books ends up being pre-existing knowledge that every person uses to build upon.