Developmental Theories

Theoretically, develop moral procedure of an individual arouse be psycho system of logically predicted by dint of the use of these notional frameworks. Dulcan and Wiener (2006) emphasize that the developmental characteristics of a person are strongly influenced by the emergence and form of particular patterns of functioning regained from both(prenominal) internal and external influences (p. 3). The base of developmental theories suggests a complex help of development dependent on discrete elements (e. g. social environment, moral knowledge, sexual stimulation, etcetera ) encountered throughout the claws development.According to Colarusso (1992), the childs developmental phases can be dynamically oriented and can vary depending on the maturational process being experienced by the child (p. 1). Pressley and McCormick (2007) support the idea by adding that children are fundamentally different depending on their coiffure, which generally correlates with epoch, and movement fr om one stage to another stage is rather abrupt (p. 5). In order to test these developmental theories, we have utilized these frameworks in analyzing the developmental processes of three children based (a) behavioural schooling, (b) social-cognitive learning and (c) cognitive learning.Discussion From the recorded observations on the first child exa exploitd, the following data reveal that the 3-year old male child (a) tries to imitate braggy-like behaviors (e. g. scolding his siblings by and by seeing their mother scold them, acting responsible, etc. ), (b) more understanding when it comes to possessive terms (e. g. mine, him, hers, etc. ), (c) manifests cooperative behavior during play sessions, (d) mingles with other children of his age even in the absence of parents, and (e) expresses emotions more openly to parents or caretakers. . . . . .After observing these behaviors, we have utilized the social-cognitive theoretical advance since the child has manifested actions and activ ities related to social interactions. Social-cognitive approach has been chosen to explain the psychosocial and cognitive related behaviors of the child towards himself and the outside social influences, such as playmates, parents and caretakers. According to Alexander and Winne (2006), social cognitive theory supports the idea that the childs behavior is reciprocally influenced by interactions, environmental variables and personal components (e.g. cognition, expressions, etc) (p. 356).Evident in the childs behavior, he manifests a strong, adult-like behavior to impersonate adult personality seen from his parents more particularly the paternal image. After learning these behavioral patterns, the child applies these to his social activities (e. g. the child scolds his siblings during play time, etc. ). Moreover, the child already understands the rudiments of social principles, such as possession, playmates and emotional reciprocality.According to Balter and Tamis-LeMonda (2006), th e child is prompted by modeling, enactive experience and observational learning schemes, which is usually manifested through representational processes or symbolic conceptions (p. 295). . . . . . . . . . . . . . . Next, the theoretical approach on behavioral learning has been applied in an observational study on a 5-year old female. As explained by Sadock and Kaplan (2007), behavioral learning suggests that a child develops by learning behaviors present within her social environment (p.1307).The rationale for applying behavioral learning approach is its concept of utilizing behavior to obtain the necessary skills helping the child to conk out adjust in his or her environment. The child manifests the following behavior during playtime (a) she wants to be like her friends this include getting material possessions similar to her friends, (b) she easily gets influenced by majority of her friends decisions, and (c) she tends to imitate skills performed by her friends.Following behavio ral learning theory, Salkind (2004) explains that the child usually prioritizes the skills and activities to learn depending on how these can be used in increasing the efficacy of adaptation towards the outside influences (p. 20). Based from John Lockes theory of blank slate, a child is initially considered uninformed and un versed however, by learning the behaviors that are prominent and frequent in her environment, the child learns how to adapt accordingly (Sadock and Kaplan, 2007 p. 1307).Behavioral learning involves the fundamental developmental concept of the survivability by means of adapting to different behaviors frequently seen in the environment. Evidently, due to the frequent exposure of the child to her playmates, she tends to imitate or learn the frequent activities or skills performed by her playmates to better suit her adaptation toward her social circle. According to Salkind (2004), the theory considers the child as a malleable being influenced by different behavior s and changes resulted by various events and experiences (p.20).In application, the daughter tries to adapt to the behaviors and skills learned by her playmates to better enhance her adaptation and sense of belongingness with her social circle. Indeed, behavioral learning is part of the crucial developmental phases of the child since learned behaviors are used to better adapt in the outside environment, while at the same time, help in building the developmental characteristics of the child (Sadock and Kaplan, 2007 p. 1307).In the stretch out child examined, the theoretical approach of cognitive learning has been applied to analyze the actions and behavioral responses of a 4-year old male child. According to J. Piagets cognitive theory, the child is currently in his pre-operational cognitive development based on his age. According to Sadock and Kaplan (2007), the child in this stage usually manifests egocentricity and magical thinking, and still cannot separate the logic of realit y from fantasy (p. 133). These characteristics have been manifested by the child during his isolated play session.In his play environment, different action figures, personal television system always set to cartoons and hornswoggle guns have been noted. According to the childs mother, he prefers to play with his older sibling (1 year older than the child). They frequently imitate the action cartoons they watched in the television and use their toys to reenact the scenes of the cartoons. Upon observing the child, he verbalizes his realistic belief on magical creatures, robots and different figures normally seen in cartoons.As explained by Slee (2002), the childs cognitive level is dominated by perception rather than realistic concepts (p. 66). In this stage, the child is still on the process of learning how to separate reality from fantasy. go on the observation, the child notably performed his tantrums right after his mother gave his brother a new toy. The child exclaimed a series of egocentric statements (e. g. that ones mine, its mine, mine mine mine , etc. ).As explained by Lerner (), children at their pre-operational stage are most of the time egocentric, but compared from the previous cognitive phase, these children can now express their egocentric concerns through words (p. 378). In applying the cognitive theory in the childs development, we can better understand the mental capacities and limitations of the child. . . . . . . . Conclusion In conclusion, developmental theories of behavioral learning, social-cognitive learning and cognitive learning are evidently applicable in analyzing and understanding the different behaviors manifested during the childs developmental process.Social-cognitive theory has been used to understand the social behaviors and early relations that the child establishes within her external environment. On the other hand, behavioral theory explains the process of learning the different prevalent behaviors perceived as needed for better adaptation and survival. Lastly, cognitive theory points out the childs magical thinking and egocentric behavior as part of the pre-operational stage of development. . . .ReferencesAlexander, P. A., & Winne, P. H. (2006). Handbook of Educational Psychology. London, New York Routledge. . . . . . . .Balter, L., & Tamis-LeMonda, C. (2006). pip-squeak Psychology A Handbook of Contemporary Issues. London, New York CRC Press. . . . . . . .Colarusso, C. A. (1992). Child and Adult Development A Psychoanalytic Introduction for Clinicians. London, New York Springer. . . . . . . .Dulcan, M. K., & Wiener, J. M. (2006). Essentials of Child and boyish Psychiatry. New York, U.S.A American Psychiatric Pub.Lerner, R. M. (2002). Concepts and Theories of Human Development. London, New York Lawrence Erlbaum Associates.Pressley, M., & McCormick, C. (2007). 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