Childhood and Adolescent Development Essay Example

and suggested that biology determines this progression. The stages are the sensorimotor stage (birth to age 2), preoperational stage (ages 2-7), concrete operations stage (ages 7-12), and formal operations stage (ages 12 and beyond). Piaget’s theory outlines milestones, beginning with the sensorimotor stage, which involves basic coordination resulting from connections between the body and the brain.

Piaget observes the preoperational stage where children use imagination to play and pretend. This stage leads to the concrete operation stage where Piaget contends that children can classify using complex systems. Additionally, children can now see things from multiple perspectives in this developmental stage (Mossler, 2011).

Piaget's cognitive theory highlights the importance of completing each stage in order to progress to the next. In the formal operations stage, abstract thinking and the ability to construct ideas like love are developed. Additionally, Lev Vygotsky's perspective on development emphasizes continuity rather than prior knowledge, with a focus on measuring the potential for learning and knowledge acquisition.

The Zone of Proximal Development theory sparks curiosity in examining children's abilities and growth by visually depicting their skill range and potential for assisted learning. This allows parents and psychologists to detect issues as they arise. Cognitive Behavioral Therapy from a cognitive standpoint can diagnose and remedy mental health problems. For more information on the role of cognition in education, visit here.Rector (2005) states that Cognitive Behavioral Therapy is successful in managing multiple psychiatric conditions including bipolar disorder, refractory obsessive-compulsive disorder (OCD), substance abuse, suicide, personality disorders, and schizophrenia. The therapy focuses on changing a patient's cognitive processes and perception to address the issue effectively. It is also crucial to consider the psychoanalytic perspective when discussing

developmental theory as it emphasizes an individual's subconscious and unconscious environment.

According to the founder of Psychology, Sigmund Freud, our actions are guided by various factors such as our id, ego, superego, deepest desires and sexual urges. In addition to this, he noted that children "..."

. According to Mossler (2011), the anal stage is when one learns to delay immediate gratification through toilet training, a concept introduced by Freud. Later stages, such as the phallic, latency, and genital stages, deal with sexual curiosity, gender identity, and genital-focused development.

Freud posits that our childhood development leads to fixations in adulthood, with five stages identified. The oral stage spans from birth to age one, during which children focus on exploring the world through putting objects in their mouths. From birth to age three is the anal stage, where children learn to potty train and develop fixations related to control and elimination. This stage is also crucial in teaching children about authority, discipline, and their connection.

According to Freud's theory of psychosexual development, the phallic stage marks the time when children become aware of gender and sexuality. This stage is followed by the latency stage, which occurs between the ages of six and twelve, where children begin to develop social and intellectual skills. The third stage is the genital stage, which lasts from age twelve to nineteen and allows for a focus on needs beyond just sexual desires. Freud posited that almost all human needs stem from sexual desires. In contrast, Erik Erikson's psychosocial theory focuses on social and emotional drives rather than sexual ones. Erikson believed that personality is formed and influenced by the environment and that crises

arise when psychological needs and societal pressures conflict.

The concept of developmental theory covers both self-perception and social interaction, highlighting the potential emergence of "inferiority" when expectations are unmet, whether personal or societal. Erikson's stages of development outline this process, including trust vs mistrust (birth to age one), autonomy vs shame and doubt (one to age three), initiative vs guilt (three to six years), industry vs inferiority (six to twelve years), identity vs identity confusion (twelve to nineteen years), intimacy vs isolation (twenty to forty years), generativity vs stagnation (forty to sixty-five years) and integrity versus despair from the age of sixty onwards. These phases provide a measure for assessing an individual's healthy or unhealthy progression through each stage. Psychoanalytic theory uses this framework akin to cognitive theory in identifying and addressing existing issues by studying the psyche via psychoanalysis.

As per Hoge's (2008) perspective, the human mind can be aptly illustrated with the help of embedded levels of illusion, an idea commonly found in art and psychoanalytic work. The concept is comparable to Prince Hamlet's play within a play, as stated by classical psychoanalysts. Essentially, our outer frame acts as a protective barrier that conceals deeper truths about ourselves from others. Through therapy and psychoanalysis, individuals aim to explore their unconscious desires and emotions to resolve conflicts and gain a better understanding of themselves instead of avoiding negative thoughts presented in Erikson's theories.

One approach towards achieving the goal could be either through talking (psychotherapy) or hypnosis. Art within Psychoanalysis serves therapeutic purposes such as providing an outlet and a tool for analysis that uncovers one's innermost self. Alternatively, we can consider the learning perspective, known as

behaviorism, which challenges the psychoanalytic theory, asserting that human actions can be tested after mental events occur. This theory includes the works of Ivan Pavlov and B.F. Skinner.

Watson confirmed the applicability of Pavlov's classical conditioning theories to humans. The research demonstrated that alternative conditioning can interrupt repeatedly elicited conditioned responses, and B is considered an extension of Pavlov's original theory.

As per F. Skinner's theory of operant conditioning, behaviors that are reinforced will be repeated, irrespective of the type of reinforcement - positive or negative. For instance, if children receive treats as a reward for whining, they are likely to continue with this behavior in the future.

According to Mossler (2011), studies and applications of both types of conditioning, classical and operant, are still ongoing. Moreover, recent technological advancements have enabled doctors and scientists to physically condition brainwaves.

Brain State Conditioning, or BSC, involves the use of a special electrode that contains a computer chip designed to eliminate interference from other electromagnetic energy sources and detect brain energy signals. The goal of BSC is to balance and harmonize the brain's physical reactions to various stimuli, particularly those that may result in mental health issues (Vijendra; Gerdes, 2009). Both the psychoanalytic and learning perspectives share a focus on innate actions and behaviors that are often unconscious and occur without thought. These similarities underscore the theories of BSC, which aim to condition the brain's responses for optimal health and well-being.

Both parties need to examine subconscious thoughts and innate lessons to address abnormality, according to Erikson and Piaget. They also recognized that external factors and the surrounding environment play a significant role in development, rather than solely the mind's

inner workings. Environmental stress and other influences could cause or impact an individual's abnormality, which can be evaluated and adjusted. Freud and Pavlov share similarities in their focus on the id, ego, and superego, although Pavlov did not specifically use those terms. Pavlov studied physical responses when the id, ego, and superego were in mental play, whereas Freud explored how each can operate or dominate the mind.

When it comes to abnormalities related to the id, ego, and superego, self-control may be the lesson to learn, along with the use of conditioning to delay reactions. The problem is linked to changes in behavior resulting from urges and control. Additionally, Vygotsky and Skinner shared a focus on children's potential, rather than pre-existing knowledge and abilities; that is, they emphasized what could be taught and accomplished.

Both learning and psychoanalytic theories focus on capabilities, including physical and mental disabilities. In teaching children how to reach their limits, their abilities are taken into account. It is important to note that both theories emphasize considering a child's abilities when encouraging and instructing them. On the other hand, there are also distinctions between the two perspectives. The psychoanalytic approach centers on explaining automatic reactions and innate thoughts with environmental factors, while the learning perspective does not prioritize this explanation.

The learning approach involves focusing on learned behavior and actions, as well as behaviorism. If abnormalities arise, the Psychoanalytic approach would explore innate thoughts while the Behaviorist approach aims to modify learned behaviors. In terms of development, both Piaget in the Cognitive approach and Erikson in the Psychoanalytic approach believe that the environment plays a significant role. Piaget is interested in how the environment

is manipulated and utilized, while Erikson considers how the individual fits into society and is influenced by it. If an abnormality exists, Piaget would analyze how the individual interacts with and uses the environment, while Erikson would examine how society has impacted the individual's psychological needs and their place within it.

Skinner and Pavlov believed that conditioning and reinforcements played a major role in shaping the mind during development, whereas Erikson focused more on the influence of society and personal experiences. In the case of abnormalities, Erikson would examine an individual's interactions with society, while Pavlov would investigate the reinforcements that occurred. Piaget, Skinner, and Pavlov theorized that behavior and development patterns could be modified and continued into adulthood, while Freud believed it was determined early in life. Psychoanalytic treatment would focus on the inner conscious, while Skinner, Piaget, and Pavlov emphasized behavior modification through conditioning. Ultimately, personal experience and observation are key in understanding and interpreting life events, as demonstrated by these theorists who studied dreams, societal events, interactions, and learning experiences. We are all unique individuals shaped by our genetic makeup.

As time passes, we have gained knowledge on which theories to challenge and which to use in aiding individuals in achieving their maximum potential and during emergencies. In the contemporary field of Psychology, the primary concern for development centers around which theorists to adhere to. Ultimately, it is through personal experiences and research that we determine whose teachings to trust.