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Piaget was inspired to research how children think and learn by watching his own children's development. He believed that a person's intellectual abilities grow and change as they get older and experience more. He developed the idea of schemas( Mental categories of knowledge and concepts) and how children are creating a whole lot of them. He also theorized that people build upon their existing schemas through learning, referred to as assimilation. When someone changes their mind they need to create a new schema altogether to accommodate something new to them. This is called accommodation.

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Piaget's Theory of Cognitive Development

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Piaget's Theory of Cognitive Development

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Sensorimotor Stage (Birth-2)
In this stage, children learn about the world around them through tasting, touching, hearing, and smelling.

Preoperational Stage (2-7)
Children in this stage think and learn through the use of symbols (One thing that represents another) such as using visual objects when learning to count. However, they still do not have a grasp on how the physical world really works.

Concrete Operational (7-11)
In this stage, children can logically understand the physical world. They understand constancy, size, distance, and cause and effect.

Formal Operational (12+)
In this final stage, people can think logically about both the world and abstract thoughts. They can consider possibilities, make decisions in situations they have never had to face previously, philosophize, and think for themselves on topics such as religion, ethics, morals, life, death, etc.

Ostinelli P. (2023) Developmental Theories: Review Table 1.3 Retrieved from e-centennial course shell https://e.centennialcollege.ca/d2l/le/content/895274/viewContent/11264883/View

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Erik Erikson said that we are more driven by our ego than our id. We consciously make decisions that impact us socially and culturally.

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Trust vs. Mistrust (0-1)-
Infants need their basic needs (Food, water, shelter, touch, warmth) met consistently in order to feel trust that the world is a safe and trustworthy place.

Autonomy vs. Shame (1-2)-
Toddlers are just becoming mobile and want to use that to do things on their own and gain their own independence

Initiative vs. Guilt (3-5)-
Preschoolers take initiative in doing things their way and on their own.

Industry vs. Inferiority (6-11)-
School-aged children will begin to focus on and aim to achieve accomplishments (Such as good grades or winning a match in their sports team). They will also begin comparing themselves and their abilities to those of their peers.

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Identity vs. Role Confusion (Adolescence)-
Teenagers at this point are going through a stage of self-discovery where they are trying to discover who they are and form their sense of identity. They will experiment with their beliefs, ideas, and roles.

Intimacy vs. Isolation (Young adulthood)-
In this stage, people are establishing long-term commitments in their intimate relationships.

Generativity vs. Stagnation (Middle adulthood)-
Here, people are focusing on being productive people and being a productive member of society that contributes value of some kind.

Integrity vs. Despair (Late adulthood)-
This is the stage when people look back on their lives and reflect on whether the life they lived was fulfilling and lived according to personal beliefs and values or not. People at this stage want to feel fulfilled in the life they lived.

Ostinelli P. (2023) Developmental Theories: Review Table 1.2 Retrieved from e-centennial course shell https://e.centennialcollege.ca/d2l/le/content/895274/viewContent/11264883/View

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Erikson's Psychosocial Theory Relevance to CYCP's

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Erikson's Psychosocial Theory Relevance to CYCP's

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CYCPs can use Erikson's psychosocial theory of development to assess where someone is at in their psychosocial development and help them experience the fulfilment of that stage. When working with preschoolers, understanding initiate vs. guilt may be important to allow the child to take initiative. CYCPs can better support clients using this theory.

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Piaget's Theory of Cognitive Developments Relevance to CYCPs

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Piaget's Theory of Cognitive Developments Relevance to CYCPs

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For CYCPs this is important information to know because when interacting with and explaining things to children, it is important to understand how they will mentally process what you are telling them. It may be easier to teach a child in the preoperational stage something through the use of pictures than just speaking and reasoning with them as if they were in their formal operational stage.

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Vygotsky theorized that children can unlock potential abilities that they possess through scaffolding. Scaffolding is when someone more knowledgeable guides a child through a task or activity until the child can understand how to do the task or activity on their own. Vygotsky believed that children can develop through their social interactions and learning. The term Zone of Proximal Development is the range in which a child is able to learn cognitive skills with help in order to do more difficult things.

Ostinelli P. (2023) Developmental Theories: Review Sociocltural Approaches Retrieved from e-centennial course shell https://e.centennialcollege.ca/d2l/le/content/895274/viewContent/11264883/View

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Lev Vygotsky was a Russian Psychologist whose work became more well known in the 1980s. He created the socialcultural theory which differs a bit from Piagets theory of cognitive development.

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Vygotsky's Theory of Cognitive Developments Relevance to CYCPs

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Vygotsky's Theory of Cognitive Developments Relevance to CYCPs

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CYCPs can use Vygotsky's theory of cognitive development to teach children tasks through scaffolding. As CYCPs we are more knowledgeable than children and can teach them different skills that may be too difficult for them to grasp without the little extra push

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Urie Bronfenbrenner studied all the other developmental theories and believed that he could enhance them by adding context. He believed that what is taught and accepted in society depends on the location of where the child lives and the people who surround them.

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Urie Bronfenbrenner's Ecological Systems Model

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Urie Bronfenbrenner's Ecological Systems Model

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Microsystems
Microsystems impact children directly. This is the people that the child directly interact with themselves.

Mesosystems
Mesosystems are the interactions between the people surrounding the child

Exosystems
Exosystems are institutions that affect the people and systems surrounding the child.

Macrosystems
Macrosystems include cultures and beliefs. This is what institutions use to inform themselves and will have an impact on the individual

Chronosystem
Chronosystems consider how things have changed over time. 'Development occurs at a point in time" (Ostinelli.P 2023)

Ostinelli P. (2023) Developmental Theories: Review Table 1.4 Retrieved from e-centennial course shell https://e.centennialcollege.ca/d2l/le/content/895274/viewContent/11264883/View

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Avoidant
Children become avoidant when their parent is mean, strict, and often angry at them. The parent is often neglectful of the child's need for connection and relationship. This causes the child to avoid people to avoid negativity and are often cold and standoffish.

Disorganized
Usually, a child gains a disorganized attachment style when the parent is unpredictable, frightening, and abusive. This usually manifests itself as childhood trauma from which it is difficult to recover from

Ostinelli P. (2023) Developmental Theories: Review. Attachment styles the ultimate summary. Retrieved from e-centennial course shell

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Secure
A child becomes secure when their parent is consistent in response and attentiveness to the child's behaviours and needs. Children with a secure attachment know that their parent is safe and feels free to explore. This is the best attachment style to have.

Ambivalent
A child becomes ambivalent when their parent is inconsistent with their response to their child. One moment the parent is kind and caring with their response and the next time they are frustrated and angry with their child.  This causes anxiety and the child doesn't know whether to trust their parent or not and cant use them as a secure base to branch off from.

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Bronfenbrenner's Ecological Systems Model Relevance to CYCPs

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Bronfenbrenner's Ecological Systems Model Relevance to CYCPs

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CYCPs can take this model into consideration when working with people. It is important to consider the context of where the individual is when thinking about all other theories listed in this padlet.

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Attachment Theory- The Strange Situation

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Attachment Theory- The Strange Situation

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Mary Ainsworth created an experiment to measure an infants attachment to their primary caregiver. This experiment was called the strange situation. The child would be in a room they have never been in before that contains toys and a stranger. The child will enter with their primary caregiver. After a little while the primary caregiver will leave and how the child responds to this will reveal their attachment style. The different attachment styles include secure, ambivalent, avoidant, and disorganized

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Knowing someone's attachment theory will tell you why they are the way that they are. Once a CYCP can figure out someone's attachment style it is easier to try to develop a relationship with them as the effects of attachment impacts relationships and one's comfort within a relationship. You must also be careful to not trigger anyone. An example of what could trigger someone is suddenly disappearing out of someone's life after developing a relationship knowing that they have an anxious attachment style as it will further perpetuate what conclusions they have come to regarding their relationships with people.