Why so many theories?
Development is too complex for a single theory, so each focuses on particular domains and causes, and they are best studied as complementary.
Major theories compared
| Perspective | Key figures | Driving force | Stages? |
|---|---|---|---|
| Psychoanalytic | Freud, Erikson | Drives, resolving psychosocial crises | Yes (5 psychosexual, 8 psychosocial) |
| Learning | Watson, Skinner, Bandura | Conditioning, observational learning | Continuous |
| Cognitive-developmental | Piaget | Assimilation, accommodation, equilibration | 4 stages |
| Sociocultural | Vygotsky | ZPD, scaffolding, language | Continuous |
| Ecological systems | Bronfenbrenner | Micro- to macrosystem, chronosystem | Not applicable |
| Ethological/attachment | Bowlby, Ainsworth | Evolved attachment behavior, sensitive periods | Attachment phases |
Key debates
- Continuity vs discontinuity: gradual accumulation or qualitatively distinct stages?
- Nature vs nurture: today viewed as interaction, including epigenetics.
- Active vs passive child: does the child shape development or is it shaped by the environment?
Implications for parenting and education
- Sensitive, consistent responses support secure attachment.
- Scaffolding, tasks just above current ability with fading help, is effective.
- Reinforce desired behavior and model it yourself.
- Home, childcare and community are linked systems.
References
- Erikson, E. H. (1950). Childhood and Society. Norton.
- Piaget, J. (1952). The Origins of Intelligence in Children. International Universities Press.
- Vygotsky, L. S. (1978). Mind in Society. Harvard University Press.
- Bronfenbrenner, U. (1979). The Ecology of Human Development. Harvard University Press.
- Bowlby, J. (1969). Attachment and Loss: Vol. 1. Attachment. Basic Books.
- Bandura, A. (1977). Social Learning Theory. Prentice-Hall.
- Berk, L. E. (2017). Child Development (9th ed.). Pearson.