The six major theories have had a pervasive impact on the way we, both scientists and the general public, see ourselves. They are:
Sigmund Freud’s Psychodynamic Theory. The lectures discuss this theory, the earliest of the six, including such concepts as the Oedipus Complex and Freud’s five stages of psycho-sexual development. Although now widely disputed, Freudian thinking is deeply imbedded in our culture and constantly influences our view of human nature.
Erik Erikson’s Psycho-Social Theory. This is the theory that gave rise to the term "identity crisis." Erikson was the first to propose that the "stages" of human development spanned our entire lives, not just childhood. His ideas heavily influenced the study of personality development, especially in adolescence and adulthood.
John Bowlby and Mary Ainsworth’s Integrated Attachment Theory. This was the first theory to focus primarily on the formation of parent-child relationships. It explains the connection between relationships that occur early in our lives and those that happen later, including romantic ones. Attachment theory has generated thousands of scientific studies, and has led to changes in many childcare policies, such as those allowing parents to stay with their children in hospitals.
Albert Bandura’s Social Learning Theory. This theory modified traditional learning theory developed by such behaviorists as B. F. Skinner, which was based on stimulus-response relationships. It considered learning to be no different among infants, children, adults, or even animals. Bandura’s approach is influential in such areas as the effect of media violence on children, and the treatment of problem behaviors and disorders.
Jean Piaget’s Cognitive-Developmental Theory. Piaget’s influence created a revolution in human development theory. He proposed the existence of four major stages, or "periods," during which children and adolescents master the ability to use symbols and to reason in abstract ways. This has been the most influential of the six major theories. In the 1970s and 1980s, it completely dominated the study of child development.
Lev Vygotsky’s Cognitive-Mediation Theory. Alone among the major theorists, Vygotsky believed that learning came first, and caused development. He theorized that learning is a social process in which teachers, adults, and other children form supportive "scaffolding" on which each child can gradually master new skills. Vygotsky’s views have had a large impact on educators.
Early Theorists: Locke, Rousseau, and even Darwin
To give you the best understanding of these theories, this course also explores the general history of the study of child development. It touches on the work of other important researchers, such as John Watson of Johns Hopkins University, who developed behaviorism, and Arnold Gesell of Yale, from whose work sprang such well-worn phrases as "just going through a stage" and "the terrible twos."
Professor Watson also discusses the era of observational research on children, which marked the beginnings of child study as a true science. This period was pioneered by scientists who began publishing detailed accounts of the development of their own children. These early "baby biographers" included Alfred Binet, who first developed intelligence testing in France, and even Charles Darwin.
You may be struck not only by how much we have learned about child development, but also by how much our attitudes toward children have changed. Until the beginning of the 19th century, there was no interest in child study and, in fact, no concern for children. Such factors as poverty and high infant mortality created an atmosphere in which children were barely tolerated, or used for labor.
In Paris in 1750, 33 percent of all newborns were left in foundling homes or on doorsteps; most died. In England, boys and girls as young as four were often sent to work in mines.
You will see how attitudes toward children gradually improved, due mostly to the efforts of physicians and religious leaders. And you will appreciate the tremendous contribution that two renowned philosophers, John Locke (1632–1704) and Jean-Jacques Rousseau (1712–1778), have made to the field of child development. Their ideas about children—whether they are inherently good or bad, or whether they actively shape their environments or passively react to stimuli—still form much of the basis of our modern theories.
The lessons of this course are not simply about learning, behavior, and relationships in youth, but at any age. Taken as a whole, they provide our best answers to the questions of human nature—how we learn, adapt, and become who we are at every stage in life.
Course Lecture Titles
01. Introduction—The Value of Theories
02. The Early History of Child Study
03. Two Worldviews—Locke vs. Rousseau
04. Later History—Becoming Scientific
05. Freud’s Psychodynamic Theory
06. How We Gain Contact with Reality—The Ego
07. Freud’s Psycho-Sexual Stages
08. Erikson’s Psycho-Social Theory
09. Erikson’s Early Stages
10. Identity and Intimacy
11. Erikson’s Later Stages—Adult Development
12. Bowlby and Ainsworth’s Attachment Theory
13. How Nature Ensures That Attachment Will Occur
14. Development of Secure and Insecure Attachments
15. Early Attachments and Adult Relationships
16. Bandura’s Social Learning Theory
17. Bandura’s Self-Efficacy Theory
18. Piaget’s Cognitive-Developmental Theory
19. Piaget’s Early Stages
20. Concrete Operations
21. Piaget’s Last Stage
22. Vygotsky’s Cognitive-Mediation Theory
23. Vygotsky’s Zone of Proximal Development
24. Conclusions—Our Nature and Development
NB: Each lecture stands by its own in download ; about 149 Mb each .