Piaget, the founder of the Cognitive Development Theory, concentrated on the cognitive appearance of individual development. He gave a specific picture of how thinking is refined with individuals, ending that the distinction among adults and children’s thinking is qualitative or not quantitative. Piaget insisted that development happens in significant, clear and visible stages. Furthermore, he made a presumption that influential growth is independent of judgment based on a universal characteristic. Piaget’s theory concluded that progression is unidirectional among all children arriving at each stage at the same time. Kohlberg, a psychologist tried to increase the theory of morality that Piaget gave shortly. He presumes that there are three levels of morality that any individual faces. According to Kohlberg, children between childhoods, begin to notice themselves as important to others because of the priority of getting along and of being a model citizen. Children seek to act properly because society matters to them, not just to evade discipline. A child developing psychological comprehension heightens their awareness to human obligations and provides sympathy to others. Although a toddler may empathize with another but not know what to do, the mature children are likely to help a classmate who is assaulted by a bully or to raise funds to benefit children in an uprising country. Erickson’s Theory of Development evidence traces its heritance to Freud’s Psychosexual Theory. Erickson trusts that his theory would mend what Freud was not able of discussing. He advised studied groups of Native American adolescents to help develop his theories. These lesson groups of identity growth with parental and societal morals. Erickson’s first book, Childhood and Society (1950), came to be a classic of the “identity crisis,” an assured conflict that guides the growth of an impression of identity in belated adolescence.
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