My Personal Theory of Child Development
ECED 101: Child, Growth & Development
March 14, 2014
There are many theories of child development largely because many different people have studied the field for many years. Each theory has their different factors; biology, sociology, genetics, environment, and relationships are just a few of them. “Thank you for making me so wonderfully complex! Your workmanship is marvelous -- and how well I know it. ”! (Psalms 139:14). One might ask the question: "If theories are so useful, why do we need so many?" Having a multitude of theories allow us to see how children develop from a variety of different vantage points. This paper will illustrate the following (1) how I view the course of child development as continuous (2) how my own personal child development theory would be a blend between Piaget’s Cognitive-Developmental theory and Vygotsky’s Sociocultural Theory (3) how I feel environmental and cultural influences play a large role in a child’s development and (4) how I would incorporate my theories into the classroom.
There have been many theories that have played a part in early childhood development research. It has been these theories that have changed the way teachers educate their students. Creating an environment that contributes to learning is key to the student’s success.
I believe that children develop smoothly and continuously, gradually adding on more of the same types of skills that were there in the beginning. Kids constantly add new lessons and skills on top of old lessons and skills, as they get older. Even though we can't see it with their eyes, children are growing all the time right in front of us. Their bodies make new cells, hair grows longer. Their brains master new skills as they play and interact with other people.
I feel that Vygotsky’s Socioculture Theory most closely