Theoretical Knowledge And Professional Practice
Theoretical Knowledge and Professional Practice
Erik Erikson
• An individual needs to resolve a crisis in each of the eight stages of psychosocial
• development in order to progress to the next stage, with outcomes based on
• how each crisis is resolved.
Ivan Pavlov
• Behavior is the result of associations formed between behavior and positive and negative consequences, or the associations formed between a stimulus and a response.
• Behaviorism is based on objective and concrete observations of behavior.
Lev Vygotsky
• Social interaction and participation in cultural activities are necessary for healthy development,
• and children learn through relationships with adults by communicating, playing, and socializing.
• Children learn by going a step further than their current level of competence,
• with a caregiver providing maximum help when children are learning initially,
• and reducing help as children gain more independence (i.e., scaffolding).
Robert Siegler
• In memory and attention, the storage, organization, and retrieval of information occurs similar to computer inputs and outputs.
• Computer systems and technology contribute to the terminology used in this theory.
Urie Bronfenbrenner
• All contexts in which a child participates (either directly or indirectly) have a unique
• Influence on that child’s development.
• Different contexts, from the closest influences to the most distant influences, interact to uniquely affect a child’s development.
John Bowlby
• Attachment is a close and enduring bond between a child and a caregiver.
• Based on sensitive and responsive care, a child knows that his or her needs will be met and uses the caregiver as a safe base from which to explore the environment.
• In association with attachment theory, Mary Ainsworth discussed that children can
• be characterized as having different types of attachment based on interactions with the primary attachment figure.
Albert Bandura
• Children learn
Erik Erikson
• An individual needs to resolve a crisis in each of the eight stages of psychosocial
• development in order to progress to the next stage, with outcomes based on
• how each crisis is resolved.
Ivan Pavlov
• Behavior is the result of associations formed between behavior and positive and negative consequences, or the associations formed between a stimulus and a response.
• Behaviorism is based on objective and concrete observations of behavior.
Lev Vygotsky
• Social interaction and participation in cultural activities are necessary for healthy development,
• and children learn through relationships with adults by communicating, playing, and socializing.
• Children learn by going a step further than their current level of competence,
• with a caregiver providing maximum help when children are learning initially,
• and reducing help as children gain more independence (i.e., scaffolding).
Robert Siegler
• In memory and attention, the storage, organization, and retrieval of information occurs similar to computer inputs and outputs.
• Computer systems and technology contribute to the terminology used in this theory.
Urie Bronfenbrenner
• All contexts in which a child participates (either directly or indirectly) have a unique
• Influence on that child’s development.
• Different contexts, from the closest influences to the most distant influences, interact to uniquely affect a child’s development.
John Bowlby
• Attachment is a close and enduring bond between a child and a caregiver.
• Based on sensitive and responsive care, a child knows that his or her needs will be met and uses the caregiver as a safe base from which to explore the environment.
• In association with attachment theory, Mary Ainsworth discussed that children can
• be characterized as having different types of attachment based on interactions with the primary attachment figure.
Albert Bandura
• Children learn