A review of the theories of Sigmund Freud, Erik Erickson and Ivan Pavlov in relation to child and adolescent development.
Written in 2009; 1,966 words; 5 sources; APA; $ 62.95
Paper Summary:
This paper reviews the theories of Sigmund Freud, Erik Erikson and Ivan Pavlov in relation to child and adolescent development and supports the thesis that learning cannot take place until the child has reached the necessary physical, psychological and emotional milestones to do so. The paper concludes that the theories of Freud and Erickson support this thesis by directly acknowledging that development takes place in an ordered and pre-defined manner. Pavlov also feels that development progresses from simple to complex and that complex learning is the result of simple ordered learning steps. However, he does not define them as rigidly as Freud and Erickson.
Outline:
Freud's Theories and the Child
Erickson: Freud's Adversary
Pavlov's Theories on Development
A Comparison of These Three Theories
The Connection between Cognitive, Physical and Emotional Development
Understanding Child and Adolescent Development in Connection with Learning
From the Paper:
"Erik Erickson was a key critic of Freud's psychoanalytic theories. Erickson stressed the social component and influence upon human development, and advocated a multi-stage process of human development, in contrast to Freud's emphasis on infant sexuality (David & Clifton 2008). Eriksson's first key concept stressed that human conflict was never-ending, and suggested that rather than focusing on the conflict of personal identity. Erickson's second key concept is that each stage of development was marked by a more general conflict of, for example, "trust versus mistrust" (David & Clifton 2008). The third concept is that not only the family was involved in these conflicts, but that other relationships played a key role in social development. "
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