Theories of developmental psychology

Clear, engaging, well-attuned to the latest research breakthroughs, "Theories of Developmental Psychology" is the ideal book for anyone interested in balanced overview of the major schools of thought for child development. In this updated new edition, Patricia Miller offers the most current, comprehensive, and insightful presentation of the main theories of developmental psychology available today. With superb scholarship and exceptional writing, the fifth edition of "Theories of Developmental Psycholo"gy continues to show students both what is exciting about developmental theory and how it contributes to a broader understanding of developmental psychology1. Introduction. What is a theory?. What is a developmental theory?. Of what value is a developmental theory?. Main issues: What is the basic nature of humans?. Is developmental qualitative or quantitative?. How do nature and nurture contribute to development?. What is it that develops? 2. Piaget's cognitive-state theory and the neo-Piagetians. General orientation to the theory: Genetic epistemology. Biological approach. Structuralism. Stage approach. Methodology. Description of the stages: Sensorimotor period (roughly birth to 2 years). Preoperational period (roughly 2 to 7 years). Concrete operational period (roughly 7 to 11 years). Formal operational period (roughly 11 to 15 years). Memory. Mechanisms of development. Cognitive organization. Cognitive adaptation. Cognitive equilibration. Position on developmental issues. Human nature. Qualitative versus quantitative development. Nature versus nurture. What develops. Applications. Evaluation of the theory: Strengths. Weaknesses. Piaget's own modifications of his theory. The Neo-Piagetians. Robbie Case. Kurt Fischer. Neo-Piagetian themes. Contemporary research. Infants' advanced competencies. Domain-specific concepts. Mechanism of development. Developmental cognitive neuroscience 3. Freud's and Erikson's psychoanalytic theories. Freud: biographical sketch. General orientation to the theory: Dynamic approach. Structural approach. Topographic approach. Normal-abnormal continuum. Methodology. Description of stages: Oral stage (roughly birth to 1 year). Anal stage (roughly 1 to 3 years). Phallic stage (roughly 3 to 5 years). Period latency (roughly 5 years to the beginning of puberty). Genital stage (adolescence). Case study of "Little Hans". Mechanisms of development. Position on developmental issues: Human nature. Qualitative versus quantitative development. Nature versus nurture. What develops. Applications. Evaluation of the theory: Strengths. Weaknesses. Contemporary research. Erikson: biographical sketch. General orientation to the theory: Psychosocial stages. Emphasis on identity. Expansion of psychoanalytic methodology. Description of the stages: Stage I: Basic trust versus basic mistrust (roughly birth to 1 year). Stage 2: Autonomy versus shame and doubt (roughly 2 to 3 years). Stage 3: Initiative versus guilt (roughly 4 to 5 years). Stage 4: Industry versus inferiority (roughly 6 years to puberty). Stage 5: Identity and repudiation versus identity diffusion (adolescence). Stage 6: Intimacy and solidarity versus isolation (young adulthood). Stage 7: Generativity versus stagnation and self-absorption (middle adulthood). Stage 8: Integrity versus despair (late adulthood). Mechanisms of development. Position on developmental issues. Applications. Evaluation of the theory: Strengths. Weaknesses. Contemporary research 4. Vygotsky and the sociocultural approach: biographical sketch. General orientation to the theory: Child-in-activity-in-cultural-context as the unit of study. Zone of proximal development. The sociocultural origins of individual mental functioning: the intermental constructs the intramental. Tools provided by a culture mediate intellectual functioning. Methodology. Examples of Vygotskian-sociocultural research. Private speech and inner speech. Development of concepts. Mechanisms of development. Position on developmental issues: Human nature. Qualitative versus quantitative development. Nature versus nurture. What develops. Applications. Evaluation of the theory: Strengths. Weaknesses. A related approach: developing-person-in-context. Contemporary research: Collaborative problem solving. Research across cultures. Development through narratives and conversations. Concluding comments about contemporary Vygotskian-sociocultural research