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The result of extensive scholarship and consultation with leading scholars, this text introduces students to twenty-four theorists and compares and contrasts their theories on how we develop as individuals. Emphasizing the theories that build upon the developmental tradition established by Rousseau, this text also covers theories in the environmental/learning tradition.

Tabla de contenidos provista por Syndetics

• Preface(p. xiii)
• Introduction(p. 1)
• Chapter 1 Early Theories: Preformationism, Locke, and Rousseau(p. 3)
• Preformationism(p. 3)
• Locke's Environmentalism(p. 6)
• Rousseau's Romantic Naturalism(p. 12)
• Chapter 2 Gesell's Maturational Theory(p. 22)
• Biographical Introduction(p. 22)
• Principles of Development(p. 23)
• Philosophy of Child Rearing(p. 29)
• Evaluation(p. 31)
• Chapter 3 Ethological Theories: Darwin, Lorenz and Tinbergen, and Bowlby and Ainsworth(p. 35)
• Darwin and the Theory of Evolution(p. 35)
• Modern Ethology: Lorenz and Tinbergen(p. 39)
• Bowlby and Ainsworth on Human Attachment(p. 47)
• Evaluation(p. 67)
• Chapter 4 Montessori's Educational Philosophy(p. 71)
• Biographical Introduction(p. 71)
• Theory of Development(p. 72)
• Early Education in the Home(p. 76)
• The Montessori School(p. 77)
• Evaluation(p. 89)
• Chapter 5 Werner's Organismic and Comparative Theory(p. 93)
• Biographical Introduction(p. 93)
• Werner's View of Development(p. 95)
• Some Comparative Studies(p. 100)
• Symbol Formation: An Organismic View(p. 105)
• Theoretical Issues(p. 108)
• Practical Applications(p. 112)
• Evaluation(p. 115)
• Chapter 6 Piaget's Cognitive-Developmental Theory(p. 118)
• Biographical Introduction(p. 118)
• Overview of the Theory(p. 120)
• Period I. Sensorimotor Intelligence (Birth to 2 Years)(p. 122)
• Periods II and III. Preoperational Thought (2 to 7 Years) and Concrete Operations (7 to 11 Years)(p. 127)
• Period IV. Formal Operations (11 Years to Adulthood)(p. 138)
• Theoretical Issues(p. 140)
• Implications for Education(p. 143)
• Evaluation(p. 147)
• Chapter 7 Kohlberg's Stages of Moral Development(p. 157)
• Biographical Introduction(p. 157)
• Piaget's Stages of Moral Judgment(p. 158)
• Kohlberg's Method(p. 159)
• Kohlberg's Six Stages(p. 160)
• Theoretical Issues(p. 166)
• Gilligan on the Feminine Voice(p. 174)
• Implications for Education(p. 176)
• Evaluation(p. 179)
• Chapter 8 Learning Theory: Pavlov, Watson, and Skinner(p. 180)
• Pavlov and Classical Conditioning(p. 180)
• Watson(p. 183)
• Skinner and Operant Conditioning(p. 187)
• Evaluation(p. 201)
• Chapter 9 Bandura's Social Learning Theory(p. 204)
• Biographical Introduction(p. 204)
• Basic Concepts(p. 205)
• Socialization Studies(p. 208)
• Self-lifftcacy(p. 213)
• Abstract Modeling and Piaget's Stages(p. 215)
• Practical Implications(p. 219)
• Evaluation(p. 221)
• Chapter 10 Vygotsky's Social-Historical Theory of Cognitive Development(p. 224)
• Biographical Introduction(p. 224)
• Marx's Views on Human Nature(p. 226)
• Vygotsky'a Theory of Psychological Tools(p. 228)
• Memory Aids(p. 232)
• Speech(p. 232)
• Play(p. 239)
• Schooling(p. 240)
• Practical Applications(p. 245)
• Evaluation(p. 248)
• Chapter 11 Freud's Psychoanalytic Theory(p. 253)
• Biographical Introduction(p. 253)
• The Stages of Psychosexual Development(p. 256)
• The Agencies of the Mind(p. 268)
• Practical Implications(p. 276)
• Evaluation(p. 277)
• Chapter 12 Erikson and the Eight Stages of Life(p. 281)
• Biographical Introduction(p. 281)
• Erikson's Stage Theory(p. 282)
• Theoretical Issues(p. 297)
• Practical Implications(p. 302)
• Evaluation(p. 304)
• Chapter 13 Mahler's Separation/Individuation Theory(p. 306)
• Biographical Introduction(p. 306)
• Overview of Concepts and Methods(p. 307)
• Phases of Normal Development(p. 309)
• Practical Applications(p. 315)
• Evaluation(p. 316)
• Chapter 14 A Case Study in Psychoanalytic Treatment: Bettelheim on Autism(p. 320)
• Biographical Introduction(p. 320)
• The Autistic Syndrome(p. 321)
• Therapy(p. 322)
• Evaluation(p. 327)
• Chapter 15 Schachtel on Childhood Experiences(p. 329)
• Biographical Introduction(p. 329)
• Basic Concepts(p. 329)
• Implications for Education(p. 333)
• Evaluation(p. 334)
• Chapter 16 Jung's Theory of Adulthood(p. 338)
• Biographical Introduction(p. 338)
• Personality Structure(p. 341)
• Theory of Development(p. 344)
• Practical Implications(p. 348)
• Evaluation(p. 349)
• Chapter 17 Chomsky's Theory of Language Development(p. 351)
• Biographical Introduction(p. 351)
• Basic Concepts(p. 352)
• Notes on the Growth of Grammar(p. 358)
• Chomsky and Learning Theory(p. 362)
• Chomsky and Piaget(p. 368)
• Implications for Education(p. 369)
• Evaluation(p. 371)
• Chapter 18 Conclusion: Humanistic Psychology and Developmental Theory(p. 373)
• Humanistic Psychology(p. 373)
• Developmentalists as Humanists(p. 379)
• Epilogue: A Developmental Perspective on the Standards Movement(p. 385)
• References(p. 396)
• Name Index(p. 417)
• Subject Index(p. 423)

Notas de autor provistas por Syndetics

William Crain is professor of psychology at The City College of New York. A social activist, Dr. Crain served nine years on the Teaneck, NJ, school board and works for student access to higher education and the protection of nature and animals. He and his wife Ellen F. Crain, a pediatrician, have three grown children.