This document provides an overview of several theories and concepts in child psychology. It discusses Sigmund Freud's psychosexual stages of development and psychic triad model. It also covers Erik Erikson's psychosocial stages of development and Jean Piaget's theory of cognitive development. Classical conditioning by Ivan Pavlov and operant conditioning by B.F. Skinner are explained. Abraham Maslow's hierarchy of needs is also mentioned. The document provides definitions and examples to describe these major theories and concepts in child psychology.
2. Content
• Introduction
• Definition
• Aims
• Theories
• Sigmund Freud
• Topographic model
• Psychic triad
• Psychosexual stages of development
• Erik H Erikson
• Stages of psychosocial development
• Jean Piaget
• Theory of cognitive development
3. • Ivan pavlov
• Classical conditioning
• BF Skinner
• Operant conditioning
• Types of operant conditioning
• Albert bandura
• Social learning theory
• Principal
• Abraham Maslow
• hierarchy of needs
• Reference
4. •Introduction
• Psychological development is a dynamic process,
which begins at birth and proceeds in An ascending
order through a series of sequential stages
manifesting in various characteristic behaviours.
• These stages are governed by genetic,familial,
culture ,interpersonal and interpsychic factors.
5. • Definition
• Psychology : It is the science dealing with human
mature function and phenomenon of his soul in the
main.
• Child Psychology: it is the science that deals with the
mental power or an interaction through the conscious
and subconscious element in the child.
6. • Aims of child Psychology.
• Understand the child better and their food deal with him
more effectively and efficiently
• Better planning and interaction between treatment plan
• Two identify the problems and psychosomatic origin
• To train the child so that he understand his own oral
hygiene
• Helps modify childs development and process.
• To gain confidence of the child and the parent
• To teach the child and the parent importance of primary
and preventive care.
7. • Theories of child psychology
1. Psycho dynamic theories
a. Psychosexual theory/ psychoanalytic theory by Sigmund Freud
(1905)
b. Congentive theory by Jean Piaget (1952)
c. Psychosocial theory model of personality development by Erik
Erikson (1963)
2. Theories of learning and development of behaviour
a. Classical conditioning by Ivan Pavlov (1927)
b. Apparent conditioning by BF Skinner (1938)
c. Hierarchy of needs by Abraham Maslow (1954)
d. Social learning theory by Albert bandura(1963)
8. • Sigmand freud 1905
• Father of modern day psychiatry
• Fraud’s interest in Development arose from his desire
to explain the disorder of personality in adults. He
thought the personality to originate from biological
roots, as a result of satisfaction of set of instincts.
• He described five psycho sexual stages and explain
personality and psychological disorder in an individual
by understanding the minds at its different level ,its
motivation and conflicts.
• He described human mind with the help of two model
1. Topographic model
2. psychic model/ psychic tried
9. Topographic model
1. Conscious mind
•It is at the tip of iceberg.
•It is what you are aware of at any
particular movement.
•Your present perceptions memories,
thoughts ,and fantasies.
10. 2. Preconcious mind
• It is present between conscious and
unconscious mind
• Also known as available memory
• Anything that can be easily made
conscious like the memories you are
not at the moment thinking about
but can radially bring to mind.
11. 3.Unconscious mind
•It is at the base of iceberg, larger
invisible portion below water level.
•It represent the unconscious store
house of impulses ,patience and
inaccessible memories that affect
thoughts and behaviour.
•Source of motivation every thought
is unconscious before it become
conscious.
12. Psychic model/ psychic tried
• Freud in 1923 made the tripartite
structural model of ego, ID and super
ego.
• Hypothesized three structures in this
theory to understand the intracyclic
proces
• The general notation that our
behaviour is influenced by biological
drive (ID),social rules (super ego) and
mediating thought process (ego).
13. • ID: it is most primitive part of a
personality.
•basics structure of personality
•serves as a reservoir of instincts
•It is present at birth as a impulse
and strives for immediate pleasure
and gratification.
•Reflex action: Response occur in
reaction to environment.
14. 2.Super ego: part of personality that is internalized
representation of values moral of society as taught
to child by parents and other
•it is essentially and individual coscience
•it judge weather the action is right or wrong
3.Ego: It is part of cells that is concerned with
overal functioning and organisation of personality
through its capacity to test reality and utilization of
ego- defence mechanism and other function like
memory, language and creativity.
•Mediation between ID and super ego.
15.
16. Oral stage
• Age: 0-1.5 years
• Erogenous zone in focus: mouth
• Gratifying activities: nursing ,eating as well as mouth movement
including sucking, biting and swallowing.
• Interaction with environment: Mothers breast not only is a the
source of food and drink but also represent her love.
• both insufficient and forceful feeding can result in fixation in this
stage
• Symptoms of oral fixation:smoking ,nail biting ,drinking, sarcasm.
17. Anal stage
• Age :1.5-3 years
• Erogenous zone in focus :anus
• Gratifying activities: bowl movement &
with holding of such movements the toilet
training a process through which children
are taught when ,where & how excretion is
deemed appropriate by society .children
start to notice pleasure and displeasure
associated with bowl movement through
toilet training.
• Symptoms of anal fixation:
18. • Anal expensive personality: if parents are to lenient and fail to
instill the society rule about bowl movement control the child will
derive pleasure& success from expulsion individual with fixation
on this moderatification are accessively ,sloppy disorganize
reckless careless & defiant.
• Anal retentive personality :if child receive excessive pressure and
punishment from parents during toilet training he will experience
anxiety during bowl movement and hence will withhold such
functions individual with such fixation are clean, orderly &
intoleran to those who are not clean
19. Urethral stage
• Age :3-4years
• Erogenous zones: transitional stage between anal and phallic
stage
• Gratifying activities: pleasure in urination
• Interaction with environment: Child derives pleasure from
control over urinary sprinter provide .
• a sense of pride and self competence
• Loss of urethral control shame
• successful resolution competiveness & ambition.
20. Phallic stage
• Age: 4-5 years
• Erogenous zone in focus :genitals
• Gratifying activities :genital fondling
• Interaction with the environment:
• Oedipus complex :(In boys) “Castration anxiety”
• Feeling the attraction towards the parent of the opposite sex
• Envy and fear of the same sex parent.
• Electra complex : (In girls)Develop an attraction towards fatherelop
and attraction towards father and enmity towards their mother for
being close to their father.
22. Latency
• Age : 5 years puberty
• interaction with environment :period
during which sexual feeling of
suppressed to allow children to focus
their energy on other aspect of life
• the time of adjusting bro social
environment outside of home,absorbing
the cultural forming beliefs and values,
developing same sex friendship,engaging
in sports.
23. Genital stage
• Age : Puberty onwards
• Erogenous activities in focus: heterosexual relationship
• Interaction with environment:Hormonal and
physiological changes increase the interest in sexual
matter
• Sense of Identity develops
• Personality matures
• Helps to separate from depends of parent
• Their acceptance of adult roll function with social
expectation and cultural values
24. Erik Erikson
• He was danish- german- american
developmental psychologist and
psychoanalyst known for his theory of social
development of human being.
• He wrote a book named “Childhood and
society” and said that society environment
influence child behaviour and how child react
to society Leads tO personality development
25.
26.
27. Trust versus Mistrust.
• Stage 1:Infancy 0-1 year age
• Description: infant depend on others for food,warmth & affection&
must be able to blindly trust parents.
• Positive outcome: If needs are met consistently & responsively
by parents,they develop a secure attachment with parents but
will learn to trust their environment.
• Negative outcome: If no infant will develop mistrust towards
People, environment & even towards themselves.
• Dental application: this stage identify with development of
separation anxiety in the child .So preferably with parent
holding that child
28. Autonomy vs doubt
• Stage 2 Toddler 1-2 years age
• Description: self control and self confidence begins to
develop at this age
• Positive outcome : parent encourage their child to
develop confidence &cope with situation that requires
choice, control, independence.the parent Should not
discourage.A balance is required.
• Negative outcome: if parents are Overprotective.he
begins to feel ashamed of his behaviour & doubt his
abilities
• Dental application: fear of loss of love and separation He
has a fear of falling & separation unexpected movement
which may arouse fear.Dentist must obtain cooperation
from him by making him believe that treatment is his
choice.
29. Initiative versus guilt
Stage 3 : Early childhood 2-6years age
• Description: child developed motor skills
.they learn to achieve a balance between
eagerness for more adventure & more
responsibility & learn to control impulses
• Positive outcome: Parents are encouraging
but consistent in discipline child learning
accept without guilt.& not feel ashamed for
using their imagination.
30. Negative outcome:if no child may develop a sense of guilt & may
come to believe that is wrong to be independent
• Dental application : first visit come
at this stage. Success is coping
with the anxiety of visiting dentist
can help develop greater
independence and produce sense
of accomplishment. Child at the
stage will be intensely curious
about dentist office and eager to
learn about the things out there.
31. Industry versus inferiority
• Stage4: Elementary & middle school 6-11 years
• Description: school is important event at this stage learn to make
things,use tools & acquire skills
• Positive outcome: discover pleasure in intellectual stimulation,
being productive, seeking success. Develop a sense of competence.
• Negative outcome:Feeling of inferiority and no sense of mastery.
• Dental application: because of child drive for a sense of industry
and accomplishment corporation with treatment can be obtained
This stage not likely to be motivated by abstract concept rather
improve acceptance of status from peer group
32. Identity versus role confusion
• Stage 5 : Adolescence 12-18 years age
• Description: it is an extremely complex stage because many
new opportunities arise . sense of identity include both feeling
of belonging to larger group and the realization that one can
exit outside the family
• Positive outcome: Awareness of uniqueness of self
• Negative outcome: Inability to identify appropriate roles in life
• Dental application: Behaviour management can be challenging
any orthodontics treatment should be carried out if a child
wants it not parents
33. Intimacy versus isolation
• Stage 6 : Young adulthood 19-40 years age
• Description: Most Important event are love relationship
who has not develope sense of identity usually will fear a
committed relationship and may retreat into isolation.
• Positive outcome: Development of loving, sexual
relationship and same sex friendship
• Negative outcome: fear of relationship with others.
• Dental application:Focus is orthodontic and aesthetic
treatment.
34. Creativity vs stagnation
• Stage 7 : middle adulthood 40-50 years age
• Description: it is adult ability to look outside oneself &
care for others through parenting.
• Positive outcome:sense of contribution to continuity of life
• Negative outcome: self centred and experience stagnation
later in life.
35. Integrity vs despair
• Stage 8:late adulthood 65 years age death
• Description:it is time for reflecting upon onc own life and
seeing it filled with pleasure and satisfaction or
disappointment and failure.
• Positive outcome:sense of unity in life’s accomplishment
• Negative outcome: regret Over lost opportunities of life
36.
37. Jean Piaget
• He proposed the theory of. Cognitive
development in 1952
• His theory of cognitive development and
epistemological view is together called "Genetic
epistemology."
• This Piaget defined as the study of acquisition,
modification, and growth of abstract ideas on the
basis of inherited substrate an intelligent
functioning that makes growth possible.
• Piaget derived his theory by asking questions to
children.
38. Cognitive development
• He proposes that the world is a stable environment, and the
child acquires this through the knowledge of mathematics and
logic as reality. Then as the child grows, he is required to
adapt according to people he is living with. These all stages
can be grouped as follows:
• A.Operation
• B.Schema
• C.Assimilation
• D.Accommodation
• E.Equilibrium
39. • a. Operation: An action, which the child performs mentally and
which has the added property of being reversible.
• b. Schema: Represent a dynamic process of differentiation and
reorganization of knowledge with the resultant evolution of
behavior and cognitive functioning apparatus .It includes both a
a category of knowledge and the process of obtaining that
knowledge.
• C.Assimilation : the process of taking in new information into
previously existing schema is known as assimilation
• D.Accommodation: it involves altering existing schemas or ideas
as a result of new information or new experiences.
• E.Equillibrium : balance between assimilation and
accommodation.
40.
41.
42. sensorimotor period (0-2 yrs)
• Totally dependent on reflex activities to an individual who
can develop new behaviour
• Child developed basic concept of object including idea
that object in environment are permanent and do not
disappear when the child is not looking at them.
• Simple modes of thought that foundation of language.
• Dental application is that child begins to interact with
environment and can be given toys while sitting on the
dental chair in his/ her hand
43. Preoperational period (2-7 yrs)
• Transition period
• Manipulation of symbol of words is characteristic features of this age
• Mark inconsistencies appear in the knowledge of child
• A.preconceptual stage (2-4yrs)
• This stage marks the start of symbolic activity
• The child's reactions are based not simply on the physical nature of
the stimulus but on its meaning
• During this stage, a stimulus begins to take on meaning, and the child
can use a stimulus to represent other objects.
44. • b. Intuitive stage (4-7 years):
• Prelogical reasoning appears based on preconceptual appearances
unhampered by reversibility
• Capabilities for logical reasoning are limited
• Child thought process is dominated by immediate sensory
impression
• Dental application:
• Constructivism: The child likes to explore things and make own
observation
• Cognitive equilibrium: Child is explained about the equipment or
instrument and allowed to deal with it
• Animism: Child correlates things with other objects which they are
more used to or accustomed, for example, the handpiece can be
called "Whistling Willie" who is happy when he works at polishing
the child's teeth.
45. Concrete operational period (7-11 yrs)
• Logical reasoning can only be applied to object that are real or can be
seen
• Able to compare and tolerate different point of views
• The principal of conservation and reversibility are also enhance
• Important process during this stage are
1. Seriation
2. transitivity
3. Classification
4. Decentering
5. Reversibility
6. elimination of egocentrism
46. Formal operational stage (11yrs)
• Ability to deal with abstract concept and abstract reasoning
develop
• More related to experience then age and is predictive of ability
• Child’s thought process has become similar to that of an adult
and he is capable of understanding concept like health disease
and preventive treatment
• He can reason a hypothetical problem and do systematic
search for solution
• Dental application include aesthetic and corrective treatment
47.
48. Ivan pavlov
Classical conditioning
theory was first described
by the Russian
psychologist Ivan Pavlov
in 1927. He discovered
during his studies of
reflexes that apparently
unassociated stimuli could
produce the reflexive
behavior.
50. • A type of Learning in which stimuli acquire a capacity to
evoke a response that was originally evoke by another
stimuli.
• Unconditioned stimulus(US):A stimulus that consistently
Produce a specified response before conditioning begins
• Unconditioned response(UCR):response produce by US
• conditioned stimulus(CS): an initially neutral
stimulusThat come to produce a new response because it
associated with unconditional stimulus.
• Conditioned Reponse(CR): The involuntary response
produced by conditional stimulus.
52. Principal
• Acquisition: Learning a new response from the
environment by conditioning
• Generalization:process of conditioning is evoked by a band
of stimuli centered around a specific conditioned stimulus.
For example, a child who had a painful experience with
doctor in white coat will always associate any doctor in
white coat with pain
• Extinction: Removal of conditioned behavior results if the
association between the conditioned and the
unconditioned response is not reinforced. For example, in
a fearful child, subsequent visits to the doctor without any
unpleasant experience result in extinction of fear
• Discrimination: it is the opposite of generalization.
53. First dental
visit
Second dental visit
Pain of injection
Unconditioned
stimulus
White coat (neutral stimulus)
Sight of white coat
(conditioned stimuli)
Fear & crying
(Response)
54. BF Skinner
• Operant conditioning was given by BF
Skinner in 1938.
• Operant conditioning can be viewed
conceptually as a significant extension
of classical conditioning.
• Skinner contended that the most
complex
• human behaviors can be explained by
it.
55. • The basic principle it’s that consequence of behaviour itself is a
stimulus that can affect future behaviour response
• The individual response is changed as result of reinforcement of
extinction of previous experienc
• Behaviour that operates and control the environment is called
operant
• It stresses that reinforcement is critical factor for learning and
therefore for development of personality.
• The relationship between operant and consequences that follows
them is called contingency.
Operant conditioning
57. • Skinner's operant conditioning chamber (also called a
Skinner Box) was designed to teach rats how to push a
lever. This behavior is not natural to rats, so operant
conditioning with positive and negative reinforcement
were performed in order to teach the behavior.
Positive Reinforcement: A
rat was awarded with
food when he pressed the
lever.Negative
Reinforcement: A rat was
able to turn off electric
shocks produced by the
floor by pressing the lever.
Skinner Box experiment
58. Social learning theory
• This theory was proposed by Albert
Bandura in 1963.
• In social learning theory,
reinforcement is considered a
facilitative rather than a necessary
condition for learning
Stimulus Response
Consequence
59.
60. Principal of social learning theory
• Attension
• Extent to which
We focus on others
behaviour
Retention
Our ability to retain a
representation of other
behaviour in memory
Production process
Our ability to actually
Perform the actions
We observe
Motivation
Our need for the
actions we witness ,
their usefulness to us
Observational
Learning acquisition
and later Performance
of behaviour
demonstrated by
others
61. Abraham Maslow
• Hierarchy of needs was given in 1943 by
Abraham Maslow in his paper "A Theory
of Human Motivation".
• This theory developed a classification of
the individual priority needs and
motivations during personality
development.
• A five-level triangular hierarchy of these
needs from the most basic and important
to the most elaborate shows a trend from
instinctive motives to more rational
intellectual ones.
