I picked Piagets Cognitive Development Theory Assignment Instructions In this assignment you will need to create a Prezi or PowerPoint that will highlight the important points of the theory you picked as well as its influence in explaining development. You will want to expand your points from the discussion forum with greater detail in this assignment. The presentation will start with a short introduction of the theory and conclude with why you picked it within the discussion as best explaining development. We will want to have a minimum of a seven slide PPT or Prezi. All references will be listed in APA format. READING BELOW Understanding Theories of Child Development The research and formulation of child development theories have played a major role in the way parents raise their children, understand and nurture their capabilities, and educate them. The theories that have been prominent in the past and current centuries have sought to describe, explain, and predict behaviors, and have had the ultimate goal of trying to improve the welfare of children. Child development theories seek to explain a child’s growth by addressing basic questions or beliefs. TOPICS COVERED WILL INCLUDE: · Theoretical Questions in Child Development · Key Theories of Child Development · Research Methodologies · Ethical Concerns and Considerations when Working with Childre Child Development Theories · HOW CHILD DEVELOPMENT THEORIES ARE FORMED AND USED · KEY THEORETICAL QUESTIONS · RESEARCH Child development theories allow both research and application to promote optimal growth and development. A theory is an orderly, integrated set of statements that describes, explains, and endures if based on scientific verification. Theories provide an organizing framework for observations. Once a theory is verified by scientific research, it serves as a basis for practical action. There are many theories in child development and no one theory fully explains all aspects of child development. Today, experts use several different theories as a means of finding the best way to describe, explain and predict children’s behavior. Child development theories rely upon a few key theoretical questions, including whether development is continuous from birth to adulthood or progresses in distinct stages; whether development is universal or individual; and whether genetics or environment are more critical in child development. These questions have shaped all child development theories, including psychoanalytic, psychosocial, behavioral, social learning, cognitive and social development theories. Research into child development requires experimentation, using a variety of different methods. Different research methodologies, including observations, case studies and clinical studies provide distinct advantages and disadvantages. All research into child development must be conducted with careful attention to ethical considerations. Theoretical Questions Guiding the Study of Child Development.

1. I picked Piagets Cognitive Development Theory
Assignment Instructions
In this assignment you will need to create a Prezi or PowerPoint
that will highlight the important points of the theory you picked
as well as its influence in explaining development. You
will want to expand your points from the discussion forum with
greater detail in this assignment. The presentation will start
with a short introduction of the theory and conclude with why
you picked it within the discussion as best explaining
development. We will want to have a minimum of a seven slide
PPT or Prezi. All references will be listed in APA format.
READING BELOW
Understanding Theories of Child Development
The research and formulation of child development theories
have played a major role in the way parents raise their children,
understand and nurture their capabilities, and educate them. The
theories that have been prominent in the past and current
centuries have sought to describe, explain, and predict
behaviors, and have had the ultimate goal of trying to improve
the welfare of children. Child development theories seek to
explain a child’s growth by addressing basic questions or
beliefs.
TOPICS COVERED WILL INCLUDE:
· Theoretical Questions in Child Development
· Key Theories of Child Development
· Research Methodologies
· Ethical Concerns and Considerations when Working with
Childre
Child Development Theories
· HOW CHILD DEVELOPMENT THEORIES ARE FORMED
AND USED
· KEY THEORETICAL QUESTIONS

2. · RESEARCH
Child development theories allow both research and application
to promote optimal growth and development. A theory is an
orderly, integrated set of statements that describes, explains,
and endures if based on scientific verification. Theories provide
an organizing framework for observations. Once a theory is
verified by scientific research, it serves as a basis for practical
action. There are many theories in child development and no
one theory fully explains all aspects of child development.
Today, experts use several different theories as a means of
finding the best way to describe, explain and predict children’s
behavior.
Child development theories rely upon a few key theoretical
questions, including whether development is continuous from
birth to adulthood or progresses in distinct stages; whether
development is universal or individual; and whether genetics or
environment are more critical in child development. These
questions have shaped all child development theories,
including psychoanalytic, psychosocial, behavioral, social
learning, cognitive and social development theories.
Research into child development requires experimentation,
using a variety of different methods. Different research
methodologies, including observations, case studies and clinical
studies provide distinct advantages and disadvantages. All
research into child development must be conducted with careful
attention to ethical considerations.
Theoretical Questions Guiding the Study of Child Development
Theories of child development are centered around three basic
issues. Each theory has a different perspective or opinion on
these issues, and these key issues guide the understanding of
child development. Before you study different theories of
development, you need to understand the questions that guide
all theories of child development.

3. · Continuous Growth Versus Stages
· Uniform Versus Individualistic
· Nature Versus Nurture
CONTINUOUS GROWTH VERSUS STAGES
UNIFORM VERSUS INDIVIDUALISTIC
NATURE VERSUS NURTURE
MODERATE THEORIES
Child Development Theories in the Twentieth Century
The first child development theories date to the early and mid-
20th century. Prior to the middle of the 20th century, there was
relatively little interest in child development or in psychology
in general. The theoretical perspectives that have most
influenced research in the mid-20th century themselves resulted
from progression through many centuries. The mid-20th century
saw an expansion of interest in the field of child development,
and the emergence of several key child development theories
which are still in use today. The perspectives and research
covered in this lesson all date back to the mid-20th century and
include Psychoanalytic theory, Behaviorist and Social Learning,
and Cognitive Development.
Is child development continuous or in stages? This means that
child development theorists ask whether a child develops in
one, relatively continuous path from infancy to adulthood, or
whether development is discontinuous. Does the child
experience distinct stages of development, rather than simply a
single path from point A to point B?
In a continuous theory of development, young children are
treated as having similar thoughts and feelings as adults, albeit
in a simpler fashion.
In a discontinuous theory, children are distinct and different
from adults. Their behavior and actions are guided by their
developmental stage, not by adult or adult-like actions or
reactions. Developmental stages can be gradual or abrupt, and
may be relatively short-lived or last several years, but impact
all types of development: physical, cognitive, emotional and
social.

4. UNIFORM VERSUS INDIVIDUALISTIC
Child development theories also question whether children’s
development is individual or if all children follow the same
sequence of development. This question is closely linked to the
idea of stages of development. Do all children experience the
same stages of development at the same ages or in the same
order or do they not? How do environmental and genetic factors
impact the development of the individual child? These are key
questions that child development theories attempt to answer.
NATURE VERSUS NURTURE
The third key question is sometimes often referred to as nature
versus nurture. This is a question of whether genetics or
environmental factors are more important in influencing child
development. Nature or genetics is hereditary, based on
conditions and factors present at the time of conception.
Nurture comes from environmental factors that influence the
child in his or her physical and social world. The nature versus
nurture question also encompasses issues of stability versus
plasticity. Essentially, this is a question of how changeable we
are, and how much environment can impact genetics. Stability
means the biology or attributes and predispositions a child is
born with—the child is born with key traits that are relatively
unchangeable. Plasticity is a belief that the environment can
change the child’s development, including physical, cognitive,
social and emotional growth.
MODERATE THEORIES
Today, many theorists opt for moderate theories that
acknowledge various aspects of these questions. For instance,
some theories may believe that some aspects of child
development are continuous, while others take place in stages or
that some parts of children’s development are more typical to
all children and others are more impacted by the child’s
environment or genetics. Different traits may be associated with
nature or nurture—impacted more by the child’s genetics or by
the child’s environment; however, many traits are a result of
both genes and environmental factors.

5. Psychoanalytic and Psychosocial Theories
Psychoanalytic and psychosocial theories of child development
believe that children move through a variety of stages of
emotional or psychological development. These stages occur in
sequence, and development is discontinuous, or in distinct
stages, not a smooth progression. The emotional experiences in
childhood are believed to have a lasting impact on adult
interactions and experiences.
THE PSYCHOANALYTIC THEORY
‹1/2›
· The Psychoanalytic theory (Psychosexual theory) of child
development relies upon the work of psychoanalyst Sigmund
Freud. Freud was a doctor who believed that all emotional
issues in adults were the result of events in childhood. These
events were, according to Freud, the result of parental care.
When children did not resolve specific conflicts or questions at
the correct stage or age, these would continue to cause problems
in adulthood. Most of these conflicts are specifically between
the child’s biological drives and social expectations.
Psychoanalytic Stages of Development
Psychoanalytic theories of child development divide childhood
into five distinct stages, identified as stages of psychosexual
development. Well-being as an adult is determined by
appropriate parental response to each of these five stages of
development.
STAGE 1: ORAL
STAGE 2: ANAL
STAGE 3: PHALLIC
STAGE 4: LATENCY
STAGE 5: GENITAL
CRITICS

6. Oral (Birth to one year). In this stage of development, the
mouth is the primary pleasure center. If the child’s oral needs
are not met in the first year, oral habits, like smoking or nail-
biting may develop.
Anal (One year to three years). In this developmental stage,
children are most concerned with urine, feces, and toileting.
According to Freud, children potty trained too early may
become overly concerned with order
Phallic (Three to six years). Freudian psychoanalysis suggests
that children are most impacted by genitals in this stage and
will develop a strong attachment to the opposite sex parent. For
boys, this is called the Oedipus Complex.
Latency (Six to twelve years). In this stage of development, the
conscience develops and sexual urges subside.
Genital (Twelve years to adulthood). During puberty, sexual
urges re-emerge. If the child has developed appropriately, these
will lead to marriage and children, according to Freudian
theory.
Psychoanalytic theory is frequently questioned or criticized for
various reasons, including its emphasis on sexuality, on the
parental influence on sexuality, and on the emphasis on male
experience. While Freudian psychoanalytic theories may
influence some modern child development theories, they are no
longer actively accepted.
Psychosocial Theory
While Freud emphasized sexual development and the
subconscious, a later theorist, Erik Erikson was primarily
concerned with cultural and social development and the ego, or
moral conscience.
Psychosocial theories of child development built upon
psychoanalytic theories. The psychosocial theory of child
development, developed by Erik Erikson, has eight distinct

7. stages of development. Like other theories that believe in staged
development, this is an example of a discontinuous
development; however, it is the first lifespan theory, extending
beyond childhood to suggest that development continues
throughout life.
Eight Stages of Psychosocial Theory
The eight stages of Psychosocial Theory describe development
as a series of defined conflicts. Resolving these conflicts
appropriately leads to healthy social development.
Psychosocial Crisis
Basic Virtue
Age
Trust vs. Mistrust
Hope
Infancy-Birth to 18 months
Autonomy vs. Shame
Will
Early Childhood—18 months to Three Years
Initiative vs. Guilt
Purpose
Play Age—Three to Five Years
Industry vs. Inferiority
Competency
School Age—Five to 12 Years
Ego Identity vs. Role Confusion
Fidelity
Adolescence—12 to 18 Years
Intimacy vs. Isolation
Love
Young Adult—18 to 40 Years
Generativity vs. Stagnation
Care
Adult—40 to 65 Years
Ego Integrity vs. Despair
Wisdom
Mature Adult—65 Years Plus

8. ‹1/3›
· Erikson believed that there were eight distinct developmental
stages, five during childhood and three during adulthood.
Movement from one stage to the next is the direct result of the
child or adult encountering specific moral crises as part of their
social development. Each stage is associated with a
psychosocial crisis and the development of a basic social virtue.
Culture can impact each of these stages, and they may be
somewhat different on the basis of different cultures. The table
provides the crisis associated with the stage, the virtue that
develops during that stage, and an approximate age range
associated with that emotional crisis.
·
If you’ve seen the psychoanalyst’s couch in a movie or on
television, with a discussion about childhood, this is Freudian
analysis. Free association and dream analysis are critical to
Freudian analysis and reflect the three individual parts of the
personality: the id, ego and superego. The id relates to desires,
impulses and biological needs. The ego relates to reason and
conscious thought. Finally, the superego or conscience is
concerned with moral thought and ideology.
Behaviorism and Social Learning
Both behaviorism and social learning theories are focused on
observed behaviors. Conditioning by positive or negative
reinforcement shapes behavior for both behaviorists and social
learning theorists. Both of these theories of child development
are continuous; they do not support the idea that child
development occurs in distinct stages or phases.
BEHAVIORIST THEORIES OF CHILD DEVELOPMENT
CLASSICAL CONDITIONING
LITTLE ALBERT EXPERIMENT
STIMULUS AND RESPONSE
Types of Behaviorism
· TWO TYPES
· OPERANT CONDITIONING

9. · HOW OPERANT CONDITIONING CHANGES BEHAVIOR
· FOCUSES ON EXTERNAL REINFORCEMENT
· PARENTS USE BEHAVIORISM
Behaviorism is divided into two different types: classical and
behavioral or operant. Classical conditioning is a natural reflex
or a response to a stimulus in the environment, like the
experiments by Watson and Pavlov described above. Operant or
behavioral conditioning is a learned response.
Operant conditioning is closely associated with the theories of
B.F. Skinner. Skinner suggested that behavior is directly linked
to reinforcement. Reinforcement can be either positive or
negative, and can increase or decrease the behavior. Positive
reinforcement is a direct reward. Negative reinforcement is the
removal of an unpleasant consequence. Punishment is not the
same as reinforcement, but can also be positive or negative.
Positive punishment is the implementation of an unpleasant
consequence. Negative punishment is the removal of something
positive.
A behavior that is not reinforced in any way will stop, a process
called extinction. This is a simplified explanation for how
operant conditioning can be applied to child development.
Reward charts are an example of operant conditioning, but so is
punishment. The child’s behavior can be modified by negative
or positive responses; however, opinions differ as to which
response is more effective. Positive reinforcement is usually
preferred. In addition, according to Skinner, intermittent
positive reinforcement is most likely to encourage a behavior to
repeat or continue. Operant conditioning occurs in response to a
voluntary action.
Skinner focused on the external, observable reinforcements,
rather than internal thoughts or feelings. Like other types of
behaviorism, operant conditioning looks at what can be seen,
watched, and explored. Unlike psychoanalytic theories,
behaviorism can be studied in a scientific way.
As you might have already realized, behaviorism is still a

10. common part of child development theories. Parents still rely
upon praise, rewards, and punishment to shape and modify
children’s behavior.
Social Learning Theory
Social learning theory builds upon behaviorist theories,
including classical and operant conditioning. Developed by
Albert Bandura in the 1970s, social learning theory supports the
idea that:
1. Mediating processes occur between stimuli and responses.
2. Behavior is learned from the environment through the process
of observational learning.
‹1/5›
· Children observe the behavior around them, and change their
behavior based on that behavior. This is called observational
learning. The people performing actions or behaviors around the
child are models and are modeling behavior. Models include
parents, siblings, classmates, and even characters on children’s
television shows. Modeling can teach a variety of different
skills and behaviors, including gender-normative behaviors or
behaviors we typically associate with men or women.
·
When a crisis comes to a positive resolution, the virtue develops
in the individual. If the crisis is not successfully resolved, the
individual may not develop the virtue associated with that stage
of development, causing significant psychological problems
later in life. Individual experience is emphasized in this theory.
Erikson considered his theory a framework of sorts—something
that could be applied, but could not be tested like a theory.
Many people find his theories familiar and can recognize
aspects of their own development in these psychosocial stages.
Erikson does not provide any explanation for specific
transitions between developmental stages, but like Freud

11. emphasizes the importance of childhood experiences for overall
psychological health and development. Psychoanalytic theory,
in either its traditional Freudian perspective or Erikson’s
psychosocial approach, has a relatively minimal impact on
modern theories of child development. Psychoanalytic theories
cannot be tested, and are overly clinical in their approach, with
little real-life application.
For instance, think about table manners. A child raised with
parents modeling good table manners will probably modify
these behaviors to match those of their parents. You likely do
not remember learning to use a spoon. No one punished or
rewarded you for using the spoon, but you saw others use
spoons and began to use your spoon in the same way. When you
used the spoon properly, your parents probably reinforced this
as good behavior. If you used the spoon to fling your food, this
was reinforced as inappropriate behavior.
Reinforcement can be positive or negative—praise is an
example of positive reinforcement and punishment or correction
an example of negative reinforcement. Reinforcement can also
be internal or external. Praise from a parent is an example of
external reinforcement. External reinforcement comes from a
source outside of the child, like a parent or peer. Internal
reinforcement comes from within. If the child enjoys the feeling
of approval when he receives positive reinforcement or enjoys
pleasing those around him, this is a type of internal
reinforcement of behavior.
Children also see how their models’ behavior is reinforced. For
instance, if a sibling’s behavior is praised when she does chores
without complaint, this vicarious reinforcement or
reinforcement of someone else, may encourage the child to do
the same.
When a child looks at a model behaving in a certain way, and
wants to be more like that model, they emulate their behavior
and identify with the model. Identification involves observing
the model’s behavior and emulating that behavior. Identification
typically includes multiple behaviors or traits, rather than just

12. one trait. Emulating a single trait is typically called imitation,
not identification.
Theory Compared to Other Theories
Social learning theory is often considered a bridge between
behaviorism and cognitive learning theories. It expands upon
behaviorism, but still relies upon different types of
reinforcement to control how the child behaves. The
mediational process, in which the child watches someone and
emulates their behavior requires thought and desire. It is not an
automatic process. Over time, the child develops a belief in
their own ability to succeed. Through social learning, they have
developed a range of skills, and have been able to think through
different situations.
Mediational processes are divided into four types or stages.
1. Attention—the child notices the behavior.
2. Retention—the child remembers the behavior.
3. Reproduction—the child implements the behavior.
4. Motivation—the child continues the behavior.
SOCIAL LEARNING THEORY
BEHAVIORISM AND SOCIAL LEARNING THEORY
WEAKNESSES
Cognitive and Social Development Theories
Theories of cognitive development and social development can
be continuous or discontinuous, depending on the theorist. Two
theories, both specifically related to cognitive development, are
most significant. These are the work of Jean Piaget and Lev
Vygotsky. While both theorists were primarily interested in how
children learn, they took distinctly different views as to the
importance of others in the child’s development.
Jean Piaget in 1968
COGNITIVE THEORY OF CHILD DEVELOPMENT
‹1/2›
· First associated with psychologist Jean Piaget, the cognitive
theory of child development suggests that children will
experience four stages of cognitive development. Piaget’s

13. theories developed after he worked on the creation of
intelligence tests for the children, and spoke with the children
about their answers, both correct and incorrect. Piaget was
primarily interested in the way children comprehended key
intellectual concepts, like numbers, quantity and justice.
Comprehension of
1. Numbers
2. Quantity
3. Justice
Schema, Adaptation and Stages of Development
There are three key parts to Piaget’s theory; the schema,
adaptation processes and stages of development.
PIAGET’S THEORY
· Schema
· Adaptation processes
b. Assimilation
b. Accommodation
1. Stages of Development
SCHEMA
ADAPTATION PROCESS
ASSIMILATION
ACCOMMODATION
STAGES OF DEVELOPMENT
EQUILIBRIUM
DISEQUILIBRIUM
Piaget’s Stages of Development
Piaget identified four stages of development that all children
progress through. Some children may move through a
developmental stage faster than others, so the listed ages are
approximate.
· STAGE 1:Sensorimotor“Sitting toddler in Paris” by Melanie
M is licensed under CC BY 2.0
· STAGE 2:Preoperational Stage
· STAGE 3:Concrete Operational
· STAGE 4:Formal Operational
STAGES NOT UNIVERSAL

14. PIAGET’S THEORY APPLIED TO EDUCATIONAL
PRACTICE
CRITICISM
Sociocultural Theory and Lev Vygotsky
· LEV VYGOTSKY’S SOCIAL DEVELOPMENT THEORY
· THOUGHT AND LANGUAGE MERGE
· PIAGET VERSUS VYGOTSKY
· ELEMENTARY MENTAL FUNCTIONS
Lev Vygotsky was also a cognitive child development theorist;
however, he focused specifically on the impact of society and
culture on the child’s learning and development. Vygotsky’s
theory is a theory of cognitive development, but is specifically
called social development theory.
According to Vygotsky, "learning is a necessary and universal
aspect of the process of developing culturally organized,
specifically human psychological function."
Key Concepts of Social Development Theory
‹1/3›
· Two concepts are key to Vygotsky’s social development
theory: the More Knowledgeable Other or MKO and the Zone of
Proximal Development or ZPD. The More Knowledgeable Other
refers to someone who has a higher knowledge level or better
understanding than the child or learner. The MKO does not have
to be a person, or a parent or adult. For instance, if a parent
asks their teen to set up their smartphone, the teen may be the
MKO. For children, peers may sometimes fill the role of an
MKO. A computer-aided training program could also be an
MKO. The More Knowledgeable Other provides the child with
scaffolding to support their learning. This scaffolding, or
assistance, bridges the child’s development.
· More Knowledgeable Other (MKO)
· Zone of Proximal Development (ZPD)
An adult volunteer serves as the More Knowledgeable Other.
Piaget and Vygotsky’s Theories
· CHILDREN AS ACTIVE LEARNERS

15. · BOTH IGNORE INTERNAL MENTAL PROCESSES
· MODERN THEORIES
Both of these cognitive theories believe that children are active
learners and emphasize the role of reasoning and learning in the
child’s cognitive development. Both Piaget and Vygotsky
support discovery learning and adult scaffolding or support for
the learning process. Cognitive development theories may
underestimate children’s potential, in the case of Piaget or
disregard the importance of observation, in Vygotsky’s work.
Child Development and Research Methodologies
Naturalistic observations might take place in a classroom.
Research into child development poses some distinct challenges,
including ethical considerations and scientific difficulties.
Theories, including child development theories, must be
scientifically tested and verified to be appropriate and of use
when studying or working with children. To do so there must be
an objective process to collect, analyze, and evaluate data.
TYPES OF RESEARCH METHODS
UNACCEPTABLE METHODS
ACCEPTABLE METHODS
KEY CONSIDERATIONS
Systematic Observation
· SYSTEMATIC OBSERVATION
· NATURALISTIC OR STRUCTURED OBSERVATION
· OBSERVATIONS
Systematic observation is simply watching children in a well-
ordered manner designed to reduce subjectivity and the
potential for bias on the observer’s part. The researcher can
watch a continuous stream of children’s behavior or observe
children at set intervals.
Self-Reporting
Self-reporting, or in some cases, parental reporting, asks

16. research subjects to provide information about thoughts,
feelings, perceptions and experiences. The participant offers
direct information; however, they may be inclined to give
inaccurate or incorrect answers if they believe that the
researcher seeks a specific answer. Self-reporting can be used
for data collection, since individuals can be asked to provide the
same information; however, types of self-reporting can vary.
Self-reporting does not rely upon the researcher’s opinions,
thoughts or expressions. It offers more objectivity than some
other research methodologies.
Clinical Interview
The clinical interview is a more flexible alternative to self-
reporting.
ABILITY TO GUIDE INTERVIEW
CONTROL RANGE AND DEPTH OF INFORMATION
USEFUL TO INDIVIDUALIZED RESEARCH
Structured Interviews, Tests, and Questionnaires
Structured interviews, tests, and questionnaires provide more
information than self-reporting alone, but provide a
standardized format for all responses and research subjects.
Structured interviews rely upon a single set of questions for all
research subjects. Tests and questionnaires are standardized
over a large group of people, and depending upon the study,
may be answered by parents or children. These are an efficient
way to collect and compare data, but do share some of the
weaknesses of self-reporting and clinical interviews.
· Standardized
· Efficient
· Same Information Collected from All Subjects
Clinical/Case Study
A clinical or case study combines information from a wide
variety of sources, including clinical interviews, self-reporting,
structured interviews, tests, or questionnaires. The clinical or

17. case study is most effective in the study of an individual. Since
the material, impressions and observations only apply to the
single subject, they cannot easily be compared to others or serve
a significant role in child development research. They may be
presented to provide information about a single child’s
development, or may be used to provide information about
specific issues in childhood development.
Ethnography
· ETHNOGRAPHY
· MAY NOT BE OBJECTIVE
· BROAD GENERALIZATIONS DIFFICULT
Ethnography is the process of observing a group by becoming a
part of the daily life of the group or community.
Child Centered Research
Child-centered methodologies rely upon the children’s own
perceptions and experiences in the research context, placing less
importance on the researcher’s perceptions. Experiments may be
task-based, rather than requiring interaction with an observer.
Child-centered methods may integrate a variety of different
research methodologies, but are consistently focused on the
child’s experiences and perceptions, rather than the observers’.
Child-centered research may rely upon different tools to get
information from children; however, the child’s own
experiences are central to this research methodology.
Ethical Considerations
Ethical concerns are always present in research into human
behavior. This is even more the case for children due to their
vulnerability and young age. To ensure children are protected,
ethical guidelines about research with children have been
developed by governments, research funders, and professional
organizations. Research into child development requires that the
researchers work carefully to avoid any potential ethical

18. dilemmas or harm to their research subjects. Research into child
development and child psychology poses several distinct and
significant issues.
‹1/12›
· Children are both more physically and emotionally vulnerable
than adults. They are susceptible to both physical and
psychological harm from poorly conducted research. In
addition, children are not capable of consenting to serve as
research subjects. Parental consent is required, but this still
poses questions about the use of children in research.
Parental Consent
Lesson Overview
Understanding child development and research into child
development requires a thorough understanding of child
development theory.
CATEGORIES OF CHILD DEVELOPMENT THEORIES
KEY THEORIES
SCIENTIFIC TESTING
ETHICAL CONCERNS
SUMMARY
Key Terms
ACCOMMODATION
ASSIMILATION
BEHAVIORISM
CLASSICAL CONDITIONING
COGNITIVE DEVELOPMENT THEORY
CONCRETE OPERATIONAL
DISEQUILIBRIUM
EQUILIBRIUM
FORMAL OPERATIONAL
MEDIATING PROCESSES
MORE KNOWLEDGEABLE OTHER
OBSERVATIONAL LEARNING
OPERANT CONDITIONING
PSYCHOANALYTIC THEORY

19. PSYCHOSOCIAL THEORY
PREOPERATIONAL
SCHEMA
SENSORIMOTOR
SOCIAL LEARNING THEORY
ZONE OF PROXIMAL DEVELOPMENT
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conditioning.html.

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1)In Java, a data structure is a particular way of organizing data
so that it can be used efficiently. An array is a Java data
structure. Define an Array and why you would use one. Provide
an example that is not from the text.
What is the output of the following array code fragment:
int[] egArray = { 2, 4, 6, 8, 10, 1, 3, 5, 7, 9 };
for ( int index= 0 ; index < 5 ; index++ )
System.out.print( egArray[ index ] + " " );
2 4 6 8
2 4 6 8 10
2 4 6 8 10 1
2 4 6 8 10 1 3 5 7 9
2)Java provides three repetitions structures: while, do while and
for. These statements are also known as loops. When would you
use a looping statement? Share an example where a looping
statement is needed.
Consider the Java code below, indicate the output that will be
produced:

21. final int MIN = 10, MAX = 20; int num = 15;
while (num < MAX)
{
num = num + 1;
System.out.println (num):
}
3)Provide the definition of an If-Else statement. Identify when
you would you use an If-Else statement in programming.
Consider the Java code below:
if (x > 5)
{
System.out.println("A");
if (x < 10)
System.out.println("B");
}
else
System.out.println("C");
What is displayed if x is:
4;
5;
6;
9;
10;
11