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Child development chapter 12
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Child Development
John Locke and Jean Jacques Rousseau were the founding fathers of the psychology of children. Locke was an environmentalist, while Rousseau was a naturalist. They had opposing viewpoints. They both believed in different things when it came to developing minds of children.
John Locke was an environmentalist. He believed a child's mind develops largely on the environment accordance with his/her experience of the world, and through learning. He brings forth the concept of tabula rasa, or blank slate; this blank slate is a child's mind that eventually fills up with learning and experience. According to Locke, there are four things of environment that mold a child's mind. The first is associations. This is where one thought is usually associated with another ? for example, when a child is placed in a crib he may start crying, because being in the crib would be mean that he couldn't be with his mother. The second one is repetition. These are habitual practices that we do over and over - to the point where, if we don't do it, things will seem out of place. The third is imitation. Children often like to imitate others, like repeating the same utterance their caregiver may have recently said. Or, for example, if child A starts playing with an aggressive child B, child A might end up becoming more aggressive as well. This is through influence and modeling. The fourth is rewards and punishment. For example, a child may yearn to receive good grades becaus...
Compare and contrast a child from younger age group with a child from an older age group.
For instance you find that when a child is prohibited from touching a certain object they hesitate when trying to touch to see whether there is any one observing them. Therefore, in such cases there is no need of teaching them because it is instinctive. Thus the child is able to make decision even later in life using his knowledge to do what is right or wrong. You find that the choices they make from child hood to adult hood are usually between acceptable and forbidden generous or selfish, and kind or
Thomas Hobbes and John Locke are two political philosophers who are famous for their theories about the formation of the society and discussing man in his natural state. Their theories are both psychologically insightful, but in nature, they are drastically different. Although they lived in the same timeframe, their ideas were derived from different events happening during this time. Hobbes drew his ideas on man from observation, during a time of civil strife in Europe during the 1640's and 1650's.
Locke’s Theory of knowledge against Descartes which he believes there are no such innate ideas. He explains that if the idea is truly in one’s mind then it must be understood and some humans do not understand these ideas. From his evident, the noncontradiction law, “it is impossible for the same thing to be, and not to be”. For example, I work or not work on the philosophy exam but I just can’t do both of them at the same time. He considers the innate ideas are too extreme for humans being to understand and therefore we should reject them. Another Locke’s argument is that if innate idea exists, then it must appear to our minds prior before the instruction. When he mentions about the minds of young children whic...
It is clear that Locke and Rousseau had different views on equality and democracy. Locke believed in reason and self-governance whereas Rousseau advocated for decision making for the good of the community rather than just the individual. Locke believed that the government is responsible for the protection of rights and freedoms in the state of nature, yet Rousseau relinquishes these rights and says that it is the government’s job to advance the general will of the people.
Throughout the existence of psychology, there has been a consistent argument and debate of nature vs. nurture. Some individuals claim that human development is greatly impacted by their genetic inheritance rather than environmental influences, while others believe in the opposite, in which the environment itself impacts human development. Throughout the 1900s, individuals like Jean Jacques Rousseau, claimed that humans develop the way they do because they are genetically pre-programmed. Meaning, the mentality and behavior of a human are all influenced by their genes and they were meant to be a certain way regardless of any type of environmental influence. Others, however, such as John Locke, an English Philosopher in the 1800s, believed that the mind begins as a blank slate at the time of birth. This ultimately means that human development is dictated by the environment. Humans become knowledgeable and act in different way through their experiences and environmental influences. Though this is still a debate, especially with regard to issues such as intelligence and homosexuality, most psychologists and philosophers agree to the idea that human development is a pr...
Rousseau and Locke differ slightly on how the question of sovereignty should be addressed. Rousseau believed that men would essentially destroy themselves due to their "mode of existence"(more explanation of what is meant by "mode of existence"?) (Rousseau 39) and therefore must enter into a government that controls them. However, this control is in the form of direct participation in democracy where people have the ability to address their opinions, and thus sovereignty is in the control of the people. Unlike Rousseau, Locke believed firmly in the fact that government should be split up into a legislative branch and a ruling branch, with the legislative branch being appointed as representatives of the people. He contends that people give up the power of their own rule to enter into a more powerful organization that protects life, liberties, property, and fortunes. The two differ significantlyin that Rousseau wanted a direct or absolute form of democracy controlled by the people, while Locke prefered an elected, representative democr...
One of Locke’s largest points is "All ideas come from sensation or reflection” (Locke 101). He thinks that man is completely blank when they are born and that their basic senses are what gives them knowledge. Locke states, “Let us then suppose the mind to be, as we say, white paper” (Locke 101). Locke is basically saying that human nature is like a blank slate, and how men experience life in their own ways is what makes them good or evil. Overall, Locke believes that any and all knowledge is only gained through life
John would be the man that would in the near future write about education, which he believed could be one of the biggest keys in improving society. This is exceptionally true in today’s world as the world leaders currently dominating and overpowering are those that attained a good education and were pushed to their limits by teachers and parents alike. The education our youth and society receive in their primetime “zone” for learning, is what will either determine their getting a good job or ending up homeless. Comenius believed that all individuals being equal before God should in turn be entitled to equal education. “He believed that schools should prepare children for life and for further education that he envisaged as taking place in a series of ascending grades, where at each level the child would be exposed to an ever widening circle of knowledge” (145). This basis of schooling that John Amos came up with still remains the system we use today, of course with a few tweaks. In today’s schooling there are three sections of schooling which are then divided into subparts based on age and intelligence. A man by the name of John Locke however had somewhat contradicting ideas regarding teaching over nurturing. Locke believed that a child would most succeed if they are given knowledge to be received through their
and behavior of the child. In fact, the more we understand about development and behavior, the better. the more obvious it becomes that nature and nurture are similarly influences. rather than determinants, not only singly but also in combination. Here below, I will endeavour to expose the leading theories dealing with the question of nature.
The first philosopher, John Locke, laid the foundations of modern empiricism. Locke is a representational realist who touches reality through feelings. He believes that experience gives us knowledge (ideas) that makes us able to deal with the world external to our minds. His meaning of ideas is "the immediate object of perception, thought, or understanding." Locke's ideas consist of simply ideas which turn into complex ideas. Simple ideas are the thoughts that the mind cannot know an idea that it has not experienced. The two types of simple ideas are; sensation and reflection. Sensation is the idea that we have such qualities as yellow, white, heat, cold, soft, hard, bitter, and sweet. Reflection ideas are gained from our experience of our own mental operations. Complex ideas are combinations of simple ideas that can be handled as joined objects and given their own names. These ideas are manufactured in the human mind by the application of its higher powers. Locke believes in two kinds of qualities that an object must have; primary and secondary. Primary qualities o...
Locke’s does not take into account of the fact that human’s recollection of memories is limited, as time and age progresses it makes it difficult to remember or recall. Although, humans are self-aware and exhibit consciousness, not everything we have thought, rationalized or interpreted is available to us on command. This creates a problem because the complexities around the concept of consciousness require the psychological criterion as a necessary condition for this theory. The limitations placed on human memory demonstrate that the psychological link or relationship between a person at one time and at another time can be broken, which leads to new
John Locke begins his argument with a weighty dismissal. Contending innate, or inborn, ideas do not exist. In essence, Locke claims that humans set out as empty cabinets. As time progresses human sensations fill the emptiness with ideas that are then named. Furthermore, Locke continues by stating that, “a child knows not that three and four are equal to seven, till he comes to be able to count seven, and has got the name and idea of equality; and then, upon explaining those words, he presently assents to, or rather perceives the truth of that proposition” (Stumpf and Fieser, 195). Fundamentally, children do not understand until they comprehend the names of things and then they are able to build upon that understanding to grasp basic truths.
One precious little girl, charming responses, and thirty well spent minutes adds up to a successful Piaget project. The time spent on interviewing a child for cognitive development was insightful, and gave me a first hand look at how a child’s mind matures with age.
During the enlightenment era, rebellious scholars called philosophers brought new ideas on how to understand and envision the world from different views. Although, each philosopher had their own minds and ideas, they all wanted to improve society in their own unique ways. Two famous influential philosophers are Francis Bacon and John Locke. Locke who is an empiricism, he emphasizes on natural observations. Descartes being a rationalist focus more on innate reasons. However, when analyze the distinguished difference between both Locke and Descartes, it can be views towards the innate idea concepts, the logic proof god’s existence, and the inductive/deductive methods. This can be best demonstrate using the essays, “An Essay Concerning Human Understanding”