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Essays on child development theory
Child development by Lev Vygotsky
Chapter 6 child development by laura e berk
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Melanie Klein was born on March 30th 1882, born in Vienna, Austria. Melanie was going to go to attend medical school but family fortunes disabled that process. Melanie was the last of four siblings. Growing up, Melanie’s relationship with her mother, Libussa Reize, was always difficult causing depression later on in her life. Having her sights set on studying at the gymnasium, in 1898 she passed her entrance exams for psychiatric medicine. At age twenty-one she got married to Arthur Klein, who was an industrial chemist and they had three children. Melanie first experienced psychoanalysis when she began taking treatment after her mother’s death.
BIOGRAPHY
In 1910, they moved to Budapest where she began to take a Psychoanalysis course with Sandor Ferenczi. Where he came up with an idea that she should perform psychoanalysis to her own children. Doing so, she came up with a technique called “play techniques”. This is where the child play activity was taking as a symbolic unconsciousness material and interpreted into the same way dreams and free association are in adult analysis. Melanie was the first to view children’s play as meaningful, and later on this technique became a contribution to play therapy (Donaldson,G. n.d). In 1918, her marriage was failing so she took her and her
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Melanie worked hand and hand with these children and toddlers giving her full insight on the process of child development, she argued against Freud saying the supergo is actually present in the moment he child is born. She also argued against Freud that the Oedipal complex was develop much earlier. Melanie was also one of the creators of object relation theory emphasizes the interactions between individuals indicated that the people are the
This study looked at the therapeutic relationship and its influence in the process of Child-centered play therapy (CCPT). An exploratory single subject quantitative-qualitative design was used to examine therapist relational variables and their associations with changes in children’s behavior in CCPT (Hilliard, 1993; Jordans, Komproe, Tol, Nsereko, & De Jong, 2013). Specifically, we examined changes in levels of therapist process variables and their corresponding relationships with changes in children’s behaviors within and between cases to better understand therapeutic processes that impact child behavior, as well as the therapeutic relationship.
Emma, 35 years old, requested outpatient mental health services following the death of her husband from a sudden car accident ten months earlier. She is the mother of two children, a daughter aged nine and a daughter aged eight. She has began to work as an accountant to provide for her children. Emma appeared tearful as she described her twelve years of happy marriage to her late husband. She described her husband as loving and a devoted father to the children. Since the sudden death of her husband she has difficulties in functioning. She cries a lot and worries that she as single
Murray Bowen was born in 1913 in Tennessee and died in 1990. He was the oldest child in a large cohesive family. He trained as a psychiatrist and originally practiced within the psychoanalytic model. In his practice he involved mothers in the investigation of schizophrenic patients. He thought that the cause of schizophrenia begun in mother-child symbiosis which created an anxious and unhealthy attachment. His devotion to his own psychoanalytic training was set aside after his move to the National Institute of Mental Health (NIMH) in 1954 as he begun to shift from an individual focus to an appreciation of the dimensions of families as systems. He began to include more family members in his research and psychotherapy with schizophrenic patients. In 1959, he moved to Georgetown University and established the Georgetown Family Centre where he was a director until his death. It was here where his theory was extended to less severe emotional problems (Nichols & Schwartz, 2004, p. 120).
Harvey, S. (1990). Dynamic play therapy: An integrative expressive arts approach to the family therapy of young children. The Arts in Psychotherapy, 17(3), 239-246.
Many actions of the two observed children reflect and relate to ideas and theories of child development. Child A involves herself in and sustains pretend play, which links to the ideas of Smilansky, Hartup and Howes. Additionally, elements of her play relate to the idea of egocentrism present in Piaget’s stages of development. Child B’s play includes moments of difficulty to be overcome, and relates to the cognitive developmental theory of Piaget in regards to equilibrium, schemas, accommodation and assimilation. Moreover, themes of moral behaviour and social learning theory are evident. Comparatively, both Child A and B’s play links to research surrounding the concept of sex-typed play behaviour.
Theorists such as Piaget looked at the cognitive development of children. Piaget believed that children developed thoughts as a result of their experiences. He also suggested that childrenâ€TMs thinking and learning is different to adults. Children have four stages of cognitive development. Stage 1 is Sensori-motor, from 0-2 years babies learn through their senses and interaction with their environment and understand the world through actions. Stage 2 is Pre-operations, from2-7 years, children learn through experiences with real objects and use words to make sense of the world around them. Stage 3 is Concrete operations, from 7-11 years, children continue to learn through real objects and gain extra information from using language. Stage 4 is Formal operations, from 11 years to adult, children and adults learn to use abstract thinking to understand the world. An example of this theory linking to practice is in school, milk is served in blue cups, but if the milk is served in a pink cup one day they wonâ€TMt believe itâ€TMs milk because of past experiences. Freud has helped influence current practise by making us understand that there is a conflict between our unconscious and conscious thoughts and
Margaret McMillan was a scholar who studied subjects like outdoor play. She had many beliefs plus theories on how this would benefit a child mentally and physically. One of her beliefs was that outdoor play could improve a child’s health. In theory she believes it means mentally and physically, as it keeps a child fit and strong furthermore, provides them with many opportunities.
For this assignment I have chosen Jean Piaget’s cognitive development theory and Erik Erikson’s psychosocial development theory.
“I have found it to be seductively complicated, a distillation both of what is finest in our nature, and of what is most dangerous” (Jamison, 1995, p.5). In “An Unquiet Mind”, Kay Redfield Jameson takes the readers through her experience dealing with manic-depression. Kay was happy and well rounded during her childhood. She developed interest for poetry, school plays, science, and medicine, and was strongly encouraged by her parents. She was surrounded with good friends, a close-knit family, and great quantities of laughter. Kay’s sister, who was 13 months older, described her as “the fair haired one” in the family, whom friends and schoolwork came too easily.
Throughout the video, Garry Landreth makes important points about the toys and materials you should use in your playroom. Dr. Landreth also makes an important point about where play therapy can be conducted. Dr. Landreth explains that you can provide play therapy anywhere you would like. You do not need a huge playroom to be able to provide the child with adequate play therapy. The only limitation to where you can conduct play therapy is outside. Dr. Landreth explained that conducting play therapy outside can be distracting to the child.
Play therapy is effective for children who suffer from disabilities, for example: children who have experienced physical, emotional abuse, depression, physical and emotional lack of care, autism, have witnessed domestic abuse, children who have parents with physical and/or mental illnesses, have parents with physical and/or mental disabilities or learning difficulties (Liles and Packman 2009). Children from birth explore the world and reveal his options. The game is the primary way to learn about themselves, others and the environment. Childhood without games and hanging out with friends is unthinkable. The children most of the time in the game, and the development, learning and work will be more successful if they take place through the game or
The purpose of play is to develop intelligence, according to the cognitive development theory. When children play, they learn to solve problems. One of the biggest contributors to understanding play was Jean Piaget. Piaget believed, all people must adapt to the environment through assimilation and accommodation. Piaget said, ”Childhood play is a form of assimilation and any behavior that is done for enjoyment can be defined as play” (1962). Sensorimotor, pre-operational, concrete operational, and formal operational thinking are all stages of cognition developed by Piaget. These stages of development provide a framework for intellectualizing childhood behavior and are made apparent through play.
Children that do functional play gain basic knowledge of characteristics of materials. The feel of water may be a normal experience but to children it is fascinating part of exploring the properties. Children when they have a new material the child explores the characteristic of the new material before they can make things with it like clay. The children when they understand the sensory learning the child can proceed to constructive play (Prairie, 2010).
“Through play children learn what one cannot teach them” (Hendrick, 1980:7) Play is an essential aspect in early childhood holistic growth and development. Play is a meaningful life experience it is the essence of creativity in child play it allows for freedom of power, control and intimacy with friends. According to Hedrick (1980) play nourishes every aspect of the child’s development: physical, emotional, social, intellectual and creative play is characterised by means rather than end. There are four different types of play: Constructive play, manipulative play, fantasy/socio-dramatic play and creative play all four different types of plays bring spontaneous fun, promote concentration and provide the child with choice.
As one can gather from the example of Elisabeth Von R., one reason psychoanalysis is complex is that each case is unique to the individual, so there is not a step-by-step procedure that works for everyone. Even though Freud consistently uses his general strategy of peeling away layers of consciousness, his method of removing those layers varies case to case. For example, hypnosis does not work on Von R., but pressing her head does. Another source of complexity is that sometimes a hysterical symptom does not show up right after the traumatic event but when the patient has a memory of the trauma (169), which can make it difficult to pinpoint the cause of hysteria, as was the case with Von R. The first time she faced conflict between her own enjoyment and her father’s, she experienced no pain. One last challenging aspect of psychoanalysis is that most often hysterics suffer from not just a single trauma but multiple similar ones (173). Again, with Von R., her hysteria was the result of repeated traumas related to the same situations (her father and