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MATURATION THEORY-Maturation theory is the theory of nature. Its the biological method to human development.
It explains human behavior of genetics or biological. It explains it for the individual ages, and for the individual stages. For example; a child learns to write his/her name, because of the genetic factors. This is the only reason for this. Although, you may be thinking, a child might learn to write his/her name because of parental reinforcement. Perhaps he went to a quality preschool and they practiced it everyday! Arnold Gesell historically adopted this theory. He believed this is the way it is and he believed that all development was because genetics. He didnt believe that it was environmental; at all! There are many researchers that have disagreed with his explanations. They believe that some growth characteristics are from genetics, but not all of the learning. Arnold

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Gesell (18801961) devised theories of childhood and adolescence based on evolutionary ideas (genetic influences). These early leaders regarded development as a genetically determined process that unfolds automatically. BEHAVIORAL THOEY & LAEARNING THEORY-Watson coined the term "Behaviorism" in 1913. Behaviorism assumes that behavior is observable and can be correlated with other observable events.Thus, there are events that precede and follow behavior. Behaviorism's goal is to explain relationships between antecedent conditions (stimuli), behavior (responses), and consequences (reward, punishment, or neutral effect). Watson's theory was more concerned with effects of stimuli. He derived much of his thinking from Pavlov's animal studies (classical conditioning). this is also referred to as "learning through stimulus substitution," a reference to the substitution of one stimulus for another. For example, the ringing of a bell eventually produced the same response as food for Pavlov's dogs. Aspects of Watson's theory: He opposed mentalistic concepts He used contiguity to explain learning He considered emotion to be just another example of classical conditioning He rejected the notion of individual differences He thought complex behaviors came about through combinations of identifiable reflexes He was a chief proponent of "nurture" and believed that all human differences were the result of learning He believed that practice strengthens learning . IVAN PAVLOVS THEORY-Classical conditioning (also Pavlovian conditioning or respondent conditioning) is a form of learning in which one stimulus, the conditioned stimulus or CS, comes to signal the occurrence of a second stimulus, the unconditioned stimulus or US. The US is usually a biologically significant stimulus such as food or pain that elicits a response from the start; this is called the unconditioned response or UR. The CS usually produces no particular response at first, but after conditioning it elicits the conditioned response or CR. Classical conditioning differs from operant or instrumental conditioning, in which behavior emitted by the subject is strengthened or weakened by its consequences.

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COGNITIVE THEORY-Piaget's theory of cognitive development is a comprehensive theory about the nature and development of human intelligence first developed by Jean Piaget. It is primarily known as adevelopmental stage theory, but in fact, it deals with the nature of knowledge itself and how humans come gradually to acquire, construct, and use it. To Piaget, cognitive development was a progressive reorganization of mental processes as a result of biological maturation and environmental experience. Children construct an understanding of the world around them, then experience discrepancies between what they already know and what they discover in their environment.[1] Moreover, Piaget claims the idea that cognitive development is at the center of human organism and language is contingent on cognitive development. Below, there is first a short description of Piaget's views about the nature of intelligence and then a description of the stages through which it develops until maturity. Swiss biologist and psychologist Jean Piaget (1896-1980) observed his children (and their process of making sense of the world around them) and eventually developed a four-stage model of how the mind processes new information encountered. He posited that children progress through 4 stages and that they all do so in the same order. These four stages are:

Sensorimotor stage (Birth to 2 years old). The infant builds an understanding of himself or herself and reality (and how things work) through interactions with the environment. It is able to differentiate between itself and other objects. Learning takes place via assimilation (the organization of information and absorbing it into existing schema) and accommodation (when an object cannot be assimilated and the schemata have to be modified to include the object.

Preoperational stage (ages 2 to 4). The child is not yet able to conceptualize abstractly and needs concrete physical situations. Objects are classified in simple ways, especially by important features. Concrete operations (ages 7 to 11). As physical experience accumulates, accomodation is increased. The child begins to think abstractly and conceptualize, creating logical structures that explain his or her physical experiences. Formal operations (beginning at ages 11 to 15). Cognition reaches its final form. By this stage, the person no longer requires concrete objects to make rational judgements. He or she is capable of deductive and hypothetical reasoning. His or her ability for abstract thinking is very similar to an adult. -PSYCHOANALYTIC THEORY. SIGMUND FREUD This theory sprung from Freud's observations of adults' recollections in therapy of their lives. Children were not directly observed. Although Freud's theory has been roundly criticized for its lack of scientific character, it does stand however as a grand metaphor for describing personality. Freud's theory has three main parts, the stages of development, the structure of the personality, and his description of mental life. Here, the stages of the personality will be discussed. Again, only from adult recollections did these stages emerge. The first stage is the Oral Stage. It runs from birth to age 2. In the oral stage infants and toddler explored the world primarily with their most sensitive area, their mouths. They also learn to use their mouths to communicate. The next stage is the Anal Stage. In the anal stage, children learned to control the elimination of bodily wastes. The Phallic Stage (3-5 years of age) is probably the most controversial. The word phallic means penis-like. In this stage, children discover their sexual differences. The controversy comes from Freud's description of the Oedipus (for males) and Electra (for females) complexes, with their attendant concepts of castration anxiety and penis envy, respectively. Those complexes lead, according to Freudian theory, to normal differentiation of male and female personalities. The defense mechanism of repression was invoked to explain why no one could remember the events of this stage. The phallic stage is followed by a Latency Period in which little new development is observable. In this stage, boys play with boys, and girls with girls, typically. Sexual interest is low or nonexistent. The final stage is the Genital Stage. It started around 12 years of age and ends with the climax of puberty. Sexual interests re-awaken at this time (there were sexual interests before, dormant and repressed from the phallic stage).

ERIK ERICKSON THEORY- Erik Erikson, a German psychoanalyst heavily influenced by Sigmund Freud, explored three aspects of identity: the ego identity (self), personal identity (the personal idiosyncrasies that distinguish a person from another, social/cultural identity (the collection of social roles a person might play). Eriksons psychosocial theory of development considers the impact of external factors, parents and society on personality development from childhood to adulthood. According to Eriksons theory, every person must pass through a series of eight interrelated stages over the entire life cycle. 1. Infant (Hope) Basic Trust vs. Mistrust 2. Toddler (Will) Autonomy vs. Shame 3. Preschooler (Purpose) Initiative vs. Guilt 4. School-Age Child (Competence) Industry vs. Inferiority 5. Adolescent (Fidelity) Identity vs. Identity Diffusion 6. Young Adult (Love) Intimacy vs. Isolation 7. Middle-aged Adult (Care) Generativity vs. Self-absorption 8. Older Adult (Wisdom) Integrity vs. Despair BasicTrustvs.Mistrust-Hope During the first or second year of life, the major emphasis is on the mother and fathers nurturing ability and care for a child, especially in terms of visual contact and touch. The child will develop optimism, trust, confidence, and security if properly cared for and handled. If a child does not experience trust, he or she may develop insecurity, worthlessness, and general mistrust to the world. Autonomyvs.ShameWill The second stage occurs between 18 months and 3 years. At this point, the child has an opportunity to build self-esteem and autonomy as he or she learns new skills and right from wrong. The well-cared for child is sure of himself, carrying himself or herself with pride rather than shame. During this time of the terrible twos, defiance, temper tantrums, and stubbornness can also appear. Children tend to be vulnerable during this stage, sometimes feeling shame and and low self-esteem during an inability to learn certain skills. Initiativevs.GuiltPurpose During this period we experience a desire to copy the adults around us and take initiative in creating play situations. We make up stories with Barbies and Kens, toy phones and miniature cars, playing out roles in a trial universe, experimenting with the blueprint for what we believe it means to be an adult. We also begin to use that wonderful word for exploring the worldWHY? While Erikson was influenced by Freud, he downplays biological sexuality in favor of the psychosocial features of conflict between child and parents. Nevertheless, he said that at this stage we usually become involved in the classic Oedipal struggle and resolve this struggle through social role identification. If were frustrated over natural desires and goals, we may easily experience guilt. Industryvs.InferiorityCompetence During this stage, often called the Latency, we are capable of learning, creating and accomplishing numerous new skills and knowledge, thus developing a sense of industry. This is also a very social stage of development and if we experience unresolved feelings of inadequacy and inferiority among our peers, we can have serious problems in terms of competence and self-esteem.

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As the world expands a bit, our most significant relationship is with the school and neighborhood. Parents are no longer the complete authorities they once were, although they are still important. Identityvs.RoleConfusionFidelity Up until this fifth stage, development depends on what is done to a person. At this point, development now depends primarily upon what a person does. An adolescent must struggle to discover and find his or her own identity, while negotiating and struggling with social interactions and fitting in, and developing a sense of morality and right from wrong. Some attempt to delay entrance to adulthood and withdraw from responsibilities (moratorium). Those unsuccessful with this stage tend to experience role confusion and upheaval. Adolescents begin to develop a strong affiliation and devotion to ideals, causes, and friends. IntimacyandSolidarityvs.IsolationLove At the young adult stage, people tend to seek companions hip and love. Some also begin to settle down and start families, although seems to have been pushed back farther in recent years. Young adults seek deep intimacy and satisfying relationships, but if unsuccessful, isolation may occur. Significant relationships at this stage are with marital partners and friends. Generativityvs.SelfabsorptionorStagnationCare Career and work are the most important things at this stage, along with family. Middle adulthood is also the time when people can take on greater responsibilities and control. For this stage, working to establish stability and Eriksons idea of generativity attempting to produce something that makes a difference to society. Inactivity and meaninglessness are common fears during this stage. Major life shifts can occur during this stage. For example, children leave the household, careers can change, and so on. Some may struggle with finding purpose. Significant relationships are those within the family, workplace, local church and other communities. Integrityvs.DespairWisdom Erikson believed that much of life is preparing for the middle adulthood stage and the last stage involves much reflection. As older adults, some can look back with a feeling of integrity that is, contentment and fulfillment, having led a meaningful life and valuable contribution to society. Others may have a sense of despair during this stage, reflecting upon their experiences and failures. They may fear death as they struggle to find a purpose to their lives, wondering What was the point of life? Was it worth it? 6. 7.
ETHNOLOGIST( NATURALIST)

The science that analyzes and compares human cultures, as in social structure, language, religion, and technology; cultural anthropology.
BRONFENBRENNERS THEORY-