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Tutor2u BTEC HSC Unit 1 Theories and Models Posters

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78 views9 pages

Tutor2u BTEC HSC Unit 1 Theories and Models Posters

unit 1

Uploaded by

kuku12singh
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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BTEC National Health and Social Care

Piaget
theory

What the theory said


• Schema: a pattern of learning linking perceptions, ideas and actions to make sense of the world.
When a child’s experience matches what they understand they are in a state of equilibrium.
• Children recognise when schemas are inaccurate and adapt them through two processes –
assimilation and accommodation.
• Assimilation: when new knowledge is added to the schema to help understand it.
• Accommodation: when schemas are altered, or new ones formed as a result of new information
or experiences.
• Children develop skills such as conservation: something will still have the same quantity even
if the shape changes.
• Children go from being egocentric (where a child is unable to see something from another
person’s perspective) to being able to understand that others may share a different view and
opinion.

Criticisms of theory
• Development does not always follow a smooth and predictable path.
• Observations were based on a small number of children.
• Children are less egocentric than Piaget suggested.
• Theory does not take account of a child’s environment.

Unit 1: Human Lifespan Development


Essential Theories and Models .tw utor2u.net
BTEC National Health and Social Care

Chomsky
theory

What the theory said


• Learning a language is a natural rather than a taught process.
• Every child has a “Language Acquisition Device” or LAD. A LAD is a structure in the brain infants
are born with which allows them to quickly learn and understand language as they mature.
• Children all follow a broadly similar sequence in their development of language.

Criticisms of theory
• Not enough scientific evidence to back up theory.
• Underestimated the importance of social interaction.
• Did not consider children who experience delayed language for a number of different reasons.

Unit 1: Human Lifespan Development


Essential Theories and Models .tw utor2u.net
BTEC National Health and Social Care

Gesell
theory

What the theory said


• Gesell investigated large groups of children to find skills and abilities that children have in
common.
• Established ‘norms’ or ‘milestones’ and noted that each child moved through their development
at their own pace.
• Milestones are helpful for both educators and parents to measure children’s development and
also highlight any delays.
• Concluded that development is predetermined and environment has little influence.

Criticisms of theory
• Not helpful in explaining individual or cultural differences or for children with learning difficulties.
• Does not take account the influence the environment can have on a child.

Unit 1: Human Lifespan Development


Essential Theories and Models .tw utor2u.net
BTEC National Health and Social Care

Bandura
theory

What the theory said


• Children learn and copy aggressive behaviour by observing adults (role models) behaving
aggressively.
• Bandura noted four stages of behavioural learning:
• The child notices the behaviour of another person. This is likely to be someone close to them.
(Attention)
• The child ‘internalises’ the action by remembering what they have observed. (Retention)
• They copy the behaviour when the opportunity arises. (Production)
• Depending on the outcome (positive or negative reinforcement) children will either imitate
the behaviour or resist. (Motivation)
• Vicarious Reinforcement: Copying behaviours that we see others receive rewards for.

Criticisms of theory
• Theory does not take account of individual’s biological state.
• It rejects the differences of individuals due to genetic, brain and learning differences.

Unit 1: Human Lifespan Development


Essential Theories and Models .tw utor2u.net
BTEC National Health and Social Care

BOWLBY’S THEORY
theory

OF ATTACHMENT

What the theory said


• A deep and enduring emotional bond that connects a child to their primary caregiver.
• Attachment forms during the critical period (birth to two and a half years of age). If an attachment
is not formed during this time an attachment may not form at all.
• Monotropy: An innate need to form an attachment to one main attachment figure, usually the
main caregiver.
• Children are biologically pre-programmed to form attachments and infancy is an important time
for forming positive attachments.
• Attachment to the primary caregiver is a model for future attachments. Disruption to attachment
can have a negative effect on development, such as unable to form secure attachments in
adulthood.

Criticisms of theory
• Bowlby over-simplified his theory.
• Research suggested babies are most likely to respond to those who respond best to their signals
– communicating and playing with them, not necessarily the person they spend most time with.

Unit 1: Human Lifespan Development


Essential Theories and Models .tw utor2u.net
BTEC National Health and Social Care

STRESS DIATHESIS
theory

MODEL

What the theory said


• Helps to explain how stress caused by life events (nurture) can interact with an individual’s
genetic vulnerability (nature) to play a part in the development of psychological disorders.
• Some individuals are born with certain biological or genetic vulnerability to a mental illness
(diathesis).
• A person with a genetic predisposition to a psychological disorder might never develop the
disorder if they do not experience stress in their life.
• High levels of stress could trigger the onset of mental illness for those with a predisposition.

Criticisms of theory
• Does not give any answers as to whether development throughout the lifespan is down to
nature or nurture.
• More useful to assume both nature and nurture interact to influence the type of person an
individual becomes and the type of behaviour they display.

Unit 1: Human Lifespan Development


Essential Theories and Models .tw utor2u.net
BTEC National Health and Social Care

HOLMES-RAHE SOCIAL
theory

READJUSTMENT

What the theory said


• Holmes and Rahe (1967) put together a questionnaire called the Social Readjustment Rating
Scale (SRRS) for identifying 43 major stressful life events.
• Individuals were asked to select the life events which they had experienced and the scores
were then added up.
• Holmes and Rahe found that the higher the score a person received and the more stressful
the events, the more likely they were to be unwell.

Criticisms of theory
• Each individual is unique and deals with stress in different ways.
• Assumed that every life event would affect people in exactly the same way but this is not always
the case. For example, divorce can devastate one person whilst being a massive relief to another.

Unit 1: Human Lifespan Development


Essential Theories and Models .tw utor2u.net
BTEC National Health and Social Care

ACTIVITY THEORY
theory

What the theory said


• Developed by Robert Havighurst in the 1960’s.
• People who cope with ageing best are those who stay active and maintain their network of
social and family relationships.
• Theory based on the assumption that social and psychological needs of individuals remain
the same during later adulthood.
• The basic claim of Activity Theory is that the more active a person is in later adulthood, the
more satisfied they will feel with their life.
• Theory recognised that later adulthood often involves changes in health and/or mobility but
older people’s needs can be met by taking on new roles following retirement.

Criticisms of theory
• Over estimates the ability of the elderly to maintain their level of activity.
• Whilst some older people can remain active others cannot.

Unit 1: Human Lifespan Development


Essential Theories and Models .tw utor2u.net
BTEC National Health and Social Care

SOCIAL DISENGAGEMENT
theory

THEORY

What the theory said


• Cumming and Henry (1961).
• A way of explaining behaviour and development in old age - that older people naturally withdraw
from social involvement as they get older.
• Suggested disengagement could happen for a number of reasons:
• Ill health
• Retirement
• Illness and death of partners, friends and relatives
• Inability to use communication technology.
• Disengagement is a natural part of ageing.

Criticisms of theory
• Little statistical evidence to support theory.
• The majority of older people remain socially active and often become more involved with family
as they age.

Unit 1: Human Lifespan Development


Essential Theories and Models .tw utor2u.net

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