Developmental Theories in Child Guidance
Introduction
Guiding children is a creative process. It requires intimate knowledge of each child, and requires awareness and knowledge of theories and the research that has determined what best practices are most effective in guiding children.
The National Association for the Education of Young Children (NAEYC) has developed the Code of Ethical Conduct and Statement of Commitment for our field. The Statement of Commitment is something students at our college sign in all Child Development classes, and the Code of Ethics is something we are all expected to uphold.
Principle 4.2 in section IV of the code states, “We shall base program practices upon current knowledge and research in the field of early childhood education, child development, and related disciplines, as well as on particular knowledge of each child.” (NAEYC, 2011, p. 19)
It is not only our responsibility to know about the major theories that inform practice and research in guiding children; but more importantly, these theories are directly useful in helping us understand and respond effectively to children.
This chapter will briefly summarize all the major theories that inform guiding children. While theorists can have different perspectives from each other, all of the theories can be used within the right context and with the right child to make your guidance decisions easier and more productive.
We will start with a discussion of the three broad philosophical approaches that underlie these theories. They are based on the time-old philosophical questions about nature vs nurture. While everyone would agree they both contribute, there are great differences in the weight theorists and individuals put on each of these factors. Do we mostly become who we are because of our inner nature, our genes, and our innate personality differences? Or are children born as “blank slates” as John Locke believed, and that character and intellect are determined completely by experience, environment, and education? The third approach believes that learning and development occur only through the active and creative as well as ongoing interaction of both internal and external factors.
Learning Objectives
After reading this chapter, you will be able to:
- Explain major developmental theories (Piaget’s cognitive development, Erikson’s psychosocial stages, Vygotsky’s sociocultural theory, Attachment theory, Operant Conditioning, Social Learning Theory, Ecological Systems, Individual Psychology, Humanistic Theory, Moral Development Theory, and Temperament Theory) and their relevance to child guidance.
- Compare and contrast theoretical perspectives, noting similarities and differences in how they describe children’s learning, behavior, and emotional development.
- Analyze how each theory informs positive child guidance strategies, including approaches to discipline, classroom management, and relationship-building.
- Identify individual and culturally responsive applications of developmental theories to support diverse children and families in early childhood settings.
- Reflect on the importance of temperament in shaping guidance approaches and adapting strategies to meet individual needs.
References
- National Association for the Education of Young Children. (2011). Code of ethical conduct and statement of commitment. Washington, DC: https://www.naeyc.org/files/naeyc/file/positions/PSETH05.PDF
