Child Development and Early Learning · 3 min read
Theories of Development and Learning
The test asks you to recognize a theory from a classroom example and to choose practices consistent with it. The ETS outline names the zone of proximal development, Montessori theory, and operant conditioning specifically.
Piaget: Cognitive-Developmental Theory
Children actively construct knowledge. They assimilate new experiences into existing schemas and accommodate by changing schemas when new information does not fit; equilibration drives growth.
| Stage | Ages | Hallmarks |
|---|---|---|
| Sensorimotor | Birth–2 | Learns through senses and actions; object permanence (A-not-B error before it is complete); deferred imitation |
| Preoperational | 2–7 | Symbolic thought and pretend play; egocentrism; centration; fails conservation; animism |
| Concrete operational | 7–11 | Conservation, reversibility, classification, seriation; logic tied to concrete objects |
Vygotsky: Sociocultural Theory
Learning is social and culturally situated. The zone of proximal development (ZPD) is the gap between what a child can do alone and what the child can do with guidance from a more knowledgeable partner. Scaffolding is temporary, adjustable support that is faded as competence grows. Private speech — children talking themselves through tasks — is a tool for self-regulation, not a problem behavior.
Operant Conditioning (Skinner) and Applied Behavior Analysis
| Something added | Something removed | |
|---|---|---|
| Behavior increases | Positive reinforcement (praise after sharing) | Negative reinforcement (task removed after a tantrum — the tantrum is strengthened) |
| Behavior decreases | Positive punishment (reprimand after hitting) | Negative punishment (loss of a privilege; response cost) |
Montessori Approach
Montessori programs use a prepared environment, child-sized and orderly; self-correcting, sensory-based materials; mixed-age groups; long uninterrupted work periods; and a teacher who observes and guides rather than lectures. The emphasis on independence, concrete manipulation, and repetition can benefit young children with disabilities when paired with individualized supports.
Erikson, Bronfenbrenner, and Attachment
| Approximate age | Crisis | Supportive adult practice |
|---|---|---|
| Birth–1 | Trust vs. mistrust | Consistent, responsive caregiving |
| 1–3 | Autonomy vs. shame and doubt | Choices within limits; encourage self-help |
| 3–6 | Initiative vs. guilt | Support child-planned activities and pretend play |
| 6–12 | Industry vs. inferiority | Opportunities for competence and recognition of effort |
Attachment theory (Bowlby; Ainsworth's Strange Situation) describes the emotional bond with caregivers. Secure attachment grows from sensitive, consistent responses. Insecure patterns are avoidant, resistant (anxious-ambivalent), and disorganized. Programs support attachment through primary caregiving and continuity of care for infants and toddlers.
Other Frameworks Seen on the Test
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