Vygotskys & Eriksons Childhood Development Theories

Vygotskys Developmental Theory

The main focus of Vygotskys theory is the belief that learning has a crucial role in the development of children. Thus, the theorist based his opinion on the fact that children should study particular strategies to help make learning more efficient and productive. It is worth noting that this research within the framework of this theory has some implications for the early childhood field. Hence, the theorist identified a zone of proximal development, which is located between assisted performance and independent performance (Davidson Films Vygotskys Developmental Theory). Insufficient tracking of a childs progress in this area can lead to low learning rates. Moreover, difficulties may arise when assigning knowledge to children about how to regulate internal and external behavior.

For me, as a teacher or a future parent, this area is the most difficult since, within the framework of this theory, particular importance is given to the social context. Therefore, role figures in the lives of children and students should show them how to react correctly to various situations and what measures to take to learn better. Thus, I believe that this theory is valuable for studying the development of childhood, as it provides valuable information on how to improve the effectiveness of learning.

Erik Eriksons Theory

The main focus of the theory of psychosocial development in infancy and early childhood is finding ways to limit the possibility of undesirable behavior in the future. Thus, like Vygotsky, the theorist attached great importance to childrens social context and background in learning and development. Erikson identified eight stages of an individuals life, each of which he described the characteristic features of people at a particular stage (Davidson Films Erik Eriksons Theory). Moreover, this work identified eight emotional conflicts that occur throughout life.

For the early development of one of the implications on the early childhood field, it becomes difficult to determine how a failure in the development of one stage of development affects others. At the same time, I think this theory is helpful since the concepts highlighted by the theorist can serve as a guideline for building a correct learning process for children. For teachers and parents, this approach may also have some negative aspects. Hence, it may be difficult to understand and deal with identity crises that may arise at each stage. This makes it necessary to develop and use strategies that will help better limit their occurrence.