Theories of Development: Concepts and Applications

Edition: 6th
Format: Paperback
Pub. Date: 2010-07-28
Publisher(s): Routledge
List Price: $181.33

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Customer Reviews

Niiice  March 12, 2011
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A very good book, it was cheap and very useful for my studying. This is a great book for the introduction to the ideas of theories of development. This text also covers theories in the environmental/learning tradition. It can be great for supplementary referencing for any psychology class. This textbook was awesome, it had already been hi-lighted but I actually appreciated that, and the book itself was really interesting, I highly recommend it.

So good  March 11, 2011
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As textbooks, I found this one very readable. It was a required text for my ed psych class. It's clear and easy to follow as an introduction to the different theories of developmental psychology. This textbook is for undergraduate/graduate courses in Theories of Development, Child Development, and Lifespan Development. This is a great book for the introduction to the ideas of Theories of Development and William Crain's layout of Theories of Development is an easy to understand format. It's also not as expensive as some of the Human Growth and Development textbooks. I love this book! I will keep it forever!!!

Theories of Development: Concepts and Applications: 4.5 out of 5 stars based on 2 user reviews.


For undergraduate/graduate courses in Theories of Development, Child Development, and Lifespan Development.

The result of extensive scholarship and consultation with leading scholars, this text introduces students to twenty-four theorists and compares and contrasts their theories on how we develop as individuals. Emphasizing the theories that build upon the developmental tradition established by Rousseau, this text also covers theories in the environmental/learning tradition.

From Locke and Rousseau to Piaget and Bandura, scholars have advanced our understanding of psychological development. In this lively and readable book, Crain introduces the concepts of a number of outstanding theorists, giving special attention to the practical applications of their thought.

This Fifth Edition features new discussions of:

-Piaget and his critics

-Freud's mechanisms of defense

-Werner and today's push for early literacy instruction

-Schachtel's views on why adults forget early childhood experiences

-The standards movement that dominates contemporary education

Author Biography

William Crain is professor of psychology at The City College of New York. A social activist, Dr. Crain served nine years on the Teaneck, NJ, school board and works for student access to higher education and the protection of nature and animals.  He and his wife Ellen F. Crain, a pediatrician, have three grown children.

Table of Contents

Prefacep. xiii
Introductionp. 1
Early Theories: Preformationism, Locke, and Rousseaup. 3
Preformationismp. 3
Locke's Environmentalismp. 6
Rousseau's Romantic Naturalismp. 12
Gesell's Maturational Theoryp. 22
Biographical Introductionp. 22
Principles of Developmentp. 23
Philosophy of Child Rearingp. 29
Evaluationp. 31
Ethological Theories: Darwin, Lorenz and Tinbergen, and Bowlby and Ainsworthp. 35
Darwin and the Theory of Evolutionp. 35
Modern Ethology: Lorenz and Tinbergenp. 39
Bowlby and Ainsworth on Human Attachmentp. 47
Evaluationp. 67
Montessori's Educational Philosophyp. 71
Biographical Introductionp. 71
Theory of Developmentp. 72
Early Education in the Homep. 76
The Montessori Schoolp. 77
Evaluationp. 89
Werner's Organismic and Comparative Theoryp. 93
Biographical Introductionp. 93
Werner's View of Developmentp. 95
Some Comparative Studiesp. 100
Symbol Formation: An Organismic Viewp. 105
Theoretical Issuesp. 108
Practical Applicationsp. 112
Evaluationp. 115
Piaget's Cognitive-Developmental Theoryp. 118
Biographical Introductionp. 118
Overview of the Theoryp. 120
Period I. Sensorimotor Intelligence (Birth to 2 Years)p. 122
Periods II and III. Preoperational Thought (2 to 7 Years) and Concrete Operations (7 to 11 Years)p. 127
Period IV. Formal Operations (11 Years to Adulthood)p. 138
Theoretical Issuesp. 140
Implications for Educationp. 143
Evaluationp. 147
Kohlberg's Stages of Moral Developmentp. 157
Biographical Introductionp. 157
Piaget's Stages of Moral Judgmentp. 158
Kohlberg's Methodp. 159
Kohlberg's Six Stagesp. 160
Theoretical Issuesp. 166
Gilligan on the Feminine Voicep. 174
Implications for Educationp. 176
Evaluationp. 179
Learning Theory: Pavlov, Watson, and Skinnerp. 180
Pavlov and Classical Conditioningp. 180
Watsonp. 183
Skinner and Operant Conditioningp. 187
Evaluationp. 201
Bandura's Social Learning Theoryp. 204
Biographical Introductionp. 204
Basic Conceptsp. 205
Socialization Studiesp. 208
Self-lifftcacyp. 213
Abstract Modeling and Piaget's Stagesp. 215
Practical Implicationsp. 219
Evaluationp. 221
Vygotsky's Social-Historical Theory of Cognitive Developmentp. 224
Biographical Introductionp. 224
Marx's Views on Human Naturep. 226
Vygotsky'a Theory of Psychological Toolsp. 228
Memory Aidsp. 232
Speechp. 232
Playp. 239
Schoolingp. 240
Practical Applicationsp. 245
Evaluationp. 248
Freud's Psychoanalytic Theoryp. 253
Biographical Introductionp. 253
The Stages of Psychosexual Developmentp. 256
The Agencies of the Mindp. 268
Practical Implicationsp. 276
Evaluationp. 277
Erikson and the Eight Stages of Lifep. 281
Biographical Introductionp. 281
Erikson's Stage Theoryp. 282
Theoretical Issuesp. 297
Practical Implicationsp. 302
Evaluationp. 304
Mahler's Separation/Individuation Theoryp. 306
Biographical Introductionp. 306
Overview of Concepts and Methodsp. 307
Phases of Normal Developmentp. 309
Practical Applicationsp. 315
Evaluationp. 316
A Case Study in Psychoanalytic Treatment: Bettelheim on Autismp. 320
Biographical Introductionp. 320
The Autistic Syndromep. 321
Therapyp. 322
Evaluationp. 327
Schachtel on Childhood Experiencesp. 329
Biographical Introductionp. 329
Basic Conceptsp. 329
Implications for Educationp. 333
Evaluationp. 334
Jung's Theory of Adulthoodp. 338
Biographical Introductionp. 338
Personality Structurep. 341
Theory of Developmentp. 344
Practical Implicationsp. 348
Evaluationp. 349
Chomsky's Theory of Language Developmentp. 351
Biographical Introductionp. 351
Basic Conceptsp. 352
Notes on the Growth of Grammarp. 358
Chomsky and Learning Theoryp. 362
Chomsky and Piagetp. 368
Implications for Educationp. 369
Evaluationp. 371
Conclusion: Humanistic Psychology and Developmental Theoryp. 373
Humanistic Psychologyp. 373
Developmentalists as Humanistsp. 379
Epilogue: A Developmental Perspective on the Standards Movementp. 385
Referencesp. 396
Name Indexp. 417
Subject Indexp. 423
Table of Contents provided by Ingram. All Rights Reserved.

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