Theories of child psychology.

THEORIES OF CHILD
PSYCHOLOGY
Dr.Tinet Mary Augustine. BDS,MDS
Pediatric Dentist
Dr.Tinet’s Pedorayz, Pediatric And Early Age
Orthodontic Dental ClinicDR.TINET MARY AUGUSTINE.BDS.MDS 1

CONTENTS
Introduction
Early theories of child development
Psychodynamic theories
Psychosexual theory – Sigmund Freud - 1905
Psychosocial theory – Erik Erikson – 1963
cognitive theory – Jean Piaget – 1952
DR.TINET MARY AUGUSTINE.BDS.MDS 2

Behavioral learning theories
1. Classical conditioning – Ivan Pavlov - 1927
2. Operant conditioning – Skinner B.F. - 1938
3. Social learning theory – Albert Bandura - 1963
4. Hierarchy of needs – Abraham Maslow – 1954
Other theories
1. Separation and individualization – Margaret Mahler.
2. Attachment theory – John Bowlby.
3. Theory of moral development – Kohlberg L.
4. Childrenese – Haim Ginott
Conclusion
References

INTRODUCTION

DEFENITIONS
• Psychology – study of human mind and its
functions. It can be defined as ‘Science dealing
with human nature, function and phenomenon
of his soul in the main’.
• Child psychology - Science that deals with the
mental power or an interaction between the
conscious and subconscious element in a child.

• Emotion – instinctive feeling as contrasted
with reasoning - A feeling or mood
manifesting into motor and glandular activity.
• Behavior -is any change observed in the
functioning of the organism

Psychology
- Science of behavior
- Concerned with studying
and predicting behavior
Behavior
- It is the general term for any
type of action.
- Behavior follows psychology.

IMPORTANCE
• PROVIDE A RICH BACKGROUNG ABOUT A CHILD’S
BEHAVIOUR
• PROVIDE PSYCHOLOGICAL SCALES
• PROVIDE GENERAL PRINCIPLES AND NEW TRENDS
• OFFERS PRACTICAL SUGGESTIONS
• STAGEWISE UNDERSTANDING OF A CHILD

IN-DENTISTRY
• KNOW HIS PROBLEMS IN THE WAY HE EXPLAINS
• FOR EFFECTIVE COMMUNICATION
• TO DELIVER TREATMENT EFFECTIVELY
• TO DEVELOP CONFIDENCE ON DENTISTRY
• TO DESIGN THE PREVENTIVE CARE STRATEGY
• FOR DELIVERING AN EFFECTIVE TREATMENT
• TO CREATE A COMFORTABLE ENVIORNMENT

PSYCOLOGICAL GROUPING OF
CHILDREN BASED ON CHRONOLOGY
GERMINAL:FIRST TWO WEEKS AFTER CONCEPTION
EMBRYO:2-6 WEEKS AFTER CONCEPTION
FETUS:6WEEKS AFTER CONCEPTION UNTILL BIRTH
NEONATES-FIRST 2 WEEKS AFTER BIRTH
INFANTS-FIRST TWO YEARS AFTER BIRTHDR.TINET MARY AUGUSTINE.BDS.MDS 10

• PRESCHOOL CHILD:2-6 YEARS OF AGE
• PRIMARY SCHOOL CHILD:6-9 YEARS
• INTERMEDIATE SCHOOL CHILD:9-12 YEARS
• JUNIOR HIGH SCHOOL CHILD: 12-14 YEARS

THEORIES
Cognitive theory – Jean Piaget – 1952

OTHER THEORIES
1. Separation and individualization – Margaret
Mahler.
4. Childrenese – Haim Ginott.DR.TINET MARY AUGUSTINE.BDS.MDS 14

PSYCHO-ANALYTICAL THEORY

SIGMUND FREUD(1856-1939)
FOUNDER OF PSCYCHOANALYSIS
“Personality is controlled by our subconscious
thoughts and shaped by our experience”

WORKS OF FREUD
• TOPOGRAPHIC MODEL OF MIND
• INSTINCT OR DRIVE THEORY
• STAGES OF PSYCHOSEXUAL DEVELOPMENT
• STRUCTURAL THEORY OF MIND
• THEORY OF ANXIETY

TOPOGRAPHIC MODEL
• INTERPRETATION OF DREAMS 1990

DEFENITIONS
Unconscious
• contains all the feeling, urges or instinct that are beyond our
awareness but it affect our expression, feeling, action (e.g. Dreams,
wishes)
Preconscious
• Facts stored in a part of the brain, which are not conscious but are
available for possible use in the future (e.g. Home address
Conscious
• only level of mental life that are directly available to us • the
awareness of our own mental process (thoughts/feeling)DR.TINET MARY AUGUSTINE.BDS.MDS 19

REVIEW
DEFENCE MECHANISM
UNCONSCIOUS NEED OF PUNISHMENT

INSTINCTS
• Libido –pleasure principle – goal of life gain
pleasure and avoid pain
• Ego instincts – nonsexual components
• Life and Death instincts– EROS AND
THANATOS

STRUCTURAL THEORY OF MIND-
PSYCHIC TRIAD

ID

EGO
• REALITY PRINCIPLE
• LOGICAL/PRACTICAL
• DEFENSIVE BEHAVIOUR
"The ego is not sharply separated from the id; its lower portion merges into it....
But the repressed merges into the id as well, and is merely a part of it. The
repressed is only cut off sharply from the ego by the resistances of repression; it
can communicate with the ego through the id." (Sigmund Freud, 1923)
.

SUPER EGO
• MORAL RULES/CULTURAL BANS
• OEDIPUS COMPLEX

DEFENSE MECHANISM

REPRESSION

DISPLACEMENT

RATIONALIZATION

DENIAL

REGRESSION

REACTION FORMATION

PROJECTION

PSYCHO SEXUAL DEVELOPMENT
• Oral Stage (0- 1.5 yrs)
• Anal Stage (1.5- 3 yrs)
• Phallic Stage (3 - 5 yrs)
• Latency Period (5 – puberty)
• Genital Stage (puberty(11-13 ) onwards

ORAL STAGE(0-1.5 YEARS)
The earliest stage of development in which the
infant's needs, perceptions, and modes of
expression are primarily centered in the mouth, lips,
tongue, and other organs related to the oral zone.DR.TINET MARY AUGUSTINE.BDS.MDS 35

ANAL STAGE(1.5-3YEARS)
The stage of psychosexual development that is prompted
by maturation of neuromuscular control over sphincters,
particularly the anal sphincters, thus permitting more
voluntary control over retention or expulsion of feces.DR.TINET MARY AUGUSTINE.BDS.MDS 36

URETHRAL STAGE
• This stage was not explicitly treated by Freud,
but is envisioned as a transitional stage
between the anal and the phallic stages of
development. It shares some of the
characteristics of the preceding anal stage and
some from the subsequent phallic stage.

PHALLIC STAGE(3-5 YEARS)
The phallic stage of sexual development begins
sometime during the third year of life and continues
until approximately the end of the fifth year

LATENCY PHASE(5-PUBERTY)
The stage of relative quiescence or inactivity of the
sexual drive during the period from the resolution of
the Oedipus complex until pubescence (from about 5-6
years until about 11-13 years).

GENITAL PHASE(PUBERTY ONWARDS)
The genital or adolescent phase of psychosexual
development extends from the onset of puberty from
ages 11-13 until the person reaches young adulthood.

CONTRIBUTION
-First personality & psychotherapy theory
-Emphasis on sexuality as influence
-Importance of early childhood experience
-Concept of unconscious
-Animal nature of man
-Scientific approach to mental health

LIMITATION
-Pessimistic and deterministic approach to
personality
-Pathology based theory
-Over emphasis to infantile sexuality
-No controlled studies-poor research
-Overemphasis on differences between men and
women
-Unconcerned with interpersonal relations,
individual identity and adaptation over one’s
lifetime

PSCHYCOSOCIAL THEORY(ERIK
ERIKSON-1950)
• CHILDHOOD AND SOCIETY

STAGE 1-TRUST VS MISTRUST
INFANCY-0-1YEAR

STAGE 2-AUTONOMY VS DOUBT
TODDLER(1-2YRS)

STAGE 3-INITIATIVE VS GUILT
EARLY CHILDHOOD(2-6YRS)

STAGE 4 –INDUSTRY VS INFERIORITY
MIDDLE SCHOOL YEARS(6-12YRS)

STAGE 5- IDENTITY VS ROLE
CONFUSION(ADOLESCENCE -12-18YRS)

STAGE 6- INTIMACY VS ISOLATION
YOUNG ADULTHOOD(19-40YRS)

STAGE 7-GENERATIVITY VS
STAGNATION(MIDDLE ADULTHOOD-
40-65YRS)

STAGE 8- EGO INTEGRITY VS DESPAIR
LATE ADULTHOOD(65-DEATH)
WAS LIFE MEANINGFUL?????

COMPARISON
• DEVELOPMENTAL STAGES
PERIOD
NUMBER
KEY SOCIAL AGENTS
DRIVING FORCES

THEORY OF COGNITIVE DEVELOPMENT
Cognitive theory is an approach of psychology that
attempts to explain human behavior by understanding
your thought processes.(1952)

• ASSIMILATION-THE PROCESS BY WHICH CHILDREN
INTERPRET NEW EXPERIENCES BY INCORPORATING
THEM INTO THEIR EXISTING SCHEMAS
• DISEQUILIBRIUM-IT IS THE IMBALANCE OR
CONTRADICTION BETWEEN ONES THOUGHT
PROCESS AND THE ENVIORNMENTAL EVENT
• ACCOMODATION-IT IS THE PROCESS BY WHICH
CHILDREN MODIFY THEIR EXISTING SCHEMAS IN
ORDER TO ADAPT TO NEW EXPERIENCES AND
SOLVE THE EQUILIBRIUMDR.TINET MARY AUGUSTINE.BDS.MDS 55

• ORGANISATION-IT IS THE PROCESS BY WHICH
EXISTING SCHEMAS HAVE COMPLETELY BEEN
UPGRADED TO HIGHER MORE COMPLEX SCHEMAS
WHICH ENTER INTO EQUILIBRIUM
• EQUILIBRIUM-BALANCE BETWEEN THE
ASSIMILATION AND ACCOMODATION

STAGES

SENSORIMOTOR STAGE

STAGE OF REFLEX ACTIVITY (0-1)

PRIMARY CIRCULAR REACTIONS(2-5
MONTHS)

SECONDARY CIRCULAR REACTIONS(5-9
MONTHS)

CO-ORDINATION OF SECONDARY
SCHEMAS(8-12 MONTHS)

TERTIARY CIRCULAR REACTION(1-1 ½
YEARS)

SYMBOLIC PROBLEM SOLVING
STAGE(18-24 MONTHS)

PREOPERATIONAL PERIOD(2-7YEARS)

PRE CONCEPTUAL STAGE(2-4)
EMERGENCE OF SYMBOLIC THOUGHT

PRETEND PLAY

ANIMISM

• TRANSDUCTIVE REASONING-
PENDULUM STRIKE 6-DARKNESS COMES

INTUITIVE PERIOD(4-7 YEARS)
CONSERVATION INABILITY
INABILITY TO RECOGNIZE THE STRUCTURE
CHANGES WITH ITS APPEARENCE

CLASS INCLUSION INABILITY

EGOCENTRISM

MAGIC(ARTIFICIALISM)

DENTAL IMPLICATION
• CONSTRUCTIVISM-EXPLORE THINGS
• ANIMISM-CORRELATION
• COGNITIVE EQUILIBRIUM-ALLOW TO DEAL
WITH INSTRUMENTS

CONCRETE OPERATIONAL PERIOD(7-11
YEARS)

REVERSIBILITY

SERIATION

DECENTERING

CLINIC IMPLICATIONS
• CAN GIVE CONCREATE INSTRUCTIONS

FORMAL OPERATIONAL STAGE(AFTER
11 YEARS)
• IMAGINARY AUDIENCE
• PERSONAL FABLE:WHY SHOULD OTHERS ARE
INTERESTED IN MY MATTERS

CLINICAL VARIATIONS
• COGNITIVE INABILITY

COMPARISON

LEARNING THEORIES
(PART 2)

CONTENTS
Introduction
Early theories of child development
cognitive theory – Jean Piaget – 1952

Other theories
1. Separation and individualization – Margaret Mahler.
4. Childrenese – Haim Ginott
Conclusion
References

CLASSICAL CONDITIONING (IVAN
PAVLOV-1972)

DEFENITIONS
• NEUTRAL STIMULI-NO ASSOCIATION WITH
THE RESPONSE IN AN INDIVIDUAL
• MEANINGFUL STIMULUS-STIMULUS THAT
ELICT A RESPONSE

PRECONDITIONING PHASE

CONDITIONING PHASE

POST CONDITIONED PHASE

STIMULUS GENERALISATION,
DISCRIMINATION, RESPONSE
EXTINCTION

OPERANT CONDITIONING

B.F SKINNER (1938)
“Consequences of a behaviour is in itself a stimulus
that can affect future behaviour”

DEFENITIONS
OPERANT-
BEHAVIOUR THAT CONTROLS THE ENVIORNMENT
REINFORCER-
THE CONSEQUENCE OF THE ACT THAT INCREASE THE PROBABILITY TO
RECUR
PUNISHMENT-
CONSEQUENCE OF THE ACT THAT SUPPRESS OR DECREASE THE
PROBABILITY TO RECUR
CONTINGENCY-
RELATION BETWEEN OPERANT AND CONSEQUENCES THAT FOLLOW
THEM

EXPERIMENT

REINFORCERS
• POSITIVE
VS
NEGATIVE REINFORCES

POSITIVE REINFORCEMENT

NEGATIVE REINFORCEMENT

TYPES OF REINFORCERS
• LEARNED REINFORCERS
• TOKEN REINFORCERS
• ACTIVITIES
• SOCIAL REINFORCERS

AVERSIVE LEARNING
• OMISSION(negative punishment)
• PUNISHMENT

OMISSION

POSITIVE PUNISHMENT

CRITICISMS
• THE USE OF FORCE IN DENTISTRY

SOCIAL LEARNING THEORY
BANDURA(1963)

• ALBERT BANDURA
• Behaviour is largely motivated by social needs and
reinforcemnt is a powerful method
• Humans are active information processors-
behaviour pattern result from learningDR.TINET MARY AUGUSTINE.BDS.MDS 106

BOBO DOLL EXPERIMENT

SOCIAL LEARNING THEORY
• BRIDGE BETWEEN BEHAVIOUR LEARNING AND
COGNITIVE LEARNING THEORIES

ATTENTION PROCESS

RETENTION PROCESS

MOTORIC REPRODUCTION

REINFORCEMENT VS MOTIVATION

COGNITIVE FACTORS IN SOCIAL
LEARNING
• ATTENTION
• EXPECTATION
• MODELING

EFFECT OF MODELLING ON
BEHAVIOUR
• TEACHES NEW BEHAVIOUR
• CAN INFLUENCE FREQUENCY OF PREVIOUSLY
LEARNED BEHAVIOUR
• INCRESE FREQUENCY OF SIMILAR BEHAVIOUR
• ROLE MODEL
• EXPECTED CONSEQUENCE OF BEHAVIOURDR.TINET MARY AUGUSTINE.BDS.MDS 114

NEGATIVE IMPACTS
• TELEVISIONS
• FAMILY CONFLICT
• SOCIAL MEDIAS

CRITICISMS
• UNETHICAL STUDY PATTERN
• DOES NOT CONSIDERED THE INDIVIDUALS
BIOLOGIC STATE

HIERARCHY OF NEEDS- ABRAHAM
MASLOW(1943)

• “A THEORY OF HUMAN MOTIVATION”
“Person doesn’t feel a higher need untill the need of
current levels has been satisfied”

HIERARCHY OF NEEDS

DEFECIT NEEDS

BIOGRAPHIC ANALYSIS
• Reality centered
• Problem centered
• Different perception of means and ends
• Spontaneous and simple-natural
• Acceptance of self and others
• Humility and respect
• Freshness of appreciation
• Creative
• Peak experience than average person

CRITICISM
• Population for his study was a small group
• Self actualization(2%) and acquires rarely by
young while many like Roger considered
babies as example for human self actualization

OTHER THEORIES

SEPERATION AND INDIVIDUALIZATION

• BIOLOGIC BIRTH VS PSYCHOLOGICAL BIRTH

NORMAL AUTISTIC PHASE
(birth -1month)
• Monadic system

NORMAL SYMBIOTIC PHASE
(1-5months)
• Dydadic system

SUBPHASE1:DIFFERENTIATION/
HATCHING(5-10 MONTH)
• Exploration
• Checking back
• Stranger anxiety

SUBPHASE 11-PRACTICING
(10-16MONTH)
• Seperation anxiety
• Emotional refueling
• Pshycological birth/Hatching

SUBPHASE 111-RAPPROCHMENT
(16-24 MONTHS)
• BEGINNING
• CRISIS
• SOLUTION
Seperation anxiety

SUBPHASE 1V-CONSOLIDATION AND
OBJECT CONSTANCY
(24-36 months)

CRITISICM
• Name given for each stage
• Growth in infant resaerch reveals evidences of
infant awareness of their enviornmentand
ability to respond to external enviornment

ATTACHMENT THEORY(1969)

(1907-1990)
Attachment is the emotional tone between children
and caregivers and evidenced by an infant’s seeking
and clinging to the care giving person ,usually the
mother DR.TINET MARY AUGUSTINE.BDS.MDS 135

Attachment Is a 'lasting psychological
connectetness between human beings.'

ASOCIAL (0-6WEEKS)
• LIKELY TO BE WITH MOTHER
• TRACKING MOVEMENT OF EYE
• SMILE
• BABBLE
• STOP CRYING ON SEEEING FACE

INDISCRIMINATE ATTACHMENT(12
WEEK TO 7MONTHS)
• MORE BONDING TO MOTHER
• FROM 3 MONTHS INFANTS SMILE MORE AT FAMILIAR FACES
• CAN BE EASILY COMFORTABLE BY A REGULAR CAREGIVER.

SPECIFIC ATTACHMENT(7-9 MONTHS)
ATTACHMENT TO MOTHER FIGURE EVIDENT
SEPARATION ANXIETY
STRANGER FEAR

MULTIPLE ATTACHMENT(10 MONTHS
ONWARDS)
• MOTHER FIGURE IS SEEN AS INDEPENDENT
• ATTACHMENT ALSO THOSE WHO RESPONDED
ACCURATELY TO BABYS SIGNAL(SENSITIVE
RESPONSIVENESS)

ATTACHMENT
• SHOULD BE WARM,INTIMATE AND
CONTINUOUS RELATIONSHIP
• MONOTROPIC
• GIVES FEELING OF SECURITY

BONDING
• MOTHERS FEELING OF HER INFANT
• SKIN-SKIN CONTACT

SIGNAL INDICATORS
• INFANTS SIGN OF DISTRESS
HUNGER /ANGER/PAIN
SMILING/COOING/LOOKINGDR.TINET MARY AUGUSTINE.BDS.MDS 143

ANXIETY
ANY STIMULUS THAT ALARMS A CHILD AND CAUSE FEAR
SEPERATION ANXIETY (isolation from mother/caretaker
(10-18 months)
STRANGER ANXIETY

ATTACHMENT DISORDERS
• FAILURE TO THRIVE SYNDROMES
• PSYCHOSOCIAL DWARFISM
• SEPERATION ANXIETY DISORDER
• ACADEMIC PROBLEMS
• BORDERLINE INTELLIGENCE
• ANACLITIC DEPRESSION(HOSPITALISM)

THEORY OF MORAL DEVELOPMENT

• FOLLOWER OF JEAN PIAGET

THEORY OF MORAL DEVELOPMENT
• PRECONVENTIONAL
• CONVENTIONAL
• POST CONVENTIONAL

PRECONVENTIONAL
• OBEDIENCE AND PUNISHMENT
WILL I BE PUNISHED……?
• INDIVIDUALISM/EXCHANGE
WHAT’S IN IT FOR ME…?

CONVENTIONAL
• GOOD BOY/GOOD GIRL
HOW DO I GET THE ACCEPTANCE OF OTHER
PEOPLE...?
• LAW AND ORDER
IS THIS LEGAL…?

POST CONVENTIONAL
• SOCIAL CONTRACT
IS THERE A GREATER GOOD THAT CAN COME FROM THE
ACTION I DO…?
• PRINCIPLED CONSCIENCE(ETHICAL PRINCIPLES)
IS THIS THE TRULY RIGHT THING TO DO…?
DO TO OTHERS AS YOU WOULD WANT PEOPLE TO DO TO
YOU

CRITICISM
• GENDER BIAS
• WESTERN VALUES

CHILDRENESE

ACKNOWLEDGE THE CHILDS EXPERIENCE
MAKE THE CHILD BELIEVE THAT WE UNDERSTOOD
HIS PROBLEMS AND FEARS

CHILDREN ARE EQUAL IN DIGNITY

PRAISE THE EFFORT AND
ACCOMPLISHMENT-BEHAVIOUR

GIVE CHIDREN CHOICES:OFFER
THEM OPTIONS

ACKNOWLEDGING CORRECTNESS-
GIVE THEM CREDITS

CHILDREN NEED TO BE LIKED

OVERVIEW OF CHILD PSCHYCOLOGIC
THEORIES
INFANCY BEHAVIOUR DENTAL VISIT
Oral phase
Trust vs mistrust
Sensorimotor stage
Normal autistic
Symbiotic phase
Limited vocabulary
Pre co operative stage
Fear of falling
Seperation anxiety
Careful introduction to dental
office
-Dentist must be confident
and experienced
-dental chair should not be
lowered or tilted with out
telling.
-bright light should be limited.
-treated on the lap with the
help of mother

EARLY CHILDHOOD(1.5-
3YRS)
BEHAVIOUR DENTAL VISI
Anal phase
-Autonomy vs. shame and
doubt
- Preconceptual Stage (Two
to Four yrs)
-Consolidation and object
constancy
-Rapprochement
Up to 2.5 yrs:
Same as above
3 yrs:
-can communicate
-great desire to talk
-concentrates on
movements of dentist.
-tend to do things she/he
told not to do.
separation anxiety
Requires an introductory
visit
-Attained treatment
maturity
-Able to sit still – for 10-20
min
-Understands simple
instructions and
explanations for TSD
-Praise the child’s abilities
-Non-verbal communication
-speak positively
-Indicators of discomfort
(some control over
situation)
-Parent may remain near

Late childhood
3-5yrs
behaviour Dental visit
-Phallic stage
-Initiative vs. guilt
-Intuitive stage (4-7)
Listens to verbal directions
-have lively minds
-great talkers
-separation anxiety to
some extent.
-fear of bodily injury, prick
of needle, sight of blood.
-cognitive equilibrium
-Animism
-Egocentrism
-Centration
-Able to Concentrate for 30
min
-Understands instructions
and explanations for TSD
-Praise the child’s abilities
& appearance
-Non-verbal
communication
-Parent may remain near-
(some control over
situation)
- reinforces

Early school age
5-12yrs
-Latency
-Industry vs.
inferiority
-Formal operation
stage
ready to accept community
experiences
-little to no fear of
separation
-proud of their possessions
- Egocentrism
-8-12yrs- understands the
procedure.
- desires to be obedient
and tolerate procedures to
some extent.
Realistic view of treatment
-Explain the procedure in
simpler terms.
-Reassure
(some control over
situation)
-social reinforces work
here

Adolescence
12-and above
Genital stage
-Identity vs. role
confusion
-Concrete operation
stage
Imaginary audience
-Personal fable
Motivation
-Peer influence

CONCLUSION

THANK YOU

Theories of child psychology.

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