Cognitive, Sociocultural, and Psychosocial Theories PSY

RUNNING HEAD: COGNITIVE, SOCIOCULTURAL, AND PSYCHOSOCIAL THEORIES 1

Piaget’s Cognitive, Vygotsky’s Sociocultural,

and Erikson’s Psychosocial Theories

Vadis Fields

PSY 104

Instructor Erin Harris

December 23, 2013

Cognitive, Sociocultural, Psychosocial Theories 2

Table of Contents

1. Introduction

2. Summary of Cognitive, Sociocultural, and Psychosocial

Theories

3. Cognitive Theory on Mental Health Treatment in Children

4. Sociocultural Theory on Mental Treatment in Children

5. Psychosocial Theory on Mental Treatment in Children

6. Compare and Contrast Four Similarities and Four Differences

7. How they account for normal child and adolescent

psychosocial and physical development verses abnormal

psychosocial and physical development.

8. Conclusion

9. References


Introduction

The Piaget’s Cognitive Theory, Vygotsky’s Sociocultural

Theory, and Erikson’s Psychosocial Theory play major roles in a

children and adolescence development. The way a child learns,

what a child learns, and what a child experiences determines

their outcome as an adult. There are three areas of development

that is important in a child’s development which are in the areas

of physical, psychosocial and cognitive development.

The first major development characteristic begins at infancy

zero to one years of age. In this developmental stage infants are

learning to develop trust and object permanence. Object

permanence is the beginning of stranger anxiety and separation

anxiety.

The second stage is the toddler stage one to three years of

age. In this stage children begin to understand the world through

mental operations. In this stage the child is beginning to

develop a sense of autonomy, explore, and trial and error

experimentation.


The third stage is the preschool stage three to six years of

age. The major developmental characteristic in this stage is

children learn to identify with their same sex parent and see

them as role models. The child is able to accomplish tasks on

their own and make choices. During this stage their cognitive

development are egocentric, conservation, and magical thinking.

The fourth stage is the school age stage six to twelve years

of age. In this stage is the period where the child is directed

away from the family group and centered on the world of peer

relationships. There also is a steady advancement in physical,

mental, and social development that emphasizes on developing

skill competencies. During this stage of their cognitive

development, children begin to think logically, put things in

sequence, and have the ability to mentally trace backwards.

The fifth stage is the adolescence stage twelve to twenty.

In this stage adolescence is trying to find their place in the

world. During this time adolescence will experiment with a

variety of behaviors and activities to find their best fit in


society. During this stage adolescence begin to gradually

separate from family by seeking other adults as role models.

This discussion will focus on summarizing three major

development theories, cognitive, sociocultural, and psychosocial,

a discussion of mental health treatment from a cognitive,

sociocultural, and psychosocial point of view, compare and

contrast four similarities, four differences and how they account

for normal child and adolescence psychological and physical

development verses abnormal child and adolescence psychological

and physical development, a conclusion and references will be

given.

Summary of Cognitive, Sociocultural and Psychosocial Development

Theories

Cognitive

Piaget’s Cognitive theory is a learning theory that deals

with human behavior by understanding the thought process. It

looks at how the thought process influences how children

understand and interact with the world. Piaget theory of


cognitive development explains that children moves through four

different stages of development. His theory also focuses on

understanding how children think and understanding their nature

of intelligence. The four stages of development are the

sensorimotor stage, preoperational stage, concrete operational

stage, and the formal operational stage.

The sensorimotor stage is from birth to two. The

characteristics of this stage are through an infant’s movement

and sensations. In this stage, infants learn that things exist

even though they cannot be seen, they are separate being from the

people and objects around them, and their learning occurs through

assimilation and accommodations. Assimilation and accommodation

are the two complementary processes of Adaptation described by

Piaget through which awareness of the outside world is

internalized.

The preoperational stage is from two to seven. The

preoperational is from two to seven. The characteristics of this

stage are children begin to think symbolically and learn to use

words and pictures to represent objects. They also are egocentric


and see things only from their point of view. In this stage

children are getting better with language and their thinking.

The concrete operational stage is from age seven to eleven.

The characteristics of this stage are children begin to think

logically about events. In this stage, children begin to

understand the concept of conversation, their thinking become

more logical and organized; they begin to use inductive logic or

reasoning from specific information to a general principle.

The formal operational stage is from age is from twelve and

up. The characteristics of this stage are the adolescent begin to

think in reason about hypothetical problems. In this stage, the

adolescent begin to think more about moral, ethical, and social

issues that require abstract reasoning, and begin to use

deductive logic or reasoning from a general principle to specific

information.

Socioculture

Socioculture theory explains how an individual mental

function is related to cultural, institutional, and their


context. Socioculture focus on the perspectives of the roles that

participates in social interactions, culture organized activities

and how they influences psychological development. Socioculture

also focus on how adults and peers influence individual learning,

and how culture beliefs and attitudes impact how instructions and

learning take place. One of the important concepts in

sociocultural theory is the zone of proximal development. The

zone of proximal development is distance between the actual

development level determined by independent problem solving and

the level of potential development determined through problem

solving under adult guidance or other peers. This concept

includes all the knowledge and skills that a person cannot yet

understand or perform on their own, but is capable of learning

with guidance.

Vygotsky argues that a child’s development cannot be

understood by a study, but also examine the external social world

in which that individual life was developed. Children learn

through interactions with their surrounding culture and exposure

to others and their culture. The overall goal of education is to


generate and lead development through social learning using

culture and social relations. Vygotsky stresses that it is

important to look at each child as an individual who learns

distinctively.

Psychosocial

Psychosocial theories emphasize on the idea that personality

is intrinsically social and the important issues of personality

concern how people relate to others. Erikson discusses

psychosocial stages that have an impact on one’s development. He

also believes that ego develops as it successfully resolves

crises that are distinctly social in nature. This involves

establishing a sense of trust, developing a sense of identity in

society, and helping the next generation prepare for the future.

There are eight psychosocial stages and crises which are: infancy

to 1½ years of age, trust vs mistrust; 1½ to 3 years of age,

autonomy vs shame; 3 to 5 years of age, initiative vs guilt; 5 to

12 years of age, industry vs inferiority; 12 to 18 years of age,

ego identity vs role confusion; 18 to 40 years of age, intimacy

vs isolation; 65 plus years of age, integrity vs despair.


Successful completion of each stage results in a healthy

personality and basic virtues. Failure to successful complete a

stage can result in a reduced ability to complete further stages

and an unhealthy personality and a sense of self.

Piaget Cognitive Theory on Mental Health Treatment in Children

Mental Health treatment in children focuses on various

conditions which cause behavior issues. One treatment that is

used Cognitive Behavioral Therapy (CBT). This treatment is

effective on mood disorders, anxiety disorders, personality

disorders, eating disorders, substance abuse, tic, and psychotic

disorders. The development of one’s moral thought and their

behavior plays a role in these disorders. Since the parent is the

dominant figure in the child’s life, every aspect of the parent

role and discipline must be an act of moral requirements of a

given situation. According to Martin Hoffman, “Since one’s

earliest experience in handling conflict occurs in discipline

encounters with parents and discipline encounters occur often in

the early years about five to six times per hour, it seems

reasonable that the type of discipline used by parents will


affect the child’s moral development.” (Hoffman 1979) Lack of

affection, security, and communication in children affects the

child’s behavior, self-esteem, and social development. The

research findings by Hoffman suggest, “that moral internalization

is fostered by the parents frequently use of inductive discipline

techniques, which point out the harmful consequences of the

child’s behavior for others and the parents frequent expression

of affection outside the discipline encounters.” (Hoffman 1979)

Every discipline encounter with our children can either be an

opportunity to help our children grow into the kind of people we

want them to be—or it can be a screaming match. Hoffman also

stated, “A morality based on fear of external punishment is

associated with excessive power assertive discipline such as

physical punishment, deprivation of privileges, or the threat of

both.” (Hoffman 1979) Children identifies themselves with the

acts of the parents, but when shown a different aspect of dealing

with different situations, the child may begin to have anxiety

attacks, mood swings, and other disorders of behaviors. If

prevention is not started at an early age, the child may need

severe treatments for more severe disorders. Cognitive behavioral


therapies are an attempt to preserve the demonstration of

positive effects of therapy within cognitive activities to

produce a therapeutic change. These changes take place in their

thinking, feelings, and behavior. Sometimes medication has to be

administered depending on the trauma or severity of the disorder.

Vygotsky Sociocultural Theory on Mental Health Treatment in

Children

Mental health treatment from a sociocultural view starts

where individuals are seen from their upbringing and beliefs.

According to Sarah Scott and Annmarie Palinscar, “The work of

sociocultural theory is to explain how individual mental

functioning is related to cultural, institutional, and historical

context.” (Scott and Palinscar 2013) Therapist usually looks at

the child’s parent’s upbringing, and how conflicts between the

parents were worked out. This information is used to analyze

one’s personality depending on whether or not the parents

successfully maneuvered through all the stages of development. A

parent that was unsuccessfully maneuvered in any stage may have

mental issues that are passed to their children through the


negative impact that may be caused through the unsuccessful stage

of development.

According to William Penuel and James Wertsch, “These type

studies typically seeks to explain whether or not individuals are

at a particular stage of identity formation and a concern that

socioculture process is less important than individual’s choices

and responses to their situation.” (Penuel and Wertsch 1995) I

believe that individual mental processes have a origin in

children’s social interactions with the world. According to

Penuel and Wertsch, any function in the child’s cultural

development appears twice, the first one on the social plane, and

the next on the psychological plane, which appears between people

as an interpsychological category and then within the child as an

intrapsychological category.” (Penuel and Wertsch 1995) I believe

social relations among people in a positive way can cancel out

negative beliefs within one’s self because one is being exposed

to that failed stage in a positive experience that can bring

about a change.

Psychosocial Theory on Mental Health Treatment in Children


Mental health treatment requires an individual to undergo

evaluations and treatments for a mental disorder. These

treatments may include psychiatric treatment, psychological

evaluations, sex offense evaluations, inpatient or outpatient

counseling, and medication. Mental health treatments from

psychosocial views can be very effective with therapy and

medication. These therapies help people with mental illness

change their behavior. The therapies also teach parents and

children coping strategies. Psychosocial therapies take time,

effort, and patience. During this time children can learn new

skills that may have long term benefits. Some children need

medication to manage severe and difficult problems. Without

treatment, these children will suffer serious or dangerous

consequences. According to the US Department of Health and Human

Services, “Trauma focused cognitive behavioral therapy (TFCBT) is

an evidence treatment approach to help children, adolescents, and

their caregivers overcome trauma related difficulties. It is

designed to reduce negative, emotional, and behavioral responses

following child sexual abuse, domestic violence, traumatic loss,


and other traumatic events.” (US Department of Health and Human

Services 2006-2013)

Compare and Contrast Similarities and Differences of Piaget

Cognitive, Vygotsky Socioculture, and Erikson Psychosocial

Theories

These three psychologists studied three different area of

human development. There are some similarities and some

differences, but their main goal was to see what makes human

beings react under different development. The main similarity

that the three psychologists have is their views on play and

social development. They studied the development of a child

through different areas but in the same stage range of

development. Piaget, Vygotsky, and Erikson basic focus was on

cognitive development, they agreed on the learning abilities, and

they all agreed that everyone is different. The differences are:

through development, Piaget’s view on development was a lack of

ability through the child, Vygotsky view on the child was

external thinking, and Erikson view was through social

interaction; through the course of development, Piaget felt that


learning decline with age, Vygotsky felt that learning increased

in youth and then declined, and Erikson view that that everyone

experiences a series of psychosocial crises as they mature; the

relationship to social speech, Piaget view it as negative and

immature, Vygotsky view it as positive and social stimulated,

Erikson view it as how they overcome their crises can affect

their personal development; through their basic course of

learning, Piaget view it as the child himself, Vygotsky view it

as the zone of proximal, and Erikson view it as the upbringing of

the parents which is passed to the child. These upbringings can

have a negative effect on the child depending on the parent’s

state of mind. Piaget study was the natural line of development,

Vygotsky study was the cultural line of development, and Erikson

study was the mental line of development.

Conclusion

The Piaget’s Cognitive Theory, Vygotsky’s Sociocultural

Theory, and Erikson’s Psychosocial Theory play major roles in a

children and adolescence development. The way a child learns,

what a child learns, and what a child experiences determines


their outcome as an adult. There are three areas of development

that is important in a child’s development which are in the areas

of physical, psychosocial and cognitive development.

This discussion have focused on summarizing three major

development theories, cognitive, sociocultural, and psychosocial,

a discussion of mental health treatment from a cognitive,

sociocultural, and psychosocial point of view, compare and

contrast four similarities, four differences and how they account

for normal child, adolescence, psychological and physical

development verses abnormal child and adolescence psychological

and physical development.


References

Child Welfare Information Gateway (2012). Trauma-Focused

Cognitive Behavior Therapy for Children Affected by

Sexual Abuse or Trauma. U.S. Department of Health and Human

Services. Retrieved from

https://www.childwelfare.gov/pubs/trauma/

The research presented in this article explores research and

practice on trauma-focused cognitive behavioral therapy of an

evidence-based approach to help children, adolescence and

caregivers overcome trauma related difficulties. I will use this

article to identify emotional and behavioral responses following

child sex abuse, domestic violence, and traumatic loss.

Cross, T. (2001). Gifted Children and Erikson’s Theory of

Psychosocial Development. Gifted Child Today. 24(1), 54-

55. DOI: 10762175.20011201 Retrieved from Ebsco Host

Academic Search Premier Database.

The research presented in this article is applied to the

development of gifted children. I will use this article to

https://www.childwelfare.gov/pubs/trauma/


identify crisis experienced by children when they are infants,

toddlers, preschoolers, elementary aged, and during adolescence.

Farinalli, L. & Guerro, K. (2011). Associations Between

Caregiving and Health Outcomes Among Parents of Children

with Mental Illness: An Attachment Perspective. Health

Communication. 26(3), 233-245.

DOI:1080/10410236.2010.549811. Retrieved from Ebsco Host


The research in this article examines the associations between

attachment, caregiving, and health outcomes in perceptions of

somatic and depressive symptoms. I will use this article to

discuss the different types of attachments and their outcomes of

the child.

Hoffman, M. (1979). Development of Moral Thought, Feeling, and

Behavior. American Psychologist, 34(10), 958-966. DOI:

10.10370003-066X.34.10.958. Received from Ebsco Host



The research presented in this article investigates moral

development through thought, feelings, and behavior. I will use

it to identify factors that influence thoughts, feelings, and

behavior.

Penuel, W. & Wertsch, J. (1995). Vygotsky and Identity Formation:

A Socioculture Approach. Educational Psychologist, 30(2),

83. Retrieved from Ebsco Host Academic Search Premier

Database.

The research presented in this article investigates how human

mental functioning can form identity. I will use it to identify

factors that form identity in children.

Scott, S. & Palinscar, A. (2006-2013). Sociocultural Theory.

Education.com. Retrieved from

www.education.com/reference/article/socioculture-theory/

The research in this article explains how individual mental

functioning is related to cultural, institutional, and historical

context. I will use this article to show the roles that social

interactions and cultural organized activities and culture

http://www.education.com/reference/article/socioculture-theory/


organized activities play in influencing psychological

development.

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