An essay which outlines and critiques major developmental theories underpinning the development and learning of young children. Scaffold Choose at least Three (3) major developmental theories and...

Running Head: EARLY CHILDHOOD DEVELOPMENT AND LEARNING     1
EARLY CHILDHOOD DEVELOPMENT AND LEARNING        2
DEVELOPMENTAL THEORIES OF EARLY CHILDHOOD LEARNING
Table of Contents
Introduction    3
Psychoanalytical Model of Learning; Sigmund Freud    3
The Theory of Moral Conditioning: Kohlberg Model    5
Cognitive Development and Approach of Piaget    6
Conclusion    8
References    9
Introduction
    The early years of learning are crucial in the sense that children in this phase learn through various models, as per the psychological theories of developmental learning. In fact, there are multiple factors which constitute the major part of learning in the early childhood period and they ensure the positive enabling of the learning pedagogies in their behavior. Children learn from the environment around and at the same time, they develop their sense of understanding from within, which appears to be the psychological evolution. At the same time, the stage theories evaluate various norms and phases which are deemed necessary to give children that perfect environment in which they not only learn but also they align the objectives of learning with the social and psychological determinants which are around them.
    The following analysis targets three major theories of development which are psychoanalytical, cognitive and the learning theories. Various theorists have proposed these models of learning, given that the approach of learning should be guided by the principles and researches established in the 20th century. The interpretation of the three theories selected above formulates the major segment of the cu
ent analysis.
Psychoanalytical Model of Learning; Sigmund Freud
    At first, it is significant to note here that the approach of Freud to develop his model of learning is governed by the process of regressive perception; in most of his researches, he overviewed the experiences and behavioral approaches of the adults who had some kind of mental issues. He relates their experiences from the past to the present and concludes that at psychological level, structuring of the conscious and unconscious both kinds of learning plays pivotal role in the early childhood period. Mostly, the kind of adult society views as a person is the outcomes of the experiences that the person has gone through in the early childhood phase. At the same time, he perceives that the sexual drives and libido are the two major ingredients of learning that keep people motivated. However, the initiation of these drives is effective only in the adulthood; it intrigues the minds of children to know more about their physiques and when changes in it take place, they become curious to explore more and more about their own self.
    Freud suggested a psychosexual progression. - of these phases, he claimed, a child goes through. Oral, anal, phallic, latency, and genital are the phases. During each point, he claimed, the libido is fixed around a specific region of the body, and a major developmental task is completed. For example, libido is said to be focused on the mouth, lips, and tongue during the oral stage, which Freud believed began at birth and lasted until the child was one year old. Weaning, according to Freud, was the most important developmental activity at this time.
    In the same context, Freud identifies that the every person has three different domains to deal with namely, the id, ego and extreme level of ego. Form the early childhood phase, learning about new things and the atmosphere largely depends over the impulses and the stimulated environmental factors in which, children are placed to learn. They apply their emotions and the conscious mind fully to the process of observation of adults. However, they tend to develop the concept that they are subjected to feel only the pleasure in learning nd void pain as much as possible. This is the source of the regression in behavior of the adults who have somehow gone through the abusive phase in childhood. The course of learning remains under the influence of the episode of abuse and whenever they are placed in similar conditions, they tend to react like the child because it was the first time—when they were the children only—when they had to confront these typical...