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| Preface | |
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| Introduction | |
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| Early Theories: Preformationism, Locke, and Rousseau | |
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| Preformationism | |
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| Locke's Environmentalism | |
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| Rousseau's Romantic Naturalism | |
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| Gesell's Maturational Theory | |
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| Biographical Introduction | |
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| Principles of Development | |
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| Philosophy of Child Rearing | |
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| Evaluation | |
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| Ethological Theories: Darwin, Lorenz and Tinbergen, and Bowlby and Ainsworth | |
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| Darwin and the Theory of Evolution | |
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| Modern Ethology: Lorenz and Tinbergen | |
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| Bowlby and Ainsworth on Human Attachment | |
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| Evaluation | |
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| Montessori's Educational Philosophy | |
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| Biographical Introduction | |
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| Theory of Development | |
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| Early Education in the Home | |
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| The Montessori School | |
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| Evaluation | |
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| Werner's Organismic and Comparative Theory | |
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| Biographical Introduction | |
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| Werner's View of Development | |
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| Some Comparative Studies | |
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| Symbol Formation: An Organismic View | |
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| Theoretical Issues | |
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| Practical Applications | |
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| Evaluation | |
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| Piaget's Cognitive-Developmental Theory | |
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| Biographical Introduction | |
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| Overview of the Theory | |
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| Period I. Sensorimotor Intelligence (Birth to 2 Years) | |
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| Periods II and III. Preoperational Thought (2 to 7 Years) and Concrete Operations (7 to 11 Years) | |
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| Period IV. Formal Operations (11 Years to Adulthood) | |
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| Theoretical Issues | |
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| Implications for Education | |
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| Evaluation | |
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| Kohlberg's Stages of Moral Development | |
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| Biographical Introduction | |
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| Piaget's Stages of Moral Judgment | |
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| Kohlberg's Method | |
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| Kohlberg's Six Stages | |
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| Theoretical Issues | |
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| Gilligan on the Feminine Voice | |
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| Implications for Education | |
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| Evaluation | |
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| Learning Theory: Pavlov, Watson, and Skinner | |
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| Pavlov and Classical Conditioning | |
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| Watson | |
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| Skinner and Operant Conditioning | |
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| Evaluation | |
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| Bandura's Social Learning Theory | |
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| Biographical Introduction | |
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| Basic Concepts | |
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| Socialization Studies | |
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| Self-lifftcacy | |
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| Abstract Modeling and Piaget's Stages | |
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| Practical Implications | |
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| Evaluation | |
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| Vygotsky's Social-Historical Theory of Cognitive Development | |
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| Biographical Introduction | |
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| Marx's Views on Human Nature | |
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| Vygotsky'a Theory of Psychological Tools | |
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| Memory Aids | |
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| Speech | |
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| Play | |
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| Schooling | |
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| Practical Applications | |
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| Evaluation | |
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| Freud's Psychoanalytic Theory | |
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| Biographical Introduction | |
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| The Stages of Psychosexual Development | |
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| The Agencies of the Mind | |
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| Practical Implications | |
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| Evaluation | |
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| Erikson and the Eight Stages of Life | |
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| Biographical Introduction | |
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| Erikson's Stage Theory | |
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| Theoretical Issues | |
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| Practical Implications | |
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| Evaluation | |
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| Mahler's Separation/Individuation Theory | |
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| Biographical Introduction | |
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| Overview of Concepts and Methods | |
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| Phases of Normal Development | |
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| Practical Applications | |
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| Evaluation | |
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| A Case Study in Psychoanalytic Treatment: Bettelheim on Autism | |
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| Biographical Introduction | |
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| The Autistic Syndrome | |
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| Therapy | |
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| Evaluation | |
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| Schachtel on Childhood Experiences | |
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| Biographical Introduction | |
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| Basic Concepts | |
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| Implications for Education | |
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| Evaluation | |
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| Jung's Theory of Adulthood | |
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| Biographical Introduction | |
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| Personality Structure | |
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| Theory of Development | |
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| Practical Implications | |
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| Evaluation | |
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| Chomsky's Theory of Language Development | |
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| Biographical Introduction | |
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| Basic Concepts | |
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| Notes on the Growth of Grammar | |
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| Chomsky and Learning Theory | |
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| Chomsky and Piaget | |
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| Implications for Education | |
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| Evaluation | |
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| Conclusion: Humanistic Psychology and Developmental Theory | |
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| Humanistic Psychology | |
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| Developmentalists as Humanists | |
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| Epilogue: A Developmental Perspective on the Standards Movement | |
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| References | |
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| Name Index | |
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| Subject Index | |