Inhoud
Ontwikkelingstheorieën perspectieven:.................................................................................................3
Psychodynamisch perspectief:...........................................................................................................3
Freud – psychoanalytische theorie:................................................................................................3
Erikson – psychosociale theorie:.....................................................................................................3
Behavioristisch perspectief:................................................................................................................3
Nature nurture...............................................................................................................................3
Klassiek en operante conditionering...............................................................................................3
Sociaal cognitieve leertheorie.........................................................................................................3
Cognitief perspectief:.........................................................................................................................4
Piaget – Cognitieve ontwikkeling 1950-1960:.................................................................................4
Informatieverwerkingstheorie........................................................................................................4
Systemisch perspectief:......................................................................................................................5
Bio-ecologisch model bronfrenbrenner - 1979...............................................................................5
Vygotski – socioculturele theorie....................................................................................................5
Evolutionair perspectief:....................................................................................................................5
Biologisch perspectief:............................................................................................................................6
Hechtingstheorie - Bowlby/ Ainsworth...............................................................................................6
Motorische ontwikkelingstheorieën:......................................................................................................7
Cognitieve theorieën (Piaget, Schmidt)..............................................................................................7
Cognitieve benadering (Piaget) 1950-1960>:..................................................................................7
Motorisch leren (Schmidt):.............................................................................................................7
Ecologische theorieën:.......................................................................................................................8
Perceptie-actie model (Gibson):.....................................................................................................8
Dynamische systeemtheorie (Thelen):...........................................................................................8
Neurale groep selectietheorie (Edelman)...........................................................................................8
Neurale groep selectietheorie – Gerald Edelman, 1990:................................................................8
Motorisch leren theorieën:....................................................................................................................9
Motorisch leren via leerstadia – Fitts en Posner, 1967.......................................................................9
Zone van naaste ontwikkeling – Vygotsky..........................................................................................9
Theorie Bernstein:............................................................................................................................10
Motorisch leren – P. Beek.................................................................................................................10
Ontwikkelingsmodellen:.......................................................................................................................11
Ontwikkelingsfasen – Gallahue.........................................................................................................11
Triangulated hourglass – Gallahue...................................................................................................11
, Model van actie:...............................................................................................................................12
Heterarchisch regulatie model.....................................................................................................12
Fitheid – Bouchard model.................................................................................................................12
Transsectioneel model, kind met chronische aandoening:...............................................................12
Theorieën omgeving:............................................................................................................................13
The Developmental Niche – Harkness en Super, 1986.....................................................................13
Kind-taak-omgeving – Newell, 1986.................................................................................................13
Gedragsverandering:............................................................................................................................14
ASE- model:......................................................................................................................................14
Trans-theoretisch model:.................................................................................................................14
Zelf – determinatie theorie:..............................................................................................................14
Triarchische theorie van intelligentie - Sternberg:...............................................................................15
Opvoedingsstijlen – Baumrind, 1983....................................................................................................15
Morele ontwikkeling – Kohlberg en Gilligan.........................................................................................15
Ontwikkelingstheorieën perspectieven:.................................................................................................3
Psychodynamisch perspectief:...........................................................................................................3
Freud – psychoanalytische theorie:................................................................................................3
Erikson – psychosociale theorie:.....................................................................................................3
Behavioristisch perspectief:................................................................................................................3
Nature nurture...............................................................................................................................3
Klassiek en operante conditionering...............................................................................................3
Sociaal cognitieve leertheorie.........................................................................................................3
Cognitief perspectief:.........................................................................................................................4
Piaget – Cognitieve ontwikkeling 1950-1960:.................................................................................4
Informatieverwerkingstheorie........................................................................................................4
Systemisch perspectief:......................................................................................................................5
Bio-ecologisch model bronfrenbrenner - 1979...............................................................................5
Vygotski – socioculturele theorie....................................................................................................5
Evolutionair perspectief:....................................................................................................................5
Biologisch perspectief:............................................................................................................................6
Hechtingstheorie - Bowlby/ Ainsworth...............................................................................................6
Motorische ontwikkelingstheorieën:......................................................................................................7
Cognitieve theorieën (Piaget, Schmidt)..............................................................................................7
Cognitieve benadering (Piaget) 1950-1960>:..................................................................................7
Motorisch leren (Schmidt):.............................................................................................................7
Ecologische theorieën:.......................................................................................................................8
Perceptie-actie model (Gibson):.....................................................................................................8
Dynamische systeemtheorie (Thelen):...........................................................................................8
Neurale groep selectietheorie (Edelman)...........................................................................................8
Neurale groep selectietheorie – Gerald Edelman, 1990:................................................................8
Motorisch leren theorieën:....................................................................................................................9
Motorisch leren via leerstadia – Fitts en Posner, 1967.......................................................................9
Zone van naaste ontwikkeling – Vygotsky..........................................................................................9
Theorie Bernstein:............................................................................................................................10
Motorisch leren – P. Beek.................................................................................................................10
Ontwikkelingsmodellen:.......................................................................................................................11
Ontwikkelingsfasen – Gallahue.........................................................................................................11
Triangulated hourglass – Gallahue...................................................................................................11
, Model van actie:...............................................................................................................................12
Heterarchisch regulatie model.....................................................................................................12
Fitheid – Bouchard model.................................................................................................................12
Transsectioneel model, kind met chronische aandoening:...............................................................12
Theorieën omgeving:............................................................................................................................13
The Developmental Niche – Harkness en Super, 1986.....................................................................13
Kind-taak-omgeving – Newell, 1986.................................................................................................13
Gedragsverandering:............................................................................................................................14
ASE- model:......................................................................................................................................14
Trans-theoretisch model:.................................................................................................................14
Zelf – determinatie theorie:..............................................................................................................14
Triarchische theorie van intelligentie - Sternberg:...............................................................................15
Opvoedingsstijlen – Baumrind, 1983....................................................................................................15
Morele ontwikkeling – Kohlberg en Gilligan.........................................................................................15
