Theories of Development

    OCR
    GCSE

    Theories of Development examine the biological, cognitive, and socio-emotional mechanisms driving human growth from infancy to adolescence. Candidates must critically evaluate competing paradigms: Piaget’s cognitive constructivism (stage theory), Vygotsky’s socio-cultural theory, and Bowlby’s evolutionary theory of attachment. Mastery requires synthesizing empirical evidence regarding deprivation, privation, and institutionalisation (Rutter, Curtiss) and assessing the validity of these theories across cultural contexts (Van Ijzendoorn). Analysis must distinguish between maturation (nature) and environmental scaffolding (nurture).

    5
    Objectives
    4
    Exam Tips
    3
    Pitfalls
    3
    Key Terms
    4
    Mark Points

    Learning Objectives

    What you need to know and understand

    • Piaget's 4 Stages: Sensorimotor (0-2), Pre-operational (2-7), Concrete Operational (7-11), Formal Operational (11+)
    • Gunderson et al. (2013): Longitudinal study of 53 children in Chicago, aged 14-48 months
    • Piaget (1952): Conservation of number study using two rows of counters
    • Willingham's Theory: Working memory requires factual knowledge to free up processing power for problem-solving
    • Brain Development: The role of the cerebellum in motor skills and the cortex in higher-order processing

    Example Examiner Feedback

    Real feedback patterns examiners use when marking

    • "You have defined the concept correctly, but you must apply it to the person in the scenario to gain AO2 marks"
    • "Your evaluation of Piaget is generic; reference specific methodological issues like the 'naughty teddy' variation to improve"
    • "Differentiate clearly between 'process praise' and 'person praise' when discussing Gunderson et al."
    • "Ensure you explicitly state the impact of the criticism on the theory's validity—why does this flaw matter?"

    Marking Points

    Key points examiners look for in your answers

    • Award marks for precise definitions of Piagetian concepts: object permanence, animism, egocentrism, and decentration
    • Credit responses that accurately apply Dweck's fixed vs. growth mindset concepts to novel scenarios provided in the question
    • Evaluation must go beyond generic statements; credit use of specific terms like 'ecological validity', 'observer bias', or 'generalisability' regarding Gunderson et al. (2013)
    • Candidates must link Willingham's theory of factual knowledge preceding skill to specific classroom strategies

    Examiner Tips

    Expert advice for maximising your marks

    • 💡For 9-mark evaluation questions, use the PEEL structure: Point, Evidence (Study/Theory), Explain (Significance), Link (Back to question)
    • 💡Memorise the specific sample details of Gunderson et al. (2013) to secure AO1 marks for accuracy
    • 💡Distinguish clearly between 'nature' (innate brain structures) and 'nurture' (schema formation via interaction) when discussing development
    • 💡When asked to 'Calculate', show all working out; marks are often available for the process even if the final answer is incorrect

    Common Mistakes

    Pitfalls to avoid in your exam answers

    • Confusing the age ranges and specific characteristics of the Pre-operational and Concrete Operational stages
    • Describing the 'procedure' of a study when the question asks for the 'results' or 'conclusion'
    • Failing to contextualise the answer to the scenario (AO2), providing only generic theoretical descriptions (AO1)

    Study Guide Available

    Comprehensive revision notes & examples

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    Key Terminology

    Essential terms to know

    Likely Command Words

    How questions on this topic are typically asked

    Identify
    Describe
    Explain
    Calculate
    Discuss
    Evaluate

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