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Please wait while the page loadsChildren's Nursing · Free Resource
The child development theories that show up in exams and essays, explained in a way that actually sticks.
Why it matters
Developmental theories help you assess if a child is developing normally, adapt your communication to their stage, understand behaviour in context, recognise delay early, and provide truly age-appropriate care.
Jean Piaget described how children's thinking develops through distinct stages. Children aren't just "mini adults" — they think differently at each stage.
Learning through senses and movement. Develops object permanence (~8 months) — understanding objects still exist when out of sight.
Clinical application
Use distraction. Infant may cry when parent leaves. Allow comfort objects. Keep parent visible if possible.
Symbolic thinking (pretend play) but egocentric — can't see others' perspectives. Magical thinking — may believe thoughts caused illness.
Clinical application
Use simple, concrete explanations. Demonstrate on a teddy or doll. Reassure it's not their fault they're ill.
Logical thinking about concrete things. Understands conservation. Can see others' viewpoints.
Clinical application
Include child in discussions. Give logical explanations. They can learn about their condition.
Abstract thinking — can reason hypothetically, consider future consequences, think philosophically.
Clinical application
Involve in decisions about care. Discuss long-term implications. Consider Gillick competence.
Eight stages of psychosocial development, each with a "crisis" to resolve. Success leads to healthy development; failure can cause lasting difficulties.
| Age | Stage / Crisis | Key Theme | Clinical Application |
|---|---|---|---|
| 0–1 yr | Trust vs Mistrust | Can I trust the world? | Keep routines consistent. Involve parents. Respond to cries. |
| 1–3 yrs | Autonomy vs Shame | "Me do it!" | Offer simple choices. Allow some control. Be patient. |
| 3–6 yrs | Initiative vs Guilt | Am I good or bad? | Encourage questions. Use play for procedures. |
| 6–12 yrs | Industry vs Inferiority | Am I competent? | Praise achievements. Keep up with schoolwork if possible. |
| 12–18 yrs | Identity vs Role Confusion | Who am I? | Respect autonomy. Address body image. Involve in care decisions. |
Early attachment with caregivers is crucial for emotional development. The quality of attachment shapes relationships throughout life. Ainsworth's Strange Situation identified four attachment styles.
Secure
Child uses caregiver as safe base. Distressed when separated but easily comforted on reunion. Develops from consistent, responsive care.
Insecure–Avoidant
Child avoids caregiver. Little distress at separation, ignores on reunion. Often from emotionally unavailable parenting.
Insecure–Resistant (Ambivalent)
Very distressed at separation, hard to comfort on reunion. From inconsistent caregiving.
Disorganised
No clear pattern — confused or contradictory behaviours. Often linked to abuse or neglect. Highest risk for later difficulties.
Clinical applications
Keep parents with children wherever possible (family-centred care). Prepare children for separations. Watch for signs of attachment difficulties. Consider attachment in child protection concerns. Support parent-infant bonding, especially if premature or unwell.
ZPD
Zone of Proximal Development
The gap between what a child can do alone and what they can do with help. Learning happens best in this zone — challenging but achievable with support.
Scaffolding
Scaffolding
Temporary support given by a more knowledgeable person, gradually reduced as competence increases. Think: training wheels on a bike.
MKO
More Knowledgeable Other
Someone with more knowledge who guides learning — a parent, teacher, nurse, or even a peer.
Clinical application
When teaching a child self-care skills (e.g., inhaler technique), provide step-by-step guidance then gradually reduce support as they become competent. Use peer support — children often learn well from others who've been through similar experiences.
| Level | Stage | Age | Reasoning |
|---|---|---|---|
| Pre-Conventional | 1 — Avoid punishment | ~2–6 yrs | "It's wrong because I'll get in trouble." |
| Pre-Conventional | 2 — Self-interest | ~6–9 yrs | "What's in it for me? Fair exchange." |
| Conventional | 3 — Good boy/girl | Adolescence | Want approval; relationships matter. |
| Conventional | 4 — Law and order | Adulthood | Rules and authority are important. |
| Post-Conventional | 5 — Social contract | Some adults | Rules can be changed for the greater good. |
| Post-Conventional | 6 — Universal principles | Few adults | Personal ethics may override law. |
Clinical application
For young children, link medication adherence to concrete consequences. For older children, appeal to rules. For adolescents, discuss the reasoning and let them participate in decisions.
Children learn by observing and imitating others (modelling). Explains how behaviours — good and bad — are learned.
Clinical: Model healthy behaviours. Be aware children may copy staff. Use role modelling in health education.
Development is influenced by multiple systems: family (microsystem), school/community (mesosystem), parental work (exosystem), culture (macrosystem).
Clinical: Consider the whole context of a child's life. Family circumstances, community resources, and cultural background all matter.
Five stages (oral, anal, phallic, latent, genital). While controversial, concepts like defence mechanisms remain clinically relevant.
Clinical: Understand that behaviour may have unconscious roots. Defence mechanisms such as denial and regression are common coping strategies.
Red flags — when to be concerned
Theorist
Piaget
How children THINK
Theorist
Erikson
How children FEEL
Theorist
Bowlby
How children BOND
Theorist
Vygotsky
How children LEARN