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008			190627s2002 vau||||| |||| 00| 0 eng d
020			_a1565856988
020			_a9781565856981
040			_bspa _cBJBSDDR
041			_aeng
050			_aLB 14.6 _bW341t 2002
082			_a370
100	1		_aWatson, Malcolm W.
130			_aThe Great Courses
245	1	0	_aTheories of human development / _cMalcolm W. Watson.
260			_aChantilly, Virginia : _bThe Teaching Company, _c2002.
300			_a4 videodiscs (720 min.) : _bsound, color ; _c4 3/4 in. + _e1 course guidebook (iv, 159 pages ; 19 cm).
440			_aGreat courses (DVD). _pSocial sciences.
490			_aThe Great courses
500			_aCourse No. 197 Twenty-four thirty minute lectures by Dr. Malcolm W. Watson, Professor of Psychology at Brandeis University.
505			_aPart 1: Disc 1. Lecture 1. Introduction: The value of theories ; Lecture 2. The early history of child study ; Lecture 3. Two worldviews: Locke vs. Rousseau ; Lecture 4. Later history: Becoming scientific ; Lecture 5. Freud's psychodynamic theory ; Lecture 6. How we gain contact with reality: The ego -- Disc 2. Lecture 7. Freud's psycho-sexual stages ; Lecture 8. Erikson's psycho-social theory ; Lecture 9. Erikson's early stages ; Lecture 10. Identity and intimacy ; Lecture 11. Erikson's later stages: Adult development ; Lecture 12. Bowlby and Ainsworth's attachment theory. Part 2. Disc 3. Lecture 13. How nature ensures that attachment will occur ; Lecture 14. Development of secure and insecure attachments ; Lecture 15. Early attachments and adult relationships ; Lecture 16. Bandura's social learning theory ; Lecture 17. Bandura's self-efficacy theory ; Lecture 18. Piaget's cognitive-developmental theory -- Disc 4. Lecture 19. Piaget's early stages ; Lecture 20. Concrete operations ; Lecture 21. Piaget's last stage ; Lecture 22. Vygotsky's cognitive-mediation theory ; Lecture 23. Vygotsky's zone of proximal development ; Lecture 24. Conclusions: Our nature and development.
520			_aHave you ever wondered where the terms "terrible twos" and "identity crisis" come from? Did you know that the notion that children are different from adults, and require special care, is only about 200 years old? Did you know we could trace most of our modern ideas about children to just two renowned thinkers of the 17th and 18th centuries? These are just a few of the fascinating aspects of the field of "human development": the science that studies how we learn and develop psychologically, from birth to the end of life. This series introduces the six major theories of child development, the people who formulated each theory, the philosophical backgrounds and historical contexts in which they worked, and the specific processes of human development that each theory describes. Along the way, the strengths and weaknesses of each theory are evaluated in order to determine how these six great theories complement or contradict one another, as well as what they tell us, as a whole, about human development.
650		0	_96087 _aEducation.
650		0	_96088 _aTeaching.
650		4	_91877 _aEducación
650		4	_96089 _aEnseñanza
650		4	_96312 _aPsicología del desarrollo
650		4	_91253 _aPsicología infantil.
650		4	_96313 _aApego (Psicología)
650		4	_96314 _aMadurez (Psicología)
710	2		_96101 _aTeaching Company
730		2	_aThe Great Courses _96091
830			_aThe Great Courses _96091
942			_2lcc _cBK