Compare and contrast Freud Erikson’s theories

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compare and contrast two theorists of development, Erikson and Freud, to have a deeper understanding of how children grow and develop. We continue to focus our learning on SLO C: Compare and contrast various theoretical frameworks that relate to the study of human development, to write a two page essay (double spaced). 1. Read information on these two child development theorists. 1-Feel free to conduct a web search and also use the information from this module as a source of reference. 2. When writing your essay please compare and contrast both theorists based on the following information: * How Freud and Erikson’s theories are similar and different from one another? Please make sure to name and explain three similarities and three differences on their work.

Identify and explain how the​‌‍‍‍‌‍‍‌‍‌‌‍‍‍‌‍‌‌‌‍​y viewed children’s development in the following contexts: passive and/or active, and genetic/nature vs. nurture/environment? * Analyze the stages of development in both theories and what characterizes each of the stages. * Use some critical thinking skills: If these theorists would have a conversation in 2021, what would they say about the way our society has evolved, and the way we are supporting our children well-being? This is based on your own opinion. * Write your essay using paragraphs to develop full ideas. *

 

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echniques can enhance autistic children’s communication in a socially meaningful way. A study was done that evaluated peer incidental teaching as a way to increase peer interactions by children with ASD (McGee, Almeida, Sulzer-Azaroff, and Feldman, 1992). The study gave a typical child something to say that would elicit a response from their peer with ASD (McGee et al., 1992). Three typical preschoolers were trained and paired with three children with ASD in a natural free play environment (McGee et al., 1992). There was adult supervision that was systematically faded throughout the sessions, which resulted in increase reciprocal interactions among the peers (McGee et al., 1992). Evidence showed that peer incidental teaching was effective in improving and enhancing reciprocal interactions among children with autism and their typical peers (McGee et al., 1992).

Expansion of Incidental Teaching Methods

Incidental teaching is the most common among speech and verbal words and phrases. It is proven to help a child engage with toys, respond in social settings, social tolerance of peers, and imitation of peers (McGee et al., 1999). Hart and Risley (1975) discussed that children were able to develop compound sentences on their own based on the teaching procedures of incidental teaching. Incidental teaching encourages the use of conversational language because of the use in generalized settings with different people (McGee & Daly, 2007).

It is evident how successful incidental teaching is in the realm of functional language interactions. However, McGee, Krantz, and McClannahan (1986) completed an extension of

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