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    Growth & Development Theories of Development

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    bunso padilla
    The document discusses several major theories of human growth and development. It describes biophysical, psychosocial, cognitive, and other theories. For psychosocial theories, it summarizes Freud's psychosexual stages and Erikson's psychosocial stages. It also discusses Piaget's stages of cognitive development, including the sensorimotor, preoperational, concrete operational, and formal operational stages. Finally, it briefly mentions theories of temperament, attachment, and other topics in growth and development.

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    Growth & Development Theories of Development

    Uploaded by

    bunso padilla
    71 views10 pages
    The document discusses several major theories of human growth and development. It describes biophysical, psychosocial, cognitive, and other theories. For psychosocial theories, it summarizes Freud's psychosexual stages and Erikson's psychosocial stages. It also discusses Piaget's stages of cognitive development, including the sensorimotor, preoperational, concrete operational, and formal operational stages. Finally, it briefly mentions theories of temperament, attachment, and other topics in growth and development.

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    The document discusses several major theories of human growth and development. It describes biophysical, psychosocial, cognitive, and other theories. For psychosocial theories, it summarizes Freud's psychosexual stages and Erikson's psychosocial stages. It also discusses Piaget's stages of cognitive development, including the sensorimotor, preoperational, concrete operational, and formal operational stages. Finally, it briefly mentions theories of temperament, attachment, and other topics in growth and development.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    71 views10 pages

    Growth & Development Theories of Development

    Uploaded by

    bunso padilla
    The document discusses several major theories of human growth and development. It describes biophysical, psychosocial, cognitive, and other theories. For psychosocial theories, it summarizes Freud's psychosexual stages and Erikson's psychosocial stages. It also discusses Piaget's stages of cognitive development, including the sensorimotor, preoperational, concrete operational, and formal operational stages. Finally, it briefly mentions theories of temperament, attachment, and other topics in growth and development.

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    © All Rights Reserved
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    of 10

    Growth & Development

    Theories of Development
    Theories of Development
    Theory
    - A systematic statement of principles that provides a framework for explaining some
    phenomenon

    Theories of Development
    Developmental Task
    - a skill or a growth responsibility arising at a particular time in an in
    dividual’s life

    Theories of Development
     Biophysical
     Personality
    -Psychosocial
    -Psychosexual
     Temperament
     Attachment

     Cognitive
     Behaviorist
     Social learning
     Ecologic systems
     Moral development
     Spiritual development
    BIOPHYSICAL THEORY
    1. ARNOLD GESELL (1880-1961)
    - Describe the development of the physical body
    - Theory states that development is directed by genetics
    - Obtained images of a child’s developmental milestones
    - 10 stages of development were identified

    PSYCHOSOCIAL THEORIES
    PSYCHOSOCIAL THEORIES
    Psychosocial development
    - Refers to the development of personality

    Personality – can be considered as the outward expression of the inner self

    1. SIGMUND FREUD (1856-1939)


    - an Austrian neurologist founder of psychoanalysis

    1. SIGMUND FREUD (1856-1939)


    Psychoanalytic/Psychosexual Theory
    - introduced number of concepts about development that are still in used today:
    -concepts of unconscious minds
    -defense mechanism
    -id, ego, and superego
    1. SIGMUND FREUD (1856-1939)
    Psychoanalytic/Psychosexual Theory
    - Proposed that the underlying motivation to human dev’t is a dynamic, psychic energy,
    which he called libido
    - Personality develops in five overlapping stages from birth to adulthood

    SIGMUND FREUD
    Freud’s Five Stages of Development
    ORAL (Birth – 1 ½ years)
    - pleasure is accomplished by exploring the mouth and by sucking
    - striving for immediate gratification of needs
    - ego begins to emerge
    SIGMUND FREUD
    Freud’s Five Stages of Development
    ANAL (1 ½ - 3 years)
    - pleasure is accomplished by exploring the organs of elimination
    - conflict is between those demands of society and the parents
    SIGMUND FREUD
    Freud’s Five Stages of Development
    PHALLIC (4 – 6 years)
    - pleasure is accomplished by exploring the genitals
    - child is attracted to the parent of the opposite sex

    SIGMUND FREUD
    Freud’s Five Stages of Development
    LATENCY (6years – puberty)
    - pleasure is directed by focusing on relationships with same-sex peers and the parents
    of the same-sex
    - ability to care abd relate to others
    SIGMUND FREUD
    Freud’s Five Stages of Development
    GENITALS (Puberty and after)
    - pleasure is directed in the development of sexual relationships
    - plans life goals and gains strong sense of identity
    2. ERIK H. ERIKSON (1902-1994)
    Theory of Psychosocial Development
    - described 8 stages of dev’t

    2. ERIK H. ERIKSON (1902-1994)


    Theory of Psychosocial Development
    INFANCY
    - birth to 18 mos.
    - trust vs. mistrust
    - attachment to the mother
    - soft sound & touch; visual stimulation
    2. ERIK H. ERIKSON (1902-1994)
    Theory of Psychosocial Development
    TODDLER
    - 18 mos. to 3 yrs.
    - autonomy vs. shame and doubt
    - gaining some basic control over self and env’t
    - opportunities for decision making; praise for the ability to make decisions
    2. ERIK H. ERIKSON (1902-1994)
    Theory of Psychosocial Development
    PRE-SCHOOL
    - 3 to 6 yrs.
    - initiative vs. guilt
    - becoming purposeful & directive
    - explore new activities; allow to play
    2. ERIK H. ERIKSON (1902-1994)
    Theory of Psychosocial Development
    SCHOOL AGE
    - 6 to 12 yrs.
    - industry vs. inferiority
    - developing social, physical & learining skills
    - allowing to assemble & complete short projects
    2. ERIK H. ERIKSON (1902-1994)
    Theory of Psychosocial Development
    ADOLESCENCE
    - 12 to 20 yrs
    - identity vs. role confusion
    - developing sense of identity
    - opportunities to discuss feelings; offer support & praise for decision making
    2. ERIK H. ERIKSON (1902-1994)
    Theory of Psychosocial Development
    EARLY ADULTHOOD
    - 20 to 35 yrs.
    - intimacy vs. isolation
    - establishing intimate bonds of love & friendship

    2. ERIK H. ERIKSON (1902-1994)


    Theory of Psychosocial Development
    MIDDLE ADULTHOOD
    - 35 to 65 yrs.
    - generativity vs. stagnation
    - fulfilling life goals that involve family, career & society
    2. ERIK H. ERIKSON (1902-1994)
    Theory of Psychosocial Development
    LATE ADULTHOOD
    - 65 yrs to death
    - integrity vs. despair
    - looking back at one’s life
    3. ROBERT HAVIGHURST (1900-1991)
    Theory
    - learning is basic to life & that people continue to learn throughout life
    - describe G & D as occurring during 6 stages, each assoc. with 6 to 10 tasks to
    be learned
    3. ROBERT HAVIGHURST
    Havighurst’s age period
    - Infancy & Early Childhood
    - Middle Childhood
    - Adolescence
    - Early Adulthood
    - Middle Age
    - Later Maturity
    4. ROBERT PECK
    Theory
    - believes that although physical capabilities & function decrease with old age, mental
    & social capacities tend to increase in the latter part of life

    4. ROBERT PECK
    3 developmental task during old age
    1. Ego differentiation vs. work-role preoccupation
    2. Body transcendence vs. body preoccupation
    3. Ego transcendence vs. ego preoccupation
    4. ROBERT PECK
    3 developmental task during old age
    1. Ego differentiation vs. work-role preoccupation
    2. Body transcendence vs. body preoccupation
    3. Ego transcendence vs. ego preoccupation
    5. ROGER GOULD
    - transformation is a central theme during adulthood
    - 20’s, time when a person assumes new role
    - 30’s, role confusion often occurs
    - 40’s, person becomes aware of the time limitation
    - 50’s, acceptance of each stage as a natural progression of life marks the path to adult
    maturity
    5. ROBERT GOULD
    7 stages of adult development
    - Stage 1 (ages 16-18)
    - Stage 2 (ages 18-22)
    - Stage 3 (ages 22-28)
    - Stage 4 (ages 28-34)
    - Stage 5 (age 34-43)
    - Stage 6 (ages 43-50)
    - Stage 7 (ages 50-60)
    TEMPERAMENT THEORIES
    1. STELLA CHESS & ALEXANDER THOMAS
    Temperament
    - is multidimensional leading to the dev’t of a child’s personality traits
    - has a role in the dev’t of anxiety, depression, attention deficit disorder, and other
    types of behavior

    ATTACHMENT THEORY
    1. JOHN BOWLBY (1907-1990)
    - Early childhood experiences have strong influence on the child’s dev’t and later behavior
    - Humans have an essential need for attachment
    1. JOHN BOWLBY
    Attachment theory
    - the desire to be near to the attachment figure
    - a retrun to the attachment figure when threatened of for comfort
    - the use of the attachment figure as a security base from which the child can explore
    the surrounding env’t
    - expression of anxiety (separation anxiety) when the attachment figure is absent
    COGNITIVE THEORY
    COGNITIVE THEORY
    Cognitive development
    - manner in which people learn to think, reason, and use language & other symbols
    - involves a person’s intelligence, perceptual ability, & ability to process information
    1. JEAN PIAGET (1896-1980)
    Theory of cognitive devlopment
    - an orderly, sequential process in which a variety of new experiences (stimuli) must
    exist before intellectual abilities can develop
    1. JEAN PIAGET (1896-1980)
    5 phases of cognitive development
    • SENSORIMOTOR (birth to 2 yrs)
    - Stage 1 Use of reflexes (birth-1 mo.)

    1. JEAN PIAGET (1896-1980)


    5 phases of cognitive development
    • SENSORIMOTOR (birth to 2 yrs)
    - Stage 2 Primary circular reaction (1-4 mos.)
    - sucking habits are developed
    1. JEAN PIAGET (1896-1980)
    5 phases of cognitive development
    • SENSORIMOTOR (birth to 2 yrs)
    - Stage 3 Secondary circular reaction (4-8mos.)
    - begins to discover the external env’t
    1. JEAN PIAGET (1896-1980)
    5 phases of cognitive development
    • SENSORIMOTOR (birth to 2 yrs)
    - Stage 4 Coordination of secondary schemata (8-12mos.)
    - 1st intellectual behavior patterns emerge
    1. JEAN PIAGET (1896-1980)
    5 phases of cognitive development
    • SENSORIMOTOR (birth to 2 yrs)
    - Stage 5 Tertiary circular reaction
    - discovers new ways of solving problems by experimentation

    1. JEAN PIAGET (1896-1980)


    5 phases of cognitive development
    • SENSORIMOTOR PHASE (birth to 2 yrs)
    - Stage 6 Inventions of new means (18-24mos.)
    - possesses mental images of the env’t & utilizes cognitive skills to solve
    problems

    1. JEAN PIAGET (1896-1980)


    5 phases of cognitive development
    2. PRECONCEPTUAL PHASE (2-4 yrs.)
    - Egocentric approach to accommodate the demands of the env’t
    - Everything relates to “me”
    - Language dev’t is rapid
    1. JEAN PIAGET (1896-1980)
    5 phases of cognitive development
    3. INTUITIVE THOUGHT PHASE (4-7 yrs)
    - Egocentric thinking diminishes
    - Thinks of one idea at a time
    - Includes others in the env’t
    - Words express thoughts
    1. JEAN PIAGET (1896-1980)
    5 phases of cognitive development
    4. CONCRETE OPERATIONS PHASE (7-11 yrs)
    - Solves concrete problems
    - Cognizant of viewpoint
    1. JEAN PIAGET (1896-1980)
    5 phases of cognitive development
    5. FORMAL OPERATIONS PHASE (11-15 yrs)
    - Uses rational thinking
    - Reasoning is deductive & futuristic
    1. JEAN PIAGET (1896-1980)
    CENTERING
    – look at an object and see only one characteristic of that object
    CONSERVATION
    – change in form does not change the size or amount of content

    1. JEAN PIAGET (1896-1980)


    REVERSIBILITY
    – ability to retrieve steps
    ASSIMILATION
    – changing a situation on one’s perception if it fits his thoughts
    ACCOMODATION
    – Adapt thoughts perceived to fit what is perceived

    BEHAVIORIST THEORY
    BEHAVIORIST THEORY
    - Learning takes place when an individual’s response to a stimulus is either positively
    or negatively reinforced
    1. B.F. SKINNER (1904-1990)
    - Organisms learn as they respond to or “operate” on their environment
    - Operant conditioning, rewarded or reinforced behavior will be repeated
    - Behavior that is punished will be suppressed
    SOCIAL LEARNING THEORIES
    SOCIAL LEARNING THEORY
    - Individuals learn by observing & thinking about the behavior of the self & others

    1. ALBERT BANDURA
    - Learning occurs through imitation
    - Practice requires more awareness, self-motivation, self-regulation of the individual
    - The ind’l actively interacts with the env’t to learn new skills & behavior
    2. LEV VYGOTSKY (1896-1934)
    - “Social Constructivist”
    - Adults guide children to learn
    - dev’t depends on the use of language, play, & social interaction

    ECOLOGIC SYSTEMS THEORY


    1. URIE BRONFENBRENNER (1917-2005)
    Ecologic systems theory of development
    - Interacting with the env’t at a diff. levels or systems
    - Each child brings a uniques set of genes

    1. URIE BRONFENBRENNER (1917-2005)


    5 levels or systems
    - Microsystem - close relationships on a daily basis
    - Mesosystem – relationship of microsystems with one another
    - Exosystem – settings that may influence the child but the child may not
    have daily contact
    - Macrosystem – attitudes & beliefs of the child’s culture & society
    - Chronosystem – time period in which the child is growing up

    THEORIES OF MORAL DEVELOPMENT


    MORAL DEVELOPMENT
    - Learning what ought to be & what not to be done
    - Moral – “relating to right and wrong”
    - Morality – reqt’s necessary for people to live together in society

    1. LAWRENCE KOHLBERG
    - Focused on the reasons an ind’l makes a decision
    - Moral dev’t progresses through 3 levels & 6 stages
    1. LAWRENCE KOHLBERG
    3 levels of moral dev’t
    • PREMORAL or PRECONVENTIONAL LEVEL
    - Egocentric focus
    - Birth to 7 yrs

    1. LAWRENCE KOHLBERG
    3 levels of moral dev’t
    • CONVENTIONAL LEVEL
    - Societal focus
    - 7 to 12 yrs.
    1. LAWRENCE KOHLBERG
    3 levels of moral dev’t
    3. POSTCONVENTINAL, AUTONOMOUS, or PRINCIPAL LEVELREMORAL or
    PRECONVENTIONAL LEVEL
    - Universal focus
    - older than 12 yrs
    1. LAWRENCE KOHLBERG
    6 stages of moral dev’t
    - punsihment & obedience
    - ind’l instrumental purpose & exchange
    - mutual interpersonal expectations, relationships & conformity
    - Social system & conscience maintenance
    - Prior rights & social contract
    - Universal ethical principle

    2. CAROL GILLIGAN (1936-present)


    - Most frameworks for research in moral dev’t do not include the concepts of caring &
    responsibility
    - Moral dev’t proceeds through 3 levels & 2 transitions

    2. CAROL GILLIGAN (1936-present)


    3 levels of moral dev’t
    - Stage 1: caring for oneself
    - Stage 2 : caring for others
    - Stage 3: caring for self & others

    THEORIES OF SPIRITUAL DEVELOPMENT


    SPIRITUAL DEVELOPMENT THEORY
    - An individuals understanding of their relationship with the universe & their perceptions
    about the direction and meaning of life

    1. JAMES FOWLER
    - Dev’t of faith as a force that gives meaning to a person’s life
    - Faith – form of knowing, a way of being in relation to an “ultimate environment”

    1. JAMES FOWLER
    Theory of spiritual dev’t
    - Pre-Stage: Undifferentiated faith (infant)
    - Stage 1: Intuitive-Projective faith (toddler-preschool)
    - Stage 2: Mythical-literal faith (school age)
    - Stage 3: Synthetic-conventional faith (adolescent)
    - Stage 4: Individuative-reflective faith (late adolescent-young adult)
    - Stage 5: Conjunctive faith (adult)
    - Stage 6: Universalizing faith (adult)

    2. WESTERHOFF
    - Describes faith as a way of being &infancy & childhood behaving that evolves from an
    experienced faith guided by parents & others during
    THANK YOU.

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