Theories of Human Development PDF

LDO1: Theories of Human Development  Learning Outcomes 1.Discuss the domains of human development a. Cognitive b. Affective c. Psychomotor 2. Discuss issues addressed by theories of human development d. Nature vs. Nurture e. Activity-Passivity f. Continuity-Dis...

LDO1: Theories of Human Development  Learning Outcomes 1.Discuss the domains of human development a. Cognitive b. Affective c. Psychomotor 2. Discuss issues addressed by theories of human development d. Nature vs. Nurture e. Activity-Passivity f. Continuity-Discontinuity g. Universality-Context Specificity  Learning Outcomes 3.Compare and contrast classic human development theories and how these explain events per domain: a. Psychoanalytic Theories b. Cognitive theories c. Behavioral and Social Cognitive theories d. Ethological theory e. Ecological theory f. Eclectic Theoretical Orientation 4. Identify and discuss which theory of development explains a child’s engagement with occupations  Cognitive Domains of Human Performance Affective Psychomot or Cronin & Mandich, 2005  Involves thought - Control and content of thought, awareness of reality vs. delusions, Domains of logical and coherent thought Human Global mental functions: Performance Consciousness - State of awareness and alertness, including the clarity and Cognitive continuity of the wakeful state Orientation - Orientation Orientation to person, place, time, Cronin & Mandich, 2005 self, and others  Specific mental functions Higher level cognitive - Judgment, concept formation, metacognition, executive functions, praxis, Domains of cognitive flexibility, insight Human Attention - Sustained shifting and divided attention, concentration, Performance distractibility Memory - Short-term, long-term, and working memory Cognitive Thought content and process Cronin & Mandich, 2005  Involves feelings Global mental functions: Temperament and personality - Extroversion, Domains of introversion, agreeableness, Human conscientiousness, emotional stability, Performance openness to experience, self-control, self expression, Affective confidence, motivation, impulse control, appetite  Involves feelings Global mental functions: Energy-Energy level, motivation, appetite, Domains of craving, impulse Psychosocial - General Human mental functions, as they develop over the life span, Performance required to understand and constructively integrate the Affective mental functions that lead to the formation of the personal and interpersonal skills needed to establish reciprocal social interactions, in terms of  Involves feelings Specific mental functions Emotional - Regulation Domains of and range of emotions; appropriateness of Human emotions, including Performance anger, love, tension, and anxiety; lability of emotions Affective Experience of self and time - Awareness of one’s identity (including gender identity), body, and position in the  Involves movement Specific mental functions Mental functions for sequencing complex Domains of movement - Mental functions that regulate the speed, Human response, quality, and time of motor production, such as Performance restlessness, toe tapping, or Psychomot hand wringing, in response to inner tension or Neuromusculoskeletal and movement-related functions Body structures Cronin & Mandich, 2005  Biological Processes of Cognitive Developmen t Socioemoti onal Santrock, 2019 Processes of Produce changes in an individual’s physical nature Developmen Genes, brain development, height and weight, changes in motor t skills, nutrition, exercise, Biological hormonal changes, puberty, cardiovascular decline Santrock, 2019 Processes of Refer to changes in the individual’s thought, intelligence Developmen and language Watching a colorful mobile t swinging above the crib, putting Cognitive together two-word sentence, memorizing a poem, dressing up like a movie star, solving a crossword puzzle Santrock, 2019 Processes of Changes in the individual’s relationship with other people, Developmen changes in emotions, and changes in personality t Socioemoti This response depends on biological processes (the physical nature of onal touch and responsiveness to it), cognitive processes (the ability to understand intentional acts), and socioemotional processes (the fact that smiling Santrock, 2019 often reflects a positive emotional feeling and helps to connect  Nature vs. Nurture Issues in Activity vs. Human Passivity Continuity Developmen vs. t Discontinui Universality ty vs Context Specificity  Is development primarily the product of nature (biological forces) or nurture (environmental Issues in forces)? Nature: Genetic Human predispositions which predict development Developmen Nurture: Human Nature t vs. development can take many paths depending on the Nurture individual’s experiences from their surroundings  Do humans actively shape their own environments and contribute to their own development—or are they passively shaped by forces Issues in beyond their control such as their environment? Human this theory debates whether children are active contributors to their own Developmen development or, rather, passive Activity t vs. recipients of environmental influence. Humans are curious – girls play dolls, Passivity boys manipulate car toys, teenagers exploring social media Environment influences us – children’s failures can be blamed from the parents and teachers  Do you believe that humans change gradually, in ways that leave them not so different from the way they were before, or do you believe humans change Issues in abruptly and dramatically? Continuity- process in small Human steps without sudden changes, Continuity Developmen continuous/smooth flow = quantitative (ex: Children vs. t become more skillful in Discontinui thinking, talking or acting much the same way as they ty get taller.) Discontinuity – series of stages/stair steps or abrupt shifts  Is development similar from person to person and from culture to culture—or do pathways of development vary considerably depending on the Issues in social context? Universality = argues that all children progress through the Human same stages of cognitive Developmen Universality development in the same order and at the same t vs Context approximate ages (Piaget supported this) Specificity Context-specificity = Argues that development takes different paths depending on environmental context Santrock, 2019  What is the significance of age? Conceptions of age – chronological age is not very relevant to understanding a person’s psychological development Age and Happiness - Older people are generally more satisfied, growing older as an outcome of staying alive Biological Age- age in terms of biological health, functional capacities of vital organs Psychological age - individual’s adaptive capacity compared with those individuals of same chronological age, “conscientiousness” adult trait Social age - refers to connectedness with others and the social roles Theories of Human Development Psychoanalytic theories Cognitive theories Behavioral and Social Cognitive Theories Ethological Theory Ecological Theory An Eclectic Theoretical Orientation Psychoanalytic Theories Freud’s theory – developmental problems were the result of experiences early in life. Our adult personality is determined by the way we resolve conflicts from each stage.  Psychoanalytic Theories Stage I: ORAL STAGE 0-1 year, mouth: Oral desire is the center of pleasure for the newborn baby. The earliest attachment of a baby is to the one that provides gratification to his oral needs, usually his mother. If the optimal amount of stimulation is not available, libidinal energy fixates on the oral mode of gratification, resulting in subsequent latent aggressive or passive tendencies. Lanz & Ray, 2021  Psychoanalytic Theories Stage II: ANAL STAGE 1-3 years old, bowel and bladder: Toilet training is an especially sensitive task during this period. The parents' desire for adequate performance shifts the libidinal energy from the oral to the anal area. The child faces increased chances to be reprimanded, to feel inadequate, and an increased ability to perceive a negative evaluation from a caretaker if he fails to perform appropriately. Fixation at this stage can manifest in anal retentiveness (incessant orderliness) or anal Lanz & Ray, 2021  Psychoanalytic Theories Stage III: PHALLIC STAGE 3-6 years old, phallic, genitalia: This is perhaps the most controversial stage of Freud's psychosexual development. This is the stage in which the child begins to experience pleasure associated with their genitalia. In this period of primitive sexual development, the child can establish the roots of fixation with the opposite sex parent, the Oedipus complex Lanz & Ray, 2021  Psychoanalytic Theories Stage IV: LATENCY PERIOD 6 - 12 years old, latency, dormant sexual feelings: During this time, the libido is relatively repressed or sublimated. Freud did not identify any erogenous zone for this stage. The child now begins to act on their impulses indirectly by focusing on activities such as school, sports, and building relationships. Dysfunction at this stage results in the child's inability to form healthy relationships as an adult Lanz & Ray, 2021  Psychoanalytic Theories Stage V: GENITAL STAGE 13-18 years old, genital, mature sexual feelings: The child's ego becomes fully developed during this stage, and they are subsequently seeking their independence. Their ability to create meaningful and lasting relationships is concrete, and their sexual desires and activity are healthy and consensual. If a child or young adult experiences dysfunction during this period, they will be unable to develop meaningful healthy Lanz relationships & Ray, 2021 Psychoanalytic Theories  Psychoanalytic Theories Lanz & Ray, 2021  Psychoanalytic Theories Id is the instinctual aspect of the psyche, consisting of the sexual and aggressive drives. It is essentially the biological, instinctual, unconscious drive of the individual as it is involved in gratification. A newborn's behavior is driven purely by innate instincts (id). As the child matures, the ego differentiates from the id. Ego is the decision-making aspect of personality. In contradiction to the id, which operates by way of the pleasure principle and immediate gratification, the ego operates by way of the reality principle, seeking satisfaction via practical strategies. The ego ultimately mediates the interaction between the id and the "real" world. It is rational by nature, whereas the id is irrational Lanz & Ray, 2021  Psychoanalytic Theories The last psychic structure to develop is the superego Superego - this incorporates the morals and values of society. This construct develops during the phallic stage and is analogous to one's moral compass. These structures can help explain pathologic behavior and sources of anxiety. Lanz & Ray, 2021  Psychoanalytic Theories Erikson’s Psychosocial Theory – the primary motivation for human behavior is social and reflects a desire to affiliate with other people Santrock, 2019  Psychoanalytic Theories Trust versus mistrust is Erikson’s first psychosocial stage, which is experienced in the first year of life. The development of trust during infancy sets the stage fora lifelong expectation that the world will be a good and pleasant place to live. Autonomy versus shame and doubt is Erikson’s second stage. This stage occurs in late infancy and toddlerhood (1 to 3 years). After gaining trust in their caregivers, infants begin to discover that their behavior is their own. They start to assert their sense of independence or autonomy. They realize their will. If infants and toddlers are restrained too much or punished too Santrock, 2019 Psychoanalytic Theories Initiative versus guilt, Erikson’s third stage of development, occurs during the Preschool years. As preschool children encounter a widening social world, they face new challenges that require active, purposeful, responsible behavior. Feelings of guilt may arise, though, if the child is irresponsible and is made to feel too anxious. Industry versus inferiority is Erikson’s fourth developmental stage, occurring approximately during the elementary school years. Children now need to direct their energy toward mastering knowledge and intellectual skills. The negative outcome is that the 2019 Santrock,  Psychoanalytic Theories identity versus identity confusion- This is Erikson’s fifth developmental stage. During the adolescent years, individuals need to find out who they are, what they are all about, and where they are going in life. If adolescents explore roles in a healthy manner and arrive at a positive path to follow in life, then they achieve a positive identity; if they do not, identity confusion reigns. Intimacy versus isolation is Erikson’s sixth developmental stage, which individuals experience during early adulthood. At this time, individuals face the developmental task of forming intimate relationships. If Santrock, 2019 young adults form healthy friendships and an intimate  Psychoanalytic Theories Generativity versus stagnation, Erikson’s seventh developmental stage, occurs during middle adulthood. By generativity Erikson means primarily a concern for helping the younger generation to develop and lead useful lives. The feeling of having done nothing to help the next generation is stagnation. Integrity versus despair is Erikson’s eighth and final stage of development, which individuals experience in late adulthood. During this stage, a person reflects on the past. If the person’s life review reveals a life well spent, integrity will be achieved; if not, the retrospective glances likely will yield doubt or gloom Santrock, 2019 Psychoanalytic Theories Psychoanalytic Theories  Cognitive Theories Piaget’s Cognitive Developmen tal Theory - children actively construct their understandi ng of the world -two processes: organization Santrock, 2019 and  Cognitive Theories Vygotsky’s Sociocultural Cognitive Theory-children actively construct knowledge that is shaped by social interaction and culture. Adults as models in order for children to learn Santrock, 2019  Cognitive Theories Information- Processing Theory- individual manipulate information, monitor it, and strategize about it Santrock, 2019  Behavioral and Social Cognitive Theories Pavlov’s Classical Conditioning – learning through association; Everything from speech to emotional responses was simply patterns of stimulus and response. Santrock, 2019  Behavioral and Social Cognitive Theories Skinner’s Operant Conditioning – the consequences of a behavior produce changers in the probability of the behavior’s occurrence Santrock, 2019  Behavioral and Social Cognitive Theories Bandura’s Social Cognitive Theory– behavior, environment and cognition are the key factors in development. suggests that observation and modeling play a primary role in how and why people learn Bandura's theory goes beyond the perception of learning being the result of direct experience with the environment. Learning, according to Bandura, can occur simply by observing others' behavior. Santrock, 2019  Ethological Theory Ethology – stressed that behavior is strongly influence by biology, tied to evolution, and characterized by critical and sensitive periods. Santrock, 2019  Ecological Theory Bronfenbrenner’s ecological theory – holds that development reflects the influence of several environmental systems Santrock, 2019  Eclectic Theoretical Orientation No single theory can explain entirely the rich complexity of the life-span development. Santrock, 2019 Eclectic Theoretical Orientation Santrock, 2019 Thank You!  Lantz S.E & Ray S. Freud Developmental Theory.. References In: StatPearls [Internet]. Treasure Island (FL): StatPearls Publishing. https://www.ncbi.nlm.nih.gov/books/NBK557526/ Santrock, J. W. (2019). Life-span development (13th ed.). McGraw-Hill. Cronin, A., & Mandich, M. (2015). Human development and performance troughout the lifespan. Cengage Learning.