Human Growth and Development Theories
The term growth and development both refers to dynamic process. Often used interchangeably, these terms have different meanings. Growth and development are interdependent, interrelated process. Growth generally takes place during the first 20 years of life.; development continues after that.
Growth:
1. Is physical change and increase in size. 2. It can can be meas measure ured d quanti quantitat tative ively ly.. 3. Indicators Indicators of growth includes includes height, height, weight, weight, bone bone size, and dentition. 4. Growth rates vary during different stages of growth and development. 5. The growt growth h rate rate is rapid rapid duri during ng the pren prenata atal, l, neonatal, infancy and adolescent stages and slows during childhood. 6. Physi Physical cal growt growth h is minimal minimal durin during g adulthood adulthood.. Development:
1. Is an an increase increase in the the complexity complexity of functio function n and skill skill progression. 2. It is the capac capacity ity and and skill skill of of a person person to to adapt adapt to the environment. 3. Development is the behavioral aspect of growth. THEORIES: THEORIES: 1. Freud’s Psychosexual Development Theory STAGE 1. Oral Oral
AGE CHARACTERISTICS Birt Birth h to to 1½ 1½ y/oCen y/oCente terr of of ple pleas asur ure: e: mout mouth h (ma (majo jorr sou sourc rcee of of gra grati tifi fica cati tion on & exploration)
Primary need: Security Major conflict: weaning 1½ to 3 y/o Source of pleas easure: anus & bladder (sensu nsual satisfacti ction & self-control)
2. Anal
3. Phallic
4. Latency Latency
4 to 6 y/o
Major conflict: toilet training Center of ple pleasure: child’s d’s geni enital (masturbat bation)
Major conflict: Oedipus & Electra Complex 6 y/o y/o to pubert pubertyEn yEner ergy gy direc directed ted to to physical physical & intell intellect ectual ual activ activiti ities es Sexual impulses repressed
5. Genital
Puberty onwards
Relationship between peers of same sex Energy directed towards full sexual maturity & function & development of skills to cope with the environment
2. Erikson’s 2. Erikson’s Stages of Psychosocial Development Theory
STAGE 1. Infancy 2. Early childhood
3. Late childhood
AGE
CENTRAL (+) (+) RES RESOL OLUT UTIO ION N TASK Birth-18 mos Trust vs Learn Learn to to trust trust others others Mistrust 1½ to 3 y/o Auto utonom nomy vs Self control w/o loss Shame & doubt of self esteem
3 to 5 y/o
Initiative vs guilt
(-) (-) RES RESOL OLUT UTIO ION N Mistru Mistrust, st, withdr withdrawal awal,, estrangement Compulsive, selfrestraint or compliance.
Ability of cooperate & express oneself Willfulness & defiance. Learns to become Lack of selfconfidence. assertive Ability to evaluate Pessimism, fear of one’s one’s own behavior behav ior wrongdoing.
4. School Age
6 to 12 y/o
Industry vs Inferiority
Learns to create, develop & manipulate. Develop sense of competence & perseverance.
Over-control & overrestriction. Loss of hope, sense of being mediocre. Withdrawal from school & peers.
5. Adolescence
12–2 12–20 0 y/o y/o
6. Young Adulthood
18-25 y/o
7. Adulthood
25-65 y/ y/o
8. Maturity
65 y/o to death
Ident dentiity vs rol role Coherent sense of confusion self.
Intimacy vs isolation
Feelings of confusion, indecisiveness, & possible anti-social Plans to actualize behavior. one’s abilities Intimate relationship Impersonal with another person. relationships.
Commitment to work Avoidance of and relationships. relationship, career or lifestyle commitments. Generativity vs Creativity, Self-indulgence, selfstagnation productivity, productivity, concern concern, lack of for others. interests & commitments. Integrity vs Acceptance of worth Sense of loss, despair & uniqueness of one’s one’scontempt for others. own life. Acceptance of death.
3. Havighurst’s Developmental Stage and Tasks DEVELOPMENTAL STAGE 1. Inf Infan ancy cy & ear early ly chi child ldhoo hood d
DEVELOPMENTAL DEVELOP MENTAL TASK TASK
- eat eat soli solid d food foodss - walk - talk - control elimination of wastes - relate emotionally to others - distinguish right from wrong through development of a conscience - learn sex differences and sexual modesty - achieve personal independence
2. Mi Middle ch childhood
- form simple concepts of social & physical ph ysical reality - le learn ph physical skills, re required fo for games
- build healthy attitudes towards oneself - learn to socialize with peers - learn appropriate masculine or feminine role - gain basic reading, writing & mathematical skills - develop concepts necessary for everyday living - formulate a conscience based on a value system - achieve personal independence
3. Adolescence
- develop attitudes toward social groups & institutions - establish more mature relationships with same-age individuals of both sexes - achieve a masculine or feminine social role - accept own body - establish emotional independence from parents - achieve assurance of economic independence - prepare for an occupation - prepare for marriage & establishment of a family - acquire skills necessary to fulfill civic responsibilities
4. Early Adulthood
- develop a set of values that guides behavior - select a partner - learn to live with a partner - start a family - manage a home - establish self in a career/occupation - assume civic responsibilities
5. Middle Adulthood
- become part of a social group - fulfill civic & social responsibilities - maintain an economic standard of living - assist adolescent children to become responsible, happ y adults - relate one’ o ne’ss partner - adjust to physiological changes
6. Later Maturity
- adjust to aging parents - adjust to physiological changes & alterations in health status - adjust to retirement & altered income - adjust to death of spouse - develop affiliation with one’s age group - meet civic & social responsibilities - establish satisfactory living arrangements
4. Levinson’s Seasons of Adulthood AGE 18-2 18-20 0 yrs yrs 21-27 yrs
28-32 yrs 33-39 yrs 45-65 yrs
SEASON CHARACTERISTICS Earl Early y adult adult trans transit itio ion n Seek Seekss inde indepen pende dence nce by separ separat atin ing g fro from m fam famil ily y Entrance into the Experiments with different careers & lifestyles adult world Transition Makes lifestyle adjustments Settling down Experiences greater stability Pay-off years Is self-directed & engages in self-evaluation
4. Sullivan’s Interpersonal Model of Personality Development STAGE 1. Infancy
2. Childhood 3. Juvenile 4. Pr Preadolescence
AGE DESCRIPTION Birth to 1½ yrsInf sInfant learns to rely on caregivers to meet needs & desires 1½ to 6 yrs Child begins learning to delay immediate gratification of needs & desires 6 to 9 yrs Child forms fulfilling peer relationships 9 to to 12 12 yr yrs Child re relates su successfully to to sa same-sex pe peers
5. Earl Early y Adol Adoles esce cenc ncee 6. Late Late Adol Adoles esce cenc ncee
12 to 14 yrs Adol Adoles esce cent nt lear learns ns to be inde indepe pend nden entt & form formss relationships with members of opposite sex 14 to 21 yrs Pers Person on esta establ blis ishe hess an inti intima mate te,, long long-l -las asti ting ng relationship with someone of the opposite sex
5. Piaget’s 5. Piaget’s Phases of Cognitive Development PHASE a. Sensorimotor
AGE Birth to 2 yrs
Stage 1: Use of reflexes Stage 2: Primary circular reaction
Birth to 1 month 1-4 1-4 mont months hs
Stage 3: Secondary circular reaction
4-8 4-8 mon month thss
DESCRIPTION Sensory organs & muscles become more functional Movements are primarily reflexive
Perc Percep epti tion onss cent center er arou around nd one one’’s body body.. Objects are perceived as extensions of the self. Beco Become mess awa aware re of exte extern rnal al envi enviro ronm nmen ent. t. Initiates acts to change the movement. Differ Different entiat iates es goal goalss and and goal-d goal-dire irecte cted d activi activitie ties. s.
Stage 4: Coordination 8-12 8-12 month monthss of secondary schemata Stage 5: Tertiary 12-18 12-18 months months Experim Experiment entss with with methods methods to to reach reach goals. goals. circular reaction Develops rituals that become significant. Stage 6: Invention of 18-24 18-24 month monthss Uses Uses mental mental imag imagery ery to to unders understand tand the the new means environment.
b. Pre-operational Pre-conceptual st stage
Intuitive stage
2-7 years 2-4 ye year
Uses fantasy. Emerging ability to think Thinking te tends to to be be eg egocentric.
4-7 years
Exhibits use of symbolism. Unable to break down a whole into separate parts.
c. Concrete 7-1 7-11 yea years rs Operations d. Form Formal al Oper Operat atio ions ns 11+ year yearss
Able to classify objects according to one trait. Lear Learns ns to reas reason on abou aboutt eve event ntss in in the the here here-a -and nd-now. Able Able to see see rel relat atio ions nshi hips ps and and to to rea reaso son n in in the the abstract.
6. Kohlberg’s 6. Kohlberg’s Stages of Moral Development LEVEL AND STAGE LEV EVE EL I: I: Pr Pre-conventional (Birth to 9 years) Stage 1: Punishment & obedience orientation
DESCRIPTION Authority fi figures ar are ob obeyed. Misbehavior is viewed in terms of damage done. A deed is perceived as “wrong” if one is punished; the activity is “right” if one is not punished.
Stage 2: Instrumental-relativist orientation
“Right” is defined as that which is acceptable acceptab le to & approved by the self.
When actions satisfy one’s needs, they are “right.” LEV EVE EL II II: C Co onventional Cordial in interpersonal re relationships ar are ma maintained. (9-13 years) Approval of others is sought through one’s actions. Stage Stage 3: Interper Interperson sonal al concorda concordance nce Author Authority ity is respe respecte cted. d. Stage 4: Law Law and order orientation orientation Individual Individual feels feels “duty bound” to maintai maintain n social social order.
LEVE LEVEL L III: III: Post Post-c -con onve vent ntio iona nall
Behavior is “right” when it conforms to the rules. Indi Indivi vidu dual al und under erst stan ands ds the the mora morali lity ty of hav havin ing g democratically established laws.
(13+ years) Stage 5: Social contract contract orientati orientation on It is “wrong” “wrong” to violate violate others’ others’ rights. rights. Stage 6: Universal ethics The person understands the principles of human orientation rights & personal conscience. Person believes that trust is basis for relationships. 7. Gilligan’s Theory of Moral Development LEVEL CHARACTERISTICS I. Orientation of Individual Survival Concentrates on what is best for self. Transition Selfish.
Transition 1: From Selfishness to Responsibility
II. II. Goo Goodn dnes esss as Self elf-sac -sacri rifi fice ce
Dependent on others. Recognizes connections to others. Makes responsible choices in terms of self and others. Puts uts need needss of othe others rs ahea ahead d of own. own. Feels responsible for others. Is dependent.
Transition 2: From Goodness to Truth
May use guilt to manipulate others when attempting a ttempting to “help.” Decisions based on intentions & consequences, not on others’ o thers’ responses. Considers needs of self and others.
Wants to help others o thers while being responsible to self.
III. Mo Morality of of Non Nonv viole olence nce
Increased social participation. Sees sel selff an and ot others as as mo morally eq equal ual Assumes responsibilities for own decisions. Basic tenet to hurt no one including self. Conflict between selfishness and selflessness. Self-judgment is not dependent on others’ perceptions but rather on consequences & intentions of actions.
8. Fowler’s Stages of Faith STAGE Pre-stage: Undifferentiated faith
Stage 1: Intuitive1: Intuitive projective faith
Stage 2: Mythicalliteral faith
AGE Infant
CHARACTERISTICS Trust, hope and love compete with environmental inconsistencies or threats if abandonment. Toddler-pres oddler-preschooler chooler Imitates Imitates parental behaviors and attitudes about religion and spirituality. spirituality.
Has no real understanding of spiritual concepts. School School-age -aged d child child Accepts Accepts exis existen tence ce of a deity deity.. Religious & moral beliefs are symbolized by stories. Appreciates others’ viewpoints.
Stage 3: Syntheticconventional faith Stage 4: Individuativereflective faith Stage 5: Conjunctive faith Stage 6: Universalizing faith
Accepts concept of reciprocal fairness. Adol Adoles esce cent nt Ques Questi tion onss valu values es & reli religi giou ouss beli belief efss in an attempt to form own identity iden tity.. Late adolescent & Assumes responsibility for own attitudes & young adult beliefs. Adult Adult
Integrates ot other pe perspectives ab about fa faith in into own definition of truth. Makes concepts of love & justice tangible.
