development psychology

1. approaches to development

3. introduction;
• Introduction to Theories of
Development Theories of development
provide a framework for thinking about
human growth, development, and
learning. But why do we study
development? What can we learn from
psychological theories of development?
If you have ever wondered about what
motivates human thought and behavior,
understanding these theories can
provide useful insight into individuals
and society

4. Freud’s Theory of Psychosexual
Development
• Psychoanalytic Theories; Psychoanalytic
theory originated with the work
of Sigmund Freud. Through his clinical
work with patients suffering from mental
illness, Freud came to believe that
childhood experiences
and unconscious desires influenced
behavior. Based on his observations, he
developed a theory that describe
development in terms of a series of
psychosexual stages. According to Freud,
conflicts that occur during each of these

8. Jean Piaget
• Cognitive theory is concerned with the
development of a person's thought
processes. It also looks at how these
thought processes influence how we
understand and interact with the world.
• The foremost cognitive thinker was Jean
Piaget, who proposed an idea that seems
obvious now, but helped revolutionize how
we think about child development: Children
think differently than adults.
• Piaget then proposed a theory of cognitive
development to account for the steps and
sequence of children's intellectual
development.

9. • Piaget's stages of cognitive
development
• The Sensorimotor Stage
• The Preoperational Stage
• The Concrete Operational Stage
• The Formal Operational Stage

11. • Sensory-motor stage Birth to 2 years. This
stage consists of six sub-stages that show
significance gain in the child’s thinking as they
progress through infancy. Children are using their
physical or motor skills and their senses to explore
their world and develop their cognitive
understandings.
• Pre-operational stage 2 to 7 years. In
this stage children are less reliant upon senses and
physical exploration and, according to Piaget,are
‘illogical’ thinker During this stage, for example,
children can be shown that two balls of dough are
exactly the same size, and they will agree that the
balls are the same size, but when one is flattened,
they will usually tell you that one of them is now
bigger. This inability to conserve is a feature of
the preoperational stage.

12. Concrete operations 7 to 12 years. In
this stage, which aligns with middle
childhood, children are beginning to be able
to demonstrate much more logical thinking,
although they need concrete materials to
help them reach the correct conclusions.
Thus in this stage you will see children
working on mathematical problems but
using blocks, counters or even their fingers
to help them work out the answer.
Formal operation 12 years and over.
This final stage encompasses the rest of
our lives. Piaget believed that once we
reached the age of 12 we were capable can

15. Lev Vygotsky;
• his theory is related with both
socioculture and cognitive, While this
Russian theorist died in 1934, his work only
found a broader audience in the 1990s.
Vygotsky developed his theories around
the same time as Jean Piaget yet he
emphasized the importance of
relationships and interactions between
children and enviornment. (Berk, 1996).
• Vygotsky's theories stress the
fundamental role of social interaction in
the development of cognition

16. • 1. Thinking in unordered heaps
Beginnings of conceptual thought·
 Children use trial and error
Children use problem-solving techniques
 Three sub-phases
 Preschool stage of development
• 2. Thinking in complex stage
 Children begin to make connections
between objects, but not in a consistent
manner
 Five sub-phases

17. 3. Thinking in concepts stage
o Children are able to think in more
abstract concepts and make
associations
o Cannot see two associations
simultaneously
4. Thinking in true concepts stage
o Mature thinking
o Children can manipulate a number of
abstract concepts

20. Erik Erikson’s Theory of
Psychosocial Development
Like Freud, Erik Erikson believed in the
importance of early childhood. However,
Erikson believed that personality
development happens over the entire
course of a person’s life. In the early
1960s, Erikson proposed a theory that
describes eight distinct stages of
development. According to Erikson, in each
stage people face new challenges, and the
stage’s outcome depends on how people
handle these challenges. Erikson named the
stages according to these possible
outcomes:

21. • Trust vs. Mistrust In the first year after
birth, babies depend completely on adults
for basic needs such as food, comfort, and
warmth. If the caretakers meet these
needs reliably, the babies become
attached and develop a sense of security.
Otherwise, they may develop a mistrustful,
insecure attitude
• Autonomy vs. Shame and Doubt Between
the ages of one and three, toddlers start
to gain independence and learn skills such
as toilet training, feeding themselves, and
dressing themselves. Depending on how
they face these challenges, toddlers can
develop a sense of autonomy or a sense of
doubt and shame about themselves..

22. Initiative vs. Guilt Between the ages of
three and six, children must learn to
control their impulses and act in a
socially responsible way. If they can do
this effectively, children become more
self- confident. If not, they may
develop a strong sense of guilt
• Industry vs. Inferiority Between the
ages of six and twelve, children compete
with peers in school and prepare to take
on adult roles. They end this stage with
either a sense of competence or a sense
of inferiority.

23. • Stage 5: Identity vs. Role Confusion
During adolescence, which is the period
between puberty and adulthood,
children try to determine their identity
and their direction in life. Depending on
their success, they either acquire a
sense of identity or remain uncertain
about their roles in life.
• Stage 6: Intimacy vs. Isolation In young
adulthood, people face the challenge of
developing intimate relationships with
others. If they do not succeed, they
may become isolated and lonely.

24. • srage7: Generatively vs. Self-
Absorption As people reach middle
adulthood, they work to become
productive members of society, either
through parenting or through their jobs.
If they fail, they become overly self-
absorbed.
• Stage 8: Integrity vs. Despair In old
age, people examine their lives. They
may either have a sense of contentment
or be disappointed about their lives and
fearful of the future.

25. Stage Conflict Faced Typical Age Range Major Challenge(s
1 Trust vs. mistrust First year of life
Having basic needs me
attaching to people
2
Autonomy vs. shame
and doubt
1–3 years Gaining independence
3 Initiative vs. guilt 3–6 years
Acting in a socially
responsible way
4 Industry vs. inferiority 6–12 years
Competing with peers
preparing for adult
roles
5
Identity vs. role
confusion
Adolescence
Determining one’s
identity
6 Intimacy vs. isolation Early adulthood
Developing intimate
relationships
7
genretivity vs. self-
absorption
Middle adulthood Being productive
8 Integrity vs. despair Old age Evaluating one’s life

29. CRITICISMS OF KOHLBERG'S THEORY:
A. Carol Gilligan, In a Different Voice - Women
are socialized differently from men. -
Concerns for the other (nurturing, serving
behaviors connected to socially
dictated female roles) prevent women from
developing moral reasoning per
Kohlberg's model
- Gilligan proposes three level of female development
A. FOCUS ON SELF TO EXCLUSION OF OTHER
B. FOCUS ON OTHER TO EXCLUSION, DETRIMENT OF SELF
C. FOCUS ON ALL WHICH INCLUDES SELF
- BUT, these levels seem to parallel Kohlberg's
pre-conventional, conventional and post-
conventional levels
- Gilligan also produced little data to support her
critique of Kohlberg, her former mentor at
Harvard.

30. • B. Charles Bailey, UCF
•
• - Kohlberg's model is biased against
conservative worldviews, values in favor of
liberal
• worldviews
• - But Kohlberg's model does not
consider content of reasoning, only process
• - Some conservatives reason at post-
conventional levels, some radicals at pre-
• conventional levels
• - BUT, ongoing studies of Kohlberg's
model by James Rest
at University of Minnesota
• have documented both the
regularity of more liberal worldviews found in
higher