Chapter 18 Developmental Concepts

Chapter 18Developmental Concepts

Concepts of Growth and DevelopmentConcepts of Growth and Development

• Growth—an increase in body size or changes in body cell structure, function, and complexity

• Development—an orderly pattern of changes in structure, thoughts, feelings, or behaviors resulting from maturation, experiences, and learning

Principles of Growth and DevelopmentPrinciples of Growth and Development

• Predetermined genetic base

• Environmental factors

• Psychosocial experiences

• Orderly and sequential

• Continuous and complex

Factors Influencing Growth and DevelopmentFactors Influencing Growth and Development

• Genetic history

• Prenatal, individual, and caregiver factors

• Environment and nutrition

Theories of DevelopmentTheories of Development

• Freud—theory of psychoanalytical development

• Piaget—theory of cognitive development

• Erickson—theory of psychosocial development

• Havighurst—theory based on developmental tasks

• Gould—theory based on specific beliefs and developmental phases

• Levinson—theory based on the organizing concepts of individual life structure

Theories of Development (continued)Theories of Development (continued)

• Kohlberg—theory of moral development

• Gilligan—conception of morality from the female viewpoint

• Fowler—theory of faith development

Development of a PreschoolerDevelopment of a Preschooler

Freud’s Theory of Psychoanalytic DevelopmentFreud’s Theory of Psychoanalytic Development

• The unconscious mind

• The id

• The ego

• The superego

Freud’s Developmental StagesFreud’s Developmental Stages

• Oral stage (0 to 18 months)

• Anal stage (8 months to 4 years)

• Phallic stage (3 to 7 years)

• Latency stage (7 to 12 years)

• Genital stage (12 to 20 years)

Piaget’s Theory of Cognitive DevelopmentPiaget’s Theory of Cognitive Development

• Sensorimotor stage (birth to 24 months)

• Preoperational stage (2 to 7 years)

• Concrete operational stage (7 to 11 years)

• Formal operational stage (11years and older)

Erikson’s Theory of Psychosocial DevelopmentErikson’s Theory of Psychosocial Development

• Stages of development

• Developmental goals or tasks

• Psychosocial crises

• The process of coping

Stages of Erikson’s TheoryStages of Erikson’s Theory

• Trust vs. mistrust (infancy)

• Autonomy vs. shame and doubt (toddler)

• Initiative vs. guilt (preschool)

• Industry vs. inferiority (school-age)

• Identity vs. role confusion (adolescence)

• Intimacy vs. isolation (young adulthood)

• Generativity vs. stagnation (middle adulthood)

• Ego integrity vs. despair (later adulthood)

Havighurst’s Theory of DevelopmentHavighurst’s Theory of Development

• Described learned behaviors as developmental tasks

• Stages of development based these tasks

– Early to middle childhood

– Middle childhood

– Adolescence

– Young adulthood

– Middle adulthood

– Later maturity

Gould’s Theory of DevelopmentGould’s Theory of Development

• Studies men and women between 16 to 60 years of age

• Central theme for adult years is “transformation”

• Specific beliefs and developmental phases

Young AdulthoodYoung Adulthood

Levinson’s Theory of DevelopmentLevinson’s Theory of Development

• Pattern of life formed by three components

– Self

– Social and cultural aspects of one’s life

– Particular set of roles in which one participates

Levinson’s Major Phases in AdulthoodLevinson’s Major Phases in Adulthood

• Early adult transition

• Entering the adult world

• Settling down

• Midlife transition

• The pay-off years

Kohlberg’s Stages of Moral DevelopmentKohlberg’s Stages of Moral Development

• Preconventional level

• Conventional level

• Postconventional level

Gilligan’s Theory of DevelopmentGilligan’s Theory of Development

• Level 1 — selfishness

• Level 2 — goodness

• Level 3 — nonviolence

Fowler’s Theory of Faith DevelopmentFowler’s Theory of Faith Development

• Stage 1 — intuitive-projective faith

• Stage 2 — mythical-literal faith

• Stage 3 — synthetic-conventional faith

• Stage 4 — individuative-reflective faith

• Stage 5 — conjunctive faith

• Stage 6 — universalizing faith

QuestionQuestion

Which one of the following developmental theorists expanded the work of Freud to include cultural and social influences in addition to biologic processes?

A. Erikson

B. Havighurst

C. Gould

D. Piaget

AnswerAnswer

Answer: A. Erikson

Rationale:

Erik Erikson’s theory is based on Freud’s work but includes developmental stages, developmental goals or tasks, psychosocial crises, and the process of coping.

QuestionQuestion

Which of the following components of Freud’s theory is the part of the mind that serves as a mediator between a person’s desires and the constraints of reality?

A. The unconscious mind

B. The id

C. The ego

D. The superego

AnswerAnswer

Answer: D. Desiring and achieving socially responsible behavior

Rationale:

Desiring and achieving socially responsible behavior is one of several adolescent tasks.

Learning to relate emotionally to others is a task of infancy and early childhood.

Developing fundamental skills in school subjects is a task of middle childhood.

Attaining satisfactory occupational performance is a task of middle adulthood.

QuestionQuestion

According to Havighurst’s developmental theory, which of the following would be a task for the adolescent?

A. Learning to relate emotionally to parents, siblings, and others

B. Developing fundamental skills in reading, writing, and mathematics

C. Attaining and maintaining a satisfactory occupational performance

D. Desiring and achieving socially responsible behavior

QuestionQuestion

Tell whether the following statement is true or false.

Levinson and associates based their developmental theory on the organizing concept of “individual life structure.”

A. True

B. False

Answer Answer

Answer: A. True

Levinson and associates based their developmental theory on the organizing concept of “individual life structure.”

QuestionQuestion

Tell whether the following statement is true or false.

In Fowler’s Stage 5−conjunctive faith, older adolescents and young adults become responsible for their own commitments, beliefs, and attitudes.

A. True

B. False

Answer Answer

Answer: B. False

In Fowler’s Stage 4−individuative–reflective faith, older adolescents and young adults become responsible for their own commitments, beliefs, and attitudes.

Answer Answer

Answer: C. The ego

Rationale:

The ego is the conscious part of the mind that serves as a mediator between the desires of the id and the constraints of reality so that one might live within one’s social, physical, and psychological environment.

Chapter 18 Developmental Concepts

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