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Chapter 2

Models of Human Development

© Gallahue, D.L., & Ozmun, J.C.. Understanding Motor Development. McGraw-Hill

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Key Concept

Human Development Is Studied From a Variety of Theoretical

Frameworks, All of Which Have Implications for the Motor

Development and Movement Education of Infants, Children,

Adolescents, and Adults

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Theoretical Models of Development Psychoanalytic theory (Freud) Psychosocial theory (Erikson) Maturational theory (Gesell) Environmental theory

(Havighurst) Cognitive theory (Piaget)

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Conceptual Viewpoints of Development Phase/stage theories

(descriptive) Developmental task theories

(predictive) Developmental milestone

theories (descriptive/predictive)

Ecological Theories (explanatory)

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Leading Developmental Theorists (Table 2.1)

Erik Erikson (phase/stage theory) Robert Havighurst (developmental task

theory) Jean Piaget (developmental milestone theory) Nicholas Bernstein (ecological theory

dynamic systems branch) Roger Barker (ecological theory: behavior

setting branch) Urie Bronfenbrenner (ecological theory:

behavior setting branch)

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Dynamic Systems Theory Nicholas Bernstein: transactional processes (Figure 2.1)

Change is nonlinear (i.e. discontinuous)

Change is self-organizing Change is governed by affordances &

constraints Change is transactional (T.I.E) Change involves degrees of freedom

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Behavior Setting Theory Urie Bronfenbrenner: ecological meaning (Figure 2.2)

Change is ecologically (i.e.. environmentally) based

Change is governed by the attached meaning:- activities (what people do)- roles (people’s expected behaviors)- relationships (how we treat people)

Microsystems (family, peers, school) Mesosystem (interacting microsystems) Exosystem (indirect but important social

settings) Macrosystem (ones’ cultural reality) Chronosystem (one’s total life experience)

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Phase/Stage Theory Erik Erikson: experience is destiny (Table 2.2) Trust vs. Mistrust (mutual affirmation) Autonomy vs. Doubt and Shame (“terrible

two’s”) Initiative vs. Guilt (play age) Industry vs. Inferiority (learning new skills) Identity vs. Role Confusion (fidelity &

devotion) Intimacy vs. Isolation (love & affiliation) Generativity vs. Self-absorption (mid-life

crisis) Integrity vs. Despair (reflection & fulfillment)

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Milestone Theory (Table 2.3)Jean Piaget: accommodation + assimilation = adaptation (Figure 2.3)

Sensorimotor phase (basic assimilation & schema formation through movement)

Preoperational phase (advanced assimilation through physical activity)

Concrete operations phase (reversibility with intellectual experimentation)

Formal operations phase (deductive reasoning through hypothesis formulation)

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Developmental Task Theory (Robert Havighurst: teachable moments)

Infancy - Early Childhood (birth to 5 years)

Middle Childhood (6 to 12 years ) Adolescence (13 to 18 years) Early adulthood (19 to 29 years) Middle Adulthood (30-60 years) Later Maturity (60>)

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Concluding Concept

Although A Variety of Theories Attempt to Both

Describe and Explain Human Development, All

Fall Short