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 be measured quantitatively. 3. Indicators of growth includes height, weight, bone size, and dentition. 4. Growth rates vary during different stages of growth and development. 5. The growth rate is rapid during the prenatal, neonatal, infancy and adolescent stages and slows during childhood. 6. Physical growth is minimal during adulthood. Development: 1. Is an increase in the complexity of function and skill progression. 2. It is the capacity and skill of a person to adapt to the environment. 3. Development is the behavioral aspect of growth. THEORIES: THEORIES: 1. Freuds Psychosexual Development Theory STAGE 1. Oral AGE CHARACTERISTICS Birth to 1 y/o Center of pleasure: mouth (major source of gratification & exploration)

Primary need: Security 2. Anal Major conflict: weaning 1 to 3 y/o Source of pleasure: anus & bladder (sensual satisfaction & self-control) 4 to 6 y/o Major conflict: toilet training Center of pleasure: childs genital (masturbation)

3. Phallic 4. Latency

Major conflict: Oedipus & Electra Complex 6 y/o to pubertyEnergy directed to physical & intellectual activities 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. Eriksons Stages of Psychosocial Development Theory STAGE 1. Infancy 2. Early childhood CENTRAL (+) RESOLUTION TASK Birth-18 mos Trust vs Learn to trust others Mistrust 1 to 3 y/o Autonomy vs Self control w/o loss Shame & doubt of self esteem AGE (-) RESOLUTION Mistrust, withdrawal, estrangement Compulsive, selfrestraint or compliance.

3. Late childhood

3 to 5 y/o

Initiative vs guilt

Ability of cooperate & express oneself Willfulness & defiance. Learns to become Lack of selfassertive confidence. Ability to evaluate ones own behavior Pessimism, fear of wrongdoing. Over-control & overrestriction. Loss of hope, sense of being mediocre. Withdrawal from school & peers.

4. School Age

6 to 12 y/o

Industry vs Inferiority

Learns to create, develop & manipulate. Develop sense of competence & perseverance.

5. Adolescence

1220 y/o

Identity vs role Coherent sense of confusion self.

6. Young Adulthood

18-25 y/o

Intimacy vs isolation

Feelings of confusion, indecisiveness, & possible anti-social Plans to actualize behavior. ones abilities Intimate relationship Impersonal with another person. relationships.

7. Adulthood

25-65 y/o

8. Maturity

65 y/o to death

Commitment to work Avoidance of and relationships. relationship, career or lifestyle commitments. Generativity vs Creativity, Self-indulgence, selfstagnation productivity, concern concern, lack of for others. interests & commitments. Integrity vs Acceptance of worth Sense of loss, despair & uniqueness of onescontempt for others. own life. Acceptance of death.

3. Havighursts Developmental Stage and Tasks DEVELOPMENTAL STAGE 1. Infancy & early childhood DEVELOPMENTAL TASK - eat solid foods - 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. Middle childhood - form simple concepts of social & physical reality - learn physical skills, required 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, happy adults - relate ones 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 ones age group - meet civic & social responsibilities - establish satisfactory living arrangements

4. Levinsons Seasons of Adulthood AGE 18-20 yrs 21-27 yrs 28-32 yrs 33-39 yrs 45-65 yrs SEASON CHARACTERISTICS Early adult transition Seeks independence by separating from family 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. Sullivans Interpersonal Model of Personality Development STAGE 1. Infancy 2. Childhood 3. Juvenile 4. Preadolescence AGE DESCRIPTION Birth to 1 yrs Infant learns to rely on caregivers to meet needs & desires 1 to 6 yrs Child begins learning to delay immediate gratification of needs & desires 6 to 9 yrs Child forms fulfilling peer relationships 9 to 12 yrs Child relates successfully to same-sex peers

5. Early Adolescence 6. Late Adolescence

12 to 14 yrs Adolescent learns to be independent & forms relationships with members of opposite sex 14 to 21 yrs Person establishes an intimate, long-lasting relationship with someone of the opposite sex

5. Piagets Phases of Cognitive Development PHASE a. Sensorimotor

Stage 1: Use of

reflexes Stage 2: Primary circular reaction Stage 3: Secondary circular reaction

AGE DESCRIPTION Birth to 2 yrs Sensory organs & muscles become more functional Birth to 1 Movements are primarily reflexive month 1-4 months Perceptions center around ones body. 4-8 months Objects are perceived as extensions of the self. Becomes aware of external environment. Initiates acts to change the movement. Differentiates goals and goal-directed activities.

Stage 4: Coordination 8-12 months of secondary schemata Stage 5: Tertiary 12-18 months Experiments with methods to reach goals. circular reaction Develops rituals that become significant. Stage 6: Invention of 18-24 months Uses mental imagery to understand the new means environment. b. Pre-operational Pre-conceptual stage Intuitive stage 2-7 years 2-4 year 4-7 years Uses fantasy. Emerging ability to think Thinking tends to be egocentric.

Exhibits use of symbolism. Unable to break down a whole into separate parts. Able to classify objects according to one trait. Learns to reason about events in the here-andnow. Able to see relationships and to reason in the abstract.

c. Concrete 7-11 years Operations d. Formal Operations 11+ years

6. Kohlbergs Stages of Moral Development LEVEL AND STAGE LEVEL I: Pre-conventional (Birth to 9 years) Stage 1: Punishment & obedience orientation DESCRIPTION Authority figures are 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 LEVEL II: Conventional (9-13 years) Stage 3: Interpersonal concordance Stage 4: Law and order orientation

Right is defined as that which is acceptable to & approved by the self. When actions satisfy ones needs, they are right. Cordial interpersonal relationships are maintained. Approval of others is sought through ones actions. Authority is respected. Individual feels duty bound to maintain social order. Behavior is right when it conforms to the rules. Individual understands the morality of having democratically established laws.

LEVEL III: Post-conventional

(13+ years) Stage 5: Social contract orientation It is wrong to violate others 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. Gilligans 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. Goodness as Self-sacrifice Dependent on others. Recognizes connections to others. Makes responsible choices in terms of self and others. Puts needs of others ahead of own. Feels responsible for others. Is dependent. May use guilt to manipulate others when attempting to help. Decisions based on intentions & consequences, not on others responses. Considers needs of self and others.

Transition 2: From Goodness to Truth

Wants to help others while being responsible to self. III. Morality of Nonviolence Increased social participation. Sees self and others as morally equal 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. Fowlers Stages of Faith STAGE Pre-stage: Undifferentiated faith Stage 1: Intuitiveprojective faith CHARACTERISTICS Trust, hope and love compete with environmental inconsistencies or threats if abandonment. Toddler-preschooler Imitates parental behaviors and attitudes about religion and spirituality. Has no real understanding of spiritual concepts. School-aged child Accepts existence of a 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. Adolescent Questions values & religious beliefs in an attempt to form own identity. Late adolescent & Assumes responsibility for own attitudes & young adult beliefs. Adult Adult Integrates other perspectives about faith into own definition of truth. Makes concepts of love & justice tangible. AGE Infant

Stage 2: Mythicalliteral faith