Bocaya, Joana Mae N.

September 9,2022
BECEd 1-B

Continuity or Discontinuity
Developmental psychologists debate how development works. Some argue that we develop smoothly
and gradually, while others believe it occurs in stages based on behaviors predominantly observed at
different ages. Continuity or discontinuity, both are logical in understanding the psychological
developments of humans, but I believe that the continuity model outweighs the other on a different level.
Though, in what way?
The continuity model was professed by Robert Atchel in 1971 in one of his articles "Retirement and
Leisure Participation: Continuity or Crisis?" in the journal The Gerontologist. This theory proposes that a
human develop continuously without a hitch and that it gradually accumulates knowledge and skills over
time. In comparison, the discontinuity model presents that development occurs in stages and that one
must have a turning point to proceed to another stage of life. These models are the same in a way, but
discontinuity is not inclusive. It has determinate criteria for each of its stages which do not apply to all.
On the other hand, the continuity model is what I believe to be inclusive. It does not have a fixed list of
things that should be done at a certain age by everyone. Instead, it solely focuses on the development of a
child and a person without a set goal to fulfill.
Furthermore, in the domains of development, it was discussed that there are forces that contribute to
human development and this includes biological, psychological/cognitive, socio-emotional/cultural, and
language development. But what if a child is affected by one of these domains? Say, for example, the
child has health-related factors that are different from others. Two children may be of the same age, but
there are also chances that the other doesn't have the capabilities that the other has. A child may quickly
learn how to walk and talk, but the other might have difficulties. Again, as an example, a child may
achieve independence during their late childhood, while others may attain such achievement during their
adolescence. Moreover, in our lesson, authors and psychologists mentioned that development is complex
and a unique phenomenon for each individual, but the discontinuity model did not consider the
differences and individuality of a child. While on the continuity model, such problems were surmounted
as what it focuses on is how a child develops and not on what it develops at a certain age.
Additionally, the discontinuity model did not consider the environment of a developing person. Such
as forces that include the interpersonal, societal, cultural, and ethical factors that surround the child. As it
was mentioned in the domains of development under socio-emotional/cultural development, it is
important how one interacts with its environment as it influences their development.
As was discussed in Lev Vygotsky's Sociocultural Theory, human learning is a social process, and our
cognitive functions are formed based on our interactions with those who are around us. Then we also
have Albert Bandura's Social Learning Theory which states that behaviors can be learned through
observations and modeling. This signifies that with what surrounds us, we pick up one or two pieces of
knowledge from it, perhaps even experience. The point here is that there is a difference in what surrounds
us, thus there is also a distinction in what we learn and know. For instance, one may have a loving and
caring family, and the other might have a highly competitive one, while others might also be surrounded
by humorous members of their family. The difference in the environment they live in results in their
differences, especially in how they think as well as how they interact. Say, for example, the child born in
a humorous environment may communicate with others with humor, the other might think with pride and
the other will act with care. In conclusion, the environment we live in affects how we develop, too. But
not all environment is the same, thus in development, there is also diversity.
Lastly, the discontinuity model states that as a person goes through the different stages of life, these
development changes cause the rules of their systems to change or to reorganize, unlike the continuity
model which believes that developmental changes, it's just a matter of adding skills and knowledge and
there are no apparent changes on a person's system. Furthermore, the continuity theory states that a
person's personality, behaviors, and preferences will remain similar into old age. The continuity model
signifies that the developmental changes we happen to experience as we grow older and develop through
time are just acquired knowledge we used to be adaptable to our environment and our circumstances but
not to change ourselves.
In the discontinuity model, it is important to manage the challenges of each stage to proceed further.
To achieve that, a person must have development changes. It is also the same with the continuity model,
though. Because it also uses these development changes for a person to be able to cope and be adaptable.
A person just needs to apply their past experiences to their present and future predicament. For instance, a
child was tasked to paint artwork as an assignment. As the child experienced several times drawing and
painting his subjects before, he could now use his expertise and knowledge of his experience. This just
proves that there is no need to change something within our system. We can use our experiences to have a
view of reality and to learn from it but we must not use them as our basis for changing ourselves just to be
able to proceed and adapt.
In conclusion, the discontinuity model pales in comparison to the continuity model as even if they
have the same functions, the continuity model proved that it is far better as it has considered various
factors more than what the discontinuity model could present. It conquered differences, and individuality
and has proved to be useful in adapting to reality, society, and the environment while considering that we
have different paces in development.

References
Continuity Theory (aging) - History. (n.d.). Retrieved September 9, 2022, from
https://www.liquisearch.com/continuity_theory_aging/history

Discontinuity Theory. (n.d.). Oxford Reference. Retrieved September 9, 2022, from

https://www.oxfordreference.com/view/10.1093/oi/authority.20110803095721264

Influential Theories About How Children Grow and Develop. (2020, June 23). Verywell Mind. Retrieved
September 9, 2022, from https://www.verywellmind.com/child-development-theories-2795068

Sociocultural Theory: Examples and Applications. (2022, June 3). Verywell Mind. Retrieved September
9, 2022, from https://www.verywellmind.com/what-is-sociocultural-theory-2795088
Theories Affecting Development. (n.d.). Retrieved September 9, 2022, from
https://www.sciencedirect.com/science/article/pii/B9781416049784000028