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A critique of the stage theories of human development

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A critique of the stage theories of human development

Introduction

The term "stage theory" describes a variety of concepts about how people grow from

childhood through late old age. Formative theorists recognize all facets of human interaction,

with a principal concentration on recognizing patterns that are linked to physical or mental

illness and establishing precautionary measures.

Stage theories outline where people should be in their development to reassure those who are "on

track" of their "normalcy." It also provides people with an idea of what may happen in the future

and when it may occur. By responding to criticisms, more recent stage theorists have attempted

to improve the approach. On the other hand, stage theory reinforces age and stereotypes about

what it means to be an adult (Pelaez et al., 2008). People may try to "force" their way through a

developmental task at the expense of other important aspects of their lives. Because cultures

change, the ages must be regularly updated. The behavioral analysis differs from most mental

descriptions of human growth. Psychosocial development theory posits what children seem to be

"likely to do" at "approximately what developmental level or age," but "how or why they do it—

the process" remains unrevealed and virtually unexplored.

Many desired behavioral occurrences essential in advancement are overlooked by those

who concentrate on the progress of hypothetical frameworks. Critical period and

stage explanations do not enhance prognostication or regulate the behavior patterns or mental

capabilities under cognizance. Moreover, such ideas more often elicit internal procedures as

main causes, extending theories that are challenging to validate or refute empirically. According

to behavioral-analytic theory, development is described as liberal behavioral change molded by

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ramifications. These tendencies become "hierarchically organized" as an outcome. Behavior

analysis is an approach to studying human evolution as well as a tried-and-true technique for

enhancing intellectual capabilities and learning useful skills (Green, 1991).

Time and age as factors

Time is a term that can be defined, but it must not be used to explain psychological

events as a causal variable. The course of time, without even a doubt, does have an impact on

every person all through their life, and the idea of time is utilized in all disciplines. Running time

only attempts to measure a player's performance; it does not explain how the sprinter improved.

Time needs to reflect the compounding impact of uncertainties and procedures because it enables

experience and exposure to stimuli (Mcleod, 2007). In giving explanations, age is an empty

variable, just like seconds could indeed explain this same sprinter's advancement.

Furthermore, the term maturation is frequently used to refer to the behavioral and

physical adjustments which are thought to take place as a result of organic material. When a brief

desired behavior cannot be credited to teaching, it is commonly attributed to maturation.

Variability should be regarded when changing behavior.

A false dichotomy of nurture/nature

False Dichotomy of Nature and Nurture is personal evolution caused by biological forces,

external conditions, or a combination of the two? Traditional scholars saw the

nurture/nature debate as any of its propositions. Nurture/nature is a false dilemma because

heritability and the environment's interactions are both essential factors responsible for an

individual’s mind from conception. Both biological and environmental influences, according to

contemporary behavior researchers, are interrelated and multilinear. No genetic information can

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develop into a life form unless it interacts with its surroundings. Analyzing the participation of

one without considering the other is practically impossible and frequently pointless. When the

environmental schism is regarded as a false dilemma, both sides of the argument must be

incorporated into any theory or method of study. It would remove the use of age as the exclusive

framework for explicating behavioral patterns, as well as the mandatory classification of

behaviors based on a supposedly developmental phase.

Explanation and Description

Some other component of stage theories that need to be clarified is the use of synopsis as

a clarification. When describing people's behavior, circular clarification must be addressed. It is

frequently employed to describe a specific behavior without going into detail about the

occurrence relationship. Circular interpretations rely solely on a characterization of the

occurrence and lack scientific proof. It ignores some of the most significant behavioral and

developmental occurrences in development. These fictitious interpretations do not lead to better

prediction or control of the under-consideration behaviors or cognitive capacity.

Reification

Behavior analysts frown upon the use of reification as it only serves to obfuscate the truthful

causes of behavior. When a verb is replaced by a noun, for example, reification occurs. These

symbolic words must be translated into observable, quantifiable behaviors. Unfortunately, many

mainstream constructivists employ such widely used but imprecise terminology. As a result, it is

believed that when infants are finally able to behave appropriately around out-of-sight objects, it

is due to the concept of attachment theory or the mental capacity to represent objects. Object
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prominence evolved from a term used to describe certain identified stimulus-response

friendships to a thing (a framework or procedure) within the child that is said to be perpetual.

Structure versus Function

Some theorists study behavioral advancement through its structure (for example,

psycholinguistics), while others study it through its function. Both strategies are legitimate, but

they constitute opposing perspectives on social development. A behavior analytic method

assumes that "stimulus conditions" can be changed throughout a person's life to "generate

different results." Despite the fact that both techniques are legitimate and capable of offering

comprehensive and sufficient descriptions, they portray two conflicting perspectives on human

evolution. Structural concepts of language, such as Chomsky's language theory make indirect

references to linguistic forms by referring to devices that are neither measurable nor observable.

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References

Green, A. (1991). Application of Jean Piaget’s theory of human development for nursing children in

an adult intensive therapy unit. Intensive Care Nursing, 7(4), 236–239.

https://doi.org/10.1016/0266-612x(91)90049-w

Mcleod, S. (2007). [Jean Piaget’s theory of cognitive development].

https://www.simplypsychology.org/piaget.html

Pelaez, M., Gewirtz, J. L., & Wong, S. E. (2008). A critique of stage theories of human development.

In K. M. Sowers & C. N. Dulmus (Eds.), Comprehensive Handbook of Social Work and Social

Welfare (p. chsw002020). John Wiley & Sons, Inc.

https://doi.org/10.1002/9780470373705.chsw002020