THEORIES OF DEVELOPMENT Freud’s Five Stages of Development:

Theory 1. ORAL (Birth – 1 ½ years)

- A systematic statement of principles that provides a - pleasure is accomplished by exploring the mouth and
framework for explaining some phenomenon by sucking
- striving for immediate gratification of needs
Developmental Task - ego begins to emerge
- a skill or a growth responsibility arising at a particular time in - N: Begins to see self as separate fr. The mother;
an individual’s life immediate gratification
- achievement of which will provide a foundation for the
accomplishment of future tasks 2. ANAL (1 ½ - 3 years)
- pleasure is accomplished by exploring the organs
1. Biophysical of elimination
2. Personality - conflict is between those demands of society and the
-Psychosocial parents
-Psychosexual - N: Retention of feces ordefecation
3. Temperament - Learns to delay immediate gratfic for future goals
4. Attachment
5. Cognitive 3. PHALLIC (4 – 6 years)
6. Behaviorist - pleasure is accomplished by exploring the
7. Social learning genitals
8. Ecologic systems - child is attracted to the parent of the opposite sex
9. Moral development - N: Oedipus or electra complex
10. Spiritual development
4. LATENCY (6years – puberty)
BIOPHYSICAL THEORY - pleasure is directed by focusing on relationships
with same-sex peers and the parents of the
1. ARNOLD GESELL (1880-1961) same-sex
- Describe the development of the physical body - ability to care abd relate to others
- Theory states that development is directed by genetics
- Obtained images of a child’s developmental milestones 5. GENITALS (Puberty and after)
- 10 stages of development were identified - pleasure is directed in the development of sexual
- N: -identified as the “father of child development” in the relationships
US - plans life goals and gains strong sense of identity
- asserted that child devt is a process of maturation or
differentioan and refining of abilities & skills based 2. ERIK H. ERIKSON (1902-1994)
on an inborn “timetable”
-each stage was assigned a percentage freq. for which the Theory of Psychosocial Development
devtal milestone occured - described 8 stages of dev’t
- N: Encompasses devt thruout life
PSYCHOSOCIAL THEORIES
1. INFANCY
- Psychosocial development - birth to 18 mos.
- Refers to the development of personality - trust vs. mistrust
- Personality – can be considered as the outward expression of - attachment to the mother
the inner self - soft sound & touch; visual stimulation
- N: It encompasses a persons temperament. Feelings, - visual stimulation for active child involvement
character traits, independence, self-esteem, self-concept,
behavior, ability to interact with others, and ability to adapt to 2. TODDLER(EARLY CHILDHOOD)
life changes - 18 mos. to 3 yrs.
- autonomy vs. shame and doubt
1. SIGMUND FREUD (1856-1939) - gaining some basic control over self and env’t
- opportunities for decision making; praise for the ability
- an Austrian neurologist founder of psychoanalysis to make decisions

Psychoanalytic/Psychosexual Theory 3. PRE-SCHOOL(LATE CHILDHOOD)

- introduced number of concepts about development - 3 to 6 yrs.
that are still in used today: - initiative vs. guilt
-concepts of unconscious minds - becoming purposeful & directive
-defense mechanism - explore new activities; allow to play
-id, ego, and superego
N: Unconscious =part of the mental life that the person is 4. SCHOOL AGE
unaware of Id-pleasure,unconscious & Ego-realistic - 6 to 12 yrs.
person; balances id Def.mech methods use to fulfill the id - industry vs. inferiority
in socially acceptable manner & Superego=society’s - developing social, physical & learining skills
“don’t’s” - allowing to assemble & complete short projects
- Proposed that the underlying motivation to human dev’t is a 5. ADOLESCENCE
dynamic, psychic energy, which he called libido - 12 to 20 yrs
Personality develops in five overlapping stages from birth to - identity vs. role confusion
adulthood - developing sense of identity
- N: The libido changes its location of emphasis; fixation- - opportunities to discuss feelings; offer support & praise
inability to proceed to the next stage bec. Of anxiety-does not for decision making
achieve satisfactory progression at 1 stage
6. EARLY ADULTHOOD 1. JOHN BOWLBY (1907-1990)
- 20 to 35 yrs. - Early childhood experiences have strong influence on the
- intimacy vs. isolation
- establishing intimate bonds of love & friendship child’s dev’t and later behavior
- Humans have an essential need for attachment
7. MIDDLE ADULTHOOD - shares common belief with freud’s; worked with children
- 35 to 65 yrs. during wartime; long lasting strong emotional bonds with
- generativity vs. stagnation others
- fulfilling life goals that involve family, career & - the desire to be near to the attachment figure
society - a retrun to the attachment figure when threatened of for
comfort
8. LATE ADULTHOOD - the use of the attachment figure as a security base from
- 65 yrs to death which the child can explore the surrounding env’t
- integrity vs. despair - expression of anxiety (separation anxiety) when the
- looking back at one’s life attachment figure is absent
- infant-caregiver relp is the 1st of such attachment
3.ROBERT HAVIGHURST (1900-1991)
COGNITIVE THEORY
Theory
- learning is basic to life & that people continue to learn Cognitive development
throughout life - manner in which people learn to think, reason, and use
- describe G & D as occurring during 6 stages, each assoc. language & other symbols
with 6 to 10 tasks to be learned - involves a person’s intelligence, perceptual ability, &
ability to process information
Havighurst’s age period
- Infancy & Early Childhood 1. JEAN PIAGET (1896-1980)
- Middle Childhood Theory of cognitive devlopment
- Adolescence - an orderly, sequential process in which a variety of new
- Early Adulthood experiences (stimuli) must exist before intellectual
- Middle Age abilities can develop
- Later Maturity
5 phases of cognitive development:
4. ROBERT PECK
1. SENSORIMOTOR (birth to 2 yrs)
Theory Stage 1 Use of reflexes (birth-1 mo.)
- believes that although physical capabilities & function Stage 2 Primary circular reaction (1-4 mos.)
decrease with old age, mental & social capacities tend to - sucking habits are developed
increase in the latter part of life Stage 3 Secondary circular reaction (4-8mos.)
- begins to discover the external env’t
3 developmental task during old age: Stage 4 Coordination of secondary schemata (8-12mos.)
1. Ego differentiation vs. work-role preoccupation - 1st intellectual behavior patterns emerge
2. Body transcendence vs. body preoccupation Stage 5 Tertiary circular reaction
3. Ego transcendence vs. ego preoccupation - discovers new ways of solving problems by
experimentation
5. ROGER GOULD Stage 6 Inventions of new means (18-24mos.)
- transformation is a central theme during adulthood - possesses mental images of the env’t & utilizes
- 20’s, time when a person assumes new role cognitive skills to solve problems
- 30’s, role confusion often occurs
- 40’s, person becomes aware of the time limitation 2. PRECONCEPTUAL PHASE (2-4 yrs.)
- 50’s, acceptance of each stage as a natural progression - Egocentric approach to accommodate the demands of
of life marks the path to adult maturity the env’t
- N: 524 men & women studied that led him to describe - Everything relates to “me”
- Language dev’t is rapid
7 stages of adult development
- Stage 1 (ages 16-18) 3. INTUITIVE THOUGHT PHASE (4-7 yrs)
- Stage 2 (ages 18-22) - Egocentric thinking diminishes
- Stage 3 (ages 22-28) - Thinks of one idea at a time
- Stage 4 (ages 28-34) - Includes others in the env’t
- Stage 5 (age 34-43) - Words express thoughts
- Stage 6 (ages 43-50)
- Stage 7 (ages 50-60) 4. CONCRETE OPERATIONS PHASE (7-11 yrs)
- Solves concrete problems
TEMPERAMENT THEORIES - Cognizant of viewpoint

1. STELLA CHESS & ALEXANDER THOMAS 5. FORMAL OPERATIONS PHASE (11-15 yrs)
Temperament - Uses rational thinking
- is multidimensional leading to the dev’t of a child’s - Reasoning is deductive & futuristic
personality traits
- has a role in the dev’t of anxiety, depression, attention CENTERING
deficit disorder, and other types of behavior – look at an object and see only one characteristic of that
object
ATTACHMENT THEORY
CONSERVATION - Moral – “relating to right and wrong”
– change in form does not change the size or amount of - Morality – reqt’s necessary for people to live together in
content society

REVERSIBILITY 1. LAWRENCE KOHLBERG

– ability to retrieve steps - Focused on the reasons an ind’l makes a decision
- Moral dev’t progresses through 3 levels & 6 stages
ASSIMILATION 3 levels of moral dev’t:
– changing a situation on one’s perception if it fits his thoughts
ACCOMODATION 1. PREMORAL or PRECONVENTIONAL LEVEL
– Adapt thoughts perceived to fit what is perceived - Egocentric focus
- Birth to 7 yrs
BEHAVIORIST THEORY
2. CONVENTIONAL LEVEL
- Learning takes place when an individual’s response to a - Societal focus
stimulus is either positively or negatively reinforced - 7 to 12 yrs.

1. B.F. SKINNER (1904-1990) 3. POSTCONVENTINAL, AUTONOMOUS, or PRINCIPAL

- Organisms learn as they respond to or “operate” on their LEVELREMORAL or PRECONVENTIONAL LEVEL
environment - Universal focus
- Operant conditioning, rewarded or reinforced behavior will - older than 12 yrs
be repeated
- Behavior that is punished will be suppressed 6 stages of moral dev’t:
- N: Research led to operant conditionig
1. punsihment & obedience
SOCIAL LEARNING THEORIES 2. ind’l instrumental purpose & exchange
3. mutual interpersonal expectations, relationships &
- Individuals learn by observing & thinking about the behavior conformity
of the self & others 4. Social system & conscience maintenance
- BASED ON THE PRINCIPLE THAT; spanning behaviorist and 5. Prior rights & social contract
cognitive theories 6. Universal ethical principle

1. ALBERT BANDURA 2. CAROL GILLIGAN (1936-present)

- Learning occurs through imitation
- Practice requires more awareness, self-motivation, - Most frameworks for research in moral dev’t do not
self-regulation of the individual include the concepts of caring & responsibility
- The ind’l actively interacts with the env’t to learn new - Moral dev’t proceeds through 3 levels & 2 transitions
skills & behavior - N: Studied mostly on women
- BELIEVES THAT; social learning theorists contend that
this process may not always lead to change in beh. In 3 levels of moral dev’t:
contrast to beh. Theory that says theres a permananet
change in beh. Stage 1: caring for oneself
Stage 2 : caring for others
2. LEV VYGOTSKY (1896-1934) Stage 3: caring for self & others
- “Social Constructivist”
- Adults guide children to learn THEORIES OF SPIRITUAL DEVELOPMENT
- dev’t depends on the use of language, play, & social
interaction SPIRITUAL DEVELOPMENT THEORY
- N: Explored the concept of cognitive devt within a social, - An individuals understanding of their relationship with the
historical, and cultural context  universe & their perceptions about the direction and meaning
of life
ECOLOGIC SYSTEMS THEORY
1. JAMES FOWLER
1. URIE BRONFENBRENNER (1917-2005) - Dev’t of faith as a force that gives meaning to a person’s
- Ecologic systems theory of development life
- Interacting with the env’t at a diff. levels or systems - Faith – form of knowing, a way of being in relation to an
- Each child brings a uniques set of genes “ultimate environment”
- N: Viewed child as;
Theory of spiritual dev’t:
5 levels or systems:
1. Microsystem - close relationships on a daily basis Pre-Stage: Undifferentiated faith (infant)
2. Mesosystem – relationship of microsystems with one Stage 1: Intuitive-Projective faith (toddler-preschool)
another Stage 2: Mythical-literal faith (school age)
3. Exosystem – settings that may influence the child but the Stage 3: Synthetic-conventional faith (adolescent)
child may not have daily contact Stage 4: Individuative-reflective faith (late adolescent-young
4. Macrosystem – attitudes & beliefs of the child’s culture & adult)
society Stage 5: Conjunctive faith (adult)
5. Chronosystem – time period in which the child is growing up Stage 6: Universalizing faith (adult)
- N: Micro-home,school,friends ; exo-parent’s job, local school
board 2. WESTERHOFF
- Describes faith as a way of being &infancy & childhood
THEORIES OF MORAL DEVELOPMENT behaving that evolves from an experienced faith guided by
parents & others during
MORAL DEVELOPMENT

- Learning what ought to be & what not to be done