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    Human Development

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    Louise Alenah Labrague
    This document summarizes five major perspectives on human development: psychoanalytic, learning, cognitive, contextual, and evolutionary/sociobiological. For each perspective, it outlines important theories, basic propositions, whether the perspective is stage-oriented, its causal emphasis, and whether the individual is viewed as active or reactive. It also provides a table comparing developmental stages according to Freud's psychosexual stages, Erikson's psychosocial stages, and Piaget's cognitive stages.

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    Human Development

    Uploaded by

    Louise Alenah Labrague
    123 views3 pages
    This document summarizes five major perspectives on human development: psychoanalytic, learning, cognitive, contextual, and evolutionary/sociobiological. For each perspective, it outlines important theories, basic propositions, whether the perspective is stage-oriented, its causal emphasis, and whether the individual is viewed as active or reactive. It also provides a table comparing developmental stages according to Freud's psychosexual stages, Erikson's psychosocial stages, and Piaget's cognitive stages.

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    This document summarizes five major perspectives on human development: psychoanalytic, learning, cognitive, contextual, and evolutionary/sociobiological. For each perspective, it outlines important theories, basic propositions, whether the perspective is stage-oriented, its causal emphasis, and whether the individual is viewed as active or reactive. It also provides a table comparing developmental stages according to Freud's psychosexual stages, Erikson's psychosocial stages, and Piaget's cognitive stages.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    123 views3 pages

    Human Development

    Uploaded by

    Louise Alenah Labrague
    This document summarizes five major perspectives on human development: psychoanalytic, learning, cognitive, contextual, and evolutionary/sociobiological. For each perspective, it outlines important theories, basic propositions, whether the perspective is stage-oriented, its causal emphasis, and whether the individual is viewed as active or reactive. It also provides a table comparing developmental stages according to Freud's psychosexual stages, Erikson's psychosocial stages, and Piaget's cognitive stages.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 3

    FIVE PERSPECTIVES ON HUMAN DEVELOPMENT

    Perspective Important Theories Basic Propositions Stage- Causal Emphasis Active/Reactive


    Oriente Individual
    d
    Psychoanalytic Freud’s psychosocial Behavior is controlled by Yes Innate factors modified by experience Reactive
    theory powerful unconscious urges.

    Erikson’s Personality is influenced by


    psychosocial theory society and develops through a
    series of crises Interaction of innate and experiential Active
    factors
    Learning Behaviorism, or People are responders; the No Experience Reactive
    traditional learning environment controls behavior
    theory (Pavlov,
    Skinner, Watson)

    Social learning Children learn in social context by Experience modified by innate factors Active and reactive
    (social cognitive) observing and imitating models;
    theory (Bandura) they are active contributors to
    learning
    Cognitive Piaget’s cognitive- Qualitative changes in thought Yes Interaction of innate and experiential Active
    stage theory occur between infancy and factors
    adolescence. Children are active
    initiators of development

    Vygotsky’s Social interaction is central to No Experience


    sociocultural theory cognitive development

    Information Human beings are processors of No Interaction of innate and experiential


    processing theory symbols factors
    Contextual Bronfenbrenner’s Development occurs through No Interaction of innate and experiential Active
    bioecological theoryinteraction between developing factors
    person and five surrounding,
    interlocking contextual systems of
    influences, from microsystem to
    chronosystem
    Evolutionary/ Evolutionary Human beings are the products of No Interaction of innate and experiential Active and reactive
    Sociobiological psychology; adaptive processes; evolutionary factors (theorists vary)
    Bowlby’s attachment and biological bases for behavior
    theory and predispositions toward
    learning are important
    DEVELOPMENTAL STAGES ACCORDING TO VARIOUS THEORIES
    Psychosexual Stages (Freud) Psychosocial Stages (Erikson) Cognitive Stages (Piaget)
    Oral (birth to 12-18 months) Basic trust vs. Mistrust (birth to 12-18 Sensorimotor (birth to 2 years)
    Baby’s chief source of pleasure involves months) Infant gradually becomes able to organize
    mouth-oriented activities (sucking and feeding) Baby develops sense of whether world is good activities in relation to the environment
    and safe place. Virtue: hope through sensory and motor activity
    Anal (12-18 months to 3 years) Autonomy vs. Shame and Doubt (12-18 Preoperational (2 to 7 years)
    Child derives sensual gratification from months to 3 years) Child develops a representational system and
    withholding and expelling feces. Zone of Child develops a balance independence and use symbols to represent people, places, and
    gratification is anal region, and toilet training is self-sufficiency over shame and doubt. Virtue: events. Language and imaginative play are
    important activity will important manifestations of this stage.
    Thinking is still not logical.
    Phallic (3 to 6 years) Initiative vs. guilt (3 to 6 years)
    Becomes attached to parent of the other sex Child develops initiative when trying out new
    and later identifies with same-sex parent. activities and is not overwhelmed by guilt.
    Superego develops. Zone of gratification shifts Virtue: purpose
    to genital region
    Latency (6 years to puberty) Industry vs. inferiority (6 years to puberty) Concrete operations (7 to 11 years)
    Time of relative calm between more turbulent Child must learn skills of culture or face Child can solve problems logically if they are
    stages feelings of incompetence. Virtue: skill focused on the here and now but cannot think
    abstractly
    Genital (puberty through adulthood) Identity vs. identity confusion (puberty to Formal operations (11 years through
    Reemergence of sexual impulses of phallic young adulthood) Adolescent must determine adulthood)
    stage, channeled into mature adult sexuality own sense of self (“Who am I?”) or experience Person can think abstractly, deal with
    confusion about roles. Virtue: fidelity hypothetical situations and think about
    possibilities
    Intimacy vs. isolation (young adulthood)
    Person seeks to make commitments to others;
    if unsuccessful, may suffer from isolation and
    self-absorption. Virtue: love

    Generativity vs. stagnation (middle


    adulthood) mature adult is concerned with
    establishing and guiding next generation or
    else feel personal impoverishment. Virtue: care
    Integrity vs. despair (late adulthood) older
    adult achieves acceptance of own life, allowing
    acceptance of death, or else despair over
    inability to relive life. Virtue: wisdom

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