Major Theories of Human Development

1. Epigenetic theory (Erikson)Eriksons epigenetic theory depicts spirit festering as a passage through eight sequential stages of ego development from infancy through old age. According to Erikson, the developing individual must master and resolve, to some extent, a core out conflict or crisis during each stage by integrating personal needs and skills with the social and heathen demands and expectations of the environment. Passage to each developmental stage is dependent on the resolution of the core conflict of ht predate stage. No core conflict is completely mastered, however (Mandleco 2004).2. Psychoanalytic theory (Freud)According to Freud, human mien is motivated by psychodynamic forces within an individuals unconscious creative thinker. Driven to act by these internal forces, individuals repeatedly move with their external environment. An individuals personality and psychosexual identity ar developed through the accumulation of these interacational experiences. Person ality consists of iii components id, ego and superego. The id is inborn, unconscious and driven by biologic instincts. The ego is a conscious and rational faculty. The superego is the internalization of the moral values learnt from parents and elders (Madleco 2004).3) Behaviorist theory (Watson)Behaviorism con angles that human expression can be explained as just now a relationship between a stimulus and a response, and learned behavior is just a conditioned response.Everything from speech to emotional responses are simply patterns of stimulus and response. Watson denied completely the existence of the mind or consciousness. Emotions are regarded simply as conditioned bodily responses to outside events. Thinking is explained simply as talking quietly. Watson believed that human behavior should be studied in a manner that every(prenominal)ows the researcher to c whole and control those behaviors (Klein 1989).4) Classical teach (Thorndike, skinner)Building upon the work of Thor ndike, Skinner distinguished two types of behavior. Respondent behavior is found on reflexes and does not require learning. For example, if one touches a hot surface, one will quick remove ones hand. Operant behavior, however, is learnt, and is performed spontaneously rather than as an automatic response to a situation. According to Skinner nigh human behavior is operant. Whereas classical conditioning depends on developing associations between events, operant conditioning involves learning from consequences of our behavior (Klein 1989).5) Social learning theory (Bandura)In social learning theory, primary focussing is given to learning experiences that occur through reciprocal social interactions. Environmental or situational determinants are important, further interactions are thought to be the conduit for internalization of social and nonsocial cues for behavior. Bandura and colleagues investigated the effects of modeling and imitation on the behavior of young children. They postulated that modeling and imitation are the primary interaction processes through which behavioral repertoires are acquired. Social learning theory emphasizes the socializing influence of the family (Lerner 1996).6) Cognitive theory (Piaget)According to Piagets cognitive theory, childrens development is marked by periods when they are particularly sensitive and responsive to outside influences. However, children are not pinhead slates on which teachers compose whatever they desire. Children, who have inherent dispositions and tendencies and are subject to their external environments, develop and recruit intellectually in an invariable sequence from birth through adolescence and adulthood. To teach effectively, teachers should be aware of the materials and approaches most appropriate for a childs readiness to learn (Sigelman & Rider 2005).7. Humanism (Maslow)The humanistic theory centers its attention on the experiencing person, emphasizes on qualities such as choice, creativity , valuation, and self-realization, with an ultimate concern for valuing of dignity and worth of a man, and an interest in the development of the potential inherent in every person. Maslow has referred to his psychology as holistic, dynamic psychology, and most of all it is known as self-actualization psychology, which expresses that people possess potentiality which could become actualities through the process of wholesome emersion (Coon 2004).8. Stages of moral development (Kohlberg)Kohlberg postulated that human beings tend to progress through six-spot stages of moral development. People tend to make decisions and judgments about right and wrong for different reasons, depending on the stage of development they have achieved. Kohlbergs six stages of moral development are 1) unspoilt is obedience to power and avoidance of punishment. 2)Right is taking responsibility for oneself 3) Right is being good in the sense of having good motives 4) Right is maintaining the rules of a socie ty 5) Right is based on recognized individual rights within a society 6) Right is an assumed obligation to principles applying to all humankind justice, equality, and respect to human life (Lerner 1996).ReferencesCoon, D. 2004. Introduction to Psychology Gateways to Mind and Behavior. Belmont,CA Thomson WadsworthKlein, S. B. 1989. Contemporary acquire Theories Instrumental Conditioning Theoryand the Impact of Biological Constraints on Learning. Hillsdale, NJ LawrenceErlbaum AssociatesLerner, R. M. 1996. Concepts and Theories of Human Development. Mahwah, NJ Lawrence Erlbaum AssociatesMandleco, B. L. 2004. suppuration & Development Handbook Newborn ThroughAdolescent. Clifton Park, NY Delmar LearningSigelman, C. K. & Rider E. A. 2005. Life-span Human Development. Belmont, CA Thomson Wadsworth