Major Theories of Human Development

1. Epigenetic theory (Erikson)Eriksons epigenetic theory depicts personality breeding as a characterization by eight sequential stages of ego development from infancy through and through old age. According to Erikson, the developing unmarried must master and resolve, to any(prenominal) extent, a core struggle or crisis during all in all(prenominal) stage by integrating personal needs and skills with the neighborly and cultural demands and expectations of the environment. Passage to each developmental stage is dependent on the resolution of the core conflict of ht preceding stage. No core conflict is completely mastered, however (Mandleco 2004).2. psychoanalytical theory (Freud)According to Freud, human expression is motivated by psychodynamic forces indoors an individuals unconscious mind. Driven to act by these internal forces, individuals repeatedly move with their external environment. An individuals personality and psychosexual identity atomic number 18 developed thro ugh the accumulation of these interacational experiences. Personality consists of three 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 honorable values learnt from parents and elders (Madleco 2004).3) Behaviorist theory (Watson)Behaviorism contends that human manner dirty dog be explained as just a relationship between a stimulus and a response, and learned behavior is just a in condition(p) response.Everything from speech to emotional responses are simply patterns of stimulus and response. Watson denied completely the human beings of the mind or consciousness. Emotions are regarded simply as conditioned corporal responses to outside events. Thinking is explained simply as talking quietly. Watson believed that human behavior should be studied in a manner that allows the researcher to prefigure and control those behaviors (Klein 1989).4) Clas sical learn (Thorndike, Skinner)Building upon the work of Thorndike, Skinner high-and-mighty two types of behavior. Respondent behavior is based on reflexes and does not bring learning. For example, if one touches a hot surface, one will quickly take aim ones hand. Operant behavior, however, is learnt, and is performed spontaneously rather than as an automatic response to a situation. According to Skinner most 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, immemorial focus is given to learning experiences that occur through reciprocal social interactions. Environmental or situational determinants are important, but interactions are thought to be the conduit for internalization of social and nonsocial cues for behavior. Bandura and colleagues investigated the effects of m odeling 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 socialization 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 blank slates on which teachers compose whatever they desire. Children, who have essential dispositions and tendencies and are subject to their external environments, develop and grow intellectually in an invariable sequence from birth through adolescence and adulthood. To teach effectively, teachers should be witting of the materials and approaches most appropriate for a childs readiness to learn (Sigelman & Rider 2005).7. secular humanism (Maslow)The humanistic theory centers its attention on th e 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 suffer potentiality which could become actualities through the process of wholesome growth (Coon 2004).8. Stages of incorrupt development (Kohlberg)Kohlberg postulated that human beings tend to progress through six stages of moral development. People tend to make decisions and judgments about right and wrong for distinct reasons, depending on the stage of development they have achieved. Kohlbergs six stages of moral development are 1) proper(ip) is obedience to power and avoidance of punishment. 2)Right is taking business for oneself 3) Right is being good in the sense o f having good motives 4) Right is maintaining the rules of a society 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 oral sex and Behavior. Belmont,CA Thomson WadsworthKlein, S. B. 1989. Contemporary Learning Theories Instrumental Conditioning Theoryand the push of Biological Constraints on Learning. Hillsdale, NJ LawrenceErlbaum AssociatesLerner, R. M. 1996. Concepts and Theories of Human ripening. Mahwah, NJ Lawrence Erlbaum AssociatesMandleco, B. L. 2004. Growth & Development Handbook Newborn ThroughAdolescent. Clifton Park, NY Delmar LearningSigelman, C. K. & Rider E. A. 2005. Life-span Human Development. Belmont, CA Thomson Wadsworth