Chapter 18
Developmental Concepts
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Concepts of Growth and Development
• Growth—an increase in body size or changes in body cell
structure, function, and complexity
• Development—an orderly pattern of changes in structure,
thoughts, feelings, or behaviors resulting from
maturation, experiences, and learning
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Principles of Growth and Development
• Predetermined genetic base
• Environmental factors
• Psychosocial experiences
• Orderly and sequential
• Continuous and complex
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Factors Influencing Growth
and Development
• Genetic history
• Prenatal, individual, and caregiver factors
• Environment and nutrition
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Theories of Development
• Freud—theory of psychoanalytical development
• Piaget—theory of cognitive development
• Erickson—theory of psychosocial development
• Havighurst—theory based on developmental tasks
• Gould—theory based on specific beliefs and
developmental phases
• Levinson—theory based on the organizing concepts of
individual life structure
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Theories of Development (continued)
• Kohlberg—theory of moral development
• Gilligan—conception of morality from the female
viewpoint
• Fowler—theory of faith development
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Development of a Preschooler
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Freud’s Theory of Psychoanalytic
Development
• The unconscious mind
• The id
• The ego
• The superego
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Freud’s Developmental Stages
• Oral stage (0 to 18 months)
• Anal stage (8 months to 4 years)
• Phallic stage (3 to 7 years)
• Latency stage (7 to 12 years)
• Genital stage (12 to 20 years)
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Piaget’s Theory of Cognitive Development
• Sensorimotor stage (birth to 24 months)
• Preoperational stage (2 to 7 years)
• Concrete operational stage (7 to 11 years)
• Formal operational stage (11years and older)
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Erikson’s Theory of Psychosocial
Development
• Stages of development
• Developmental goals or tasks
• Psychosocial crises
• The process of coping
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Stages of Erikson’s Theory
• Trust vs. mistrust (infancy)
• Autonomy vs. shame and doubt (toddler)
• Initiative vs. guilt (preschool)
• Industry vs. inferiority (school-age)
• Identity vs. role confusion (adolescence)
• Intimacy vs. isolation (young adulthood)
• Generativity vs. stagnation (middle adulthood)
• Ego integrity vs. despair (later adulthood)
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Havighurst’s Theory of Development
• Described learned behaviors as developmental tasks
• Stages of development based these tasks
– Early to middle childhood
– Middle childhood
– Adolescence
– Young adulthood
– Middle adulthood
– Later maturity
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Gould’s Theory of Development
• Studies men and women between 16 to 60 years of age
• Central theme for adult years is “transformation”
• Specific beliefs and developmental phases
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Young Adulthood
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Levinson’s Theory of Development
• Pattern of life formed by three components
– Self
– Social and cultural aspects of one’s life
– Particular set of roles in which one participates
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Levinson’s Major Phases in Adulthood
• Early adult transition
• Entering the adult world
• Settling down
• Midlife transition
• The pay-off years
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Kohlberg’s Stages of Moral Development
• Preconventional level
• Conventional level
• Postconventional level
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Gilligan’s Theory of Development
• Level 1 — selfishness
• Level 2 — goodness
• Level 3 — nonviolence
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Fowler’s Theory of Faith Development
• Stage 1 — intuitive-projective faith
• Stage 2 — mythical-literal faith
• Stage 3 — synthetic-conventional faith
• Stage 4 — individuative-reflective faith
• Stage 5 — conjunctive faith
• Stage 6 — universalizing faith
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Question
Which one of the following developmental theorists
expanded the work of Freud to include cultural and social
influences in addition to biologic processes?
A. Erikson
B. Havighurst
C. Gould
D. Piaget
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Answer
Answer: A. Erikson
Rationale:
Erik Erikson’s theory is based on Freud’s work but
includes developmental stages, developmental goals or
tasks, psychosocial crises, and the process of coping.
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Question
Which of the following components of Freud’s theory is
the part of the mind that serves as a mediator between a
person’s desires and the constraints of reality?
A. The unconscious mind
B. The id
C. The ego
D. The superego
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Answer
Answer: D. Desiring and achieving socially responsible
behavior
Rationale:
Desiring and achieving socially responsible behavior is
one of several adolescent tasks.
Learning to relate emotionally to others is a task of
infancy and early childhood.
Developing fundamental skills in school subjects is a task
of middle childhood.
Attaining satisfactory occupational performance is a task
of middle adulthood.
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Question
According to Havighurst’s developmental theory, which of
the following would be a task for the adolescent?
A. Learning to relate emotionally to parents, siblings, and
others
B. Developing fundamental skills in reading, writing, and
mathematics
C. Attaining and maintaining a satisfactory occupational
performance
D. Desiring and achieving socially responsible behavior
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Question
Tell whether the following statement is true or false.
Levinson and associates based their developmental
theory on the organizing concept of “individual life
structure.”
A. True
B. False
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Answer
Answer: A. True
Levinson and associates based their developmental
theory on the organizing concept of “individual life
structure.”
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Question
Tell whether the following statement is true or false.
In Fowler’s Stage 5−conjunctive faith, older adolescents
and young adults become responsible for their own
commitments, beliefs, and attitudes.
A. True
B. False
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Answer
Answer: B. False
In Fowler’s Stage 4−individuative–reflective faith, older
adolescents and young adults become responsible for
their own commitments, beliefs, and attitudes.
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Answer
Answer: C. The ego
Rationale:
The ego is the conscious part of the mind that serves as
a mediator between the desires of the id and the
constraints of reality so that one might live within one’s
social, physical, and psychological environment.
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