Chapter 18 Developmental Concepts

1. Chapter 18Developmental Concepts

2. 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

3. Principles of Growth and Development • Predetermined genetic base • Environmental factors • Psychosocial experiences • Orderly and sequential • Continuous and complex

4. Factors Influencing Growth and Development • Genetic history • Prenatal, individual, and caregiver factors • Environment and nutrition

5. 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

6. Theories of Development (continued) • Kohlberg—theory of moral development • Gilligan—conception of morality from the female viewpoint • Fowler—theory of faith development

7. Development of a Preschooler

8. Freud’s Theory of Psychoanalytic Development • The unconscious mind • The id • The ego • The superego

9. 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)

10. 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)

11. Erikson’s Theory of Psychosocial Development • Stages of development • Developmental goals or tasks • Psychosocial crises • The process of coping

12. 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)

13. 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

14. 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

15. Young Adulthood

16. 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

17. Levinson’s Major Phases in Adulthood • Early adult transition • Entering the adult world • Settling down • Midlife transition • The pay-off years

18. Kohlberg’s Stages of Moral Development • Preconventional level • Conventional level • Postconventional level

19. Gilligan’s Theory of Development • Level 1 — selfishness • Level 2 — goodness • Level 3 — nonviolence

20. 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

21. 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

22. 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.

23. 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

24. 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.

25. 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

26. 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

27. Answer Answer: A. True Levinson and associates based their developmental theory on the organizing concept of “individual life structure.”

28. 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

29. 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.

30. 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.