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Introduction
The idea of "developmental task" is generally credited to the work of Robert Havighurst who indicates that the concept was developed through the work in the 1930s and 40s of Frank, Zachary, Pescott, and Tyron. Havighurst states: "The developmental-task concept occupies middle ground between two opposed theories of education: the theory of freedomthat the child will develop best if left as free as possible, and the theory of constraintthat the child must learn to become a worthy, responsible adult through restraints imposed by his society. A developmental task is midway between an individual need and societal demand. It assumes an active learner interacting with an active social environment"
Infancy & early childhood (Birth till 6 years old) Middle childhood (6-12 years old) Adolescence (13-18 years old) Early Adulthood (19-30 years old) Middle Age (30-60 years old) Later maturity (60 years old and over)
Learning to walk. Learning to crawl. Learning to take solid food. Learning to talk. Learning to control the elimination of body wastes. Learning sex differences and sexual modesty. Getting ready to read. Forming concepts and learning language to describe social and physical reality.
Learning to talk.
Forming concepts and learning language to describe social and physical reality.
Building wholesome attitudes toward oneself as a growing organism. Learning on appropriate masculine or feminine social role. Developing concepts necessary for everyday living.
Developing conscience, morality and a scale of values. Developing attitudes toward social groups and institutions.
Achieving new and more mature relations with age mates of both sexes. 2. Achieving a masculine or feminine social role. 3. Accepting ones physique and using the body effectively. 4. Achieving emotional independence from parents and other adults.
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Achieving assurance of economic independence and selecting and preparing for occupation
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Desiring and achieving socially responsible behavior. Acquiring a set of values and an ethical system as a guide to behavior.
Achieving new and more mature relations with age mates of both sexes.
Acquiring a set of values and an ethical system as a guide to behavior. Desiring and achieving socially responsible behavior.
Selecting a mate.
Achieving a masculine or feminine social role Learning to live with a partner. Starting family. Rearing children. Managing home. Getting started in occupation. Taking on civic responsibility. Finding a congenial social group.
Assisting teenage children to become responsible and happy adults. Achieving adult social and civic responsibility. Reaching and maintaining satisfactory performance in ones occupational career. Developing adult leisure time activities. Relating oneself to ones spouse as a person. To accept and adjust to the physiological changes of middle age. Adjusting to aging parents.
Adjusting to decreasing physical strength and health. Adjusting to retirement and reduced income. Adjusting to death of a spouse. Establishing an explicit affiliation with ones age group. Adopting and adapting social roles in a flexible way. Establishing satisfactory physical living
Criticism
Havighursts development task theory talks about the problem are faced by us in all stages of life and he explains them really well. We can all relate that biology has some kind of effects in our develpoment, as well we sort out this problems. When it comes to if hes theory is scientific, but it is hard to say, some part of his theory can be tasted, equally some parts are very difficult to test. Havighursts theory is easy to understand, and it is clear, there is no ambiguity. It is applicable to many cultures, even though he concentrated on middle class Americans. It is disappointing that not many theorists are influenced by his theory.
Conclusion
Identifying and mastering developmental tasks help us to understand the way change affects our lives. Another way to understand life span changes is to identify those needs that must be satisfied if personal goals are to be achieved.
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