HUMAN

DEVELOPMENTAL
THEORIES
GROUP PRESENTATION BY:
CANONO, HARLIGA, MANDEOYA, TOBIAS, & ZARATE – BSN 3
“All human life at every stage of its development is
worthy of protection.”

- Marco Rubio
 THEORY PROPONENT PRINCIPLES
Psychosocial Erik Erikson • The theory of states the impact
Theory of external factors, parents and
society on personality
development from childhood to
adulthood. Every person must
pass through a series of eight
interrelated stages over the
entire life cycle.
• A successful completion of each
stage results in a healthy
personality and characteristic
strengths which the ego can use
to resolve subsequent crises.
Failure to successfully complete a
stage can result in a reduced
ability to complete further stages
and therefore a more unhealthy
personality and sense of self.
SIGNIFICANCE
• One of the strengths of
psychosocial theory is that it
provides a broad framework from
which to view development
throughout the entire lifespan.
• It also allows us to emphasize the
social nature of human beings and
the important influence that social
relationships have on development.
Researchers have found evidence
supporting Erikson's ideas about
identity and have further identified
different sub-stages of identity
formation. Some research also
suggests that people who form
strong personal identities during
adolescence are better capable of
forming intimate relationships
during early adulthood.
THEORY PROPONENT PRINCIPLES SIGNIFICANCE

Cognitive Jean Piaget • Cognitive theory is concerned with • Understanding of how thinking
Theory the development of a person's thought and cognition develop in light
processes. Cognitive development is a of cultural conditions and
progressive reorganization of mental demands
processes as a result of biological
maturation and environmental
experience.
• Children construct an understanding
of the world around them, then
experience discrepancies between
what they already know and what they
discover in their environment.
through a series of four key stages of
cognitive development marked by
shifts in how they understand the
world.
 THEORY PROPONENT PRINCIPLES
Maturational Arnold Gasell • The theory states that development
Theory of the organism is essentially under
the control of biological systems and
the process of maturation. Although
the environment is of some
importance, it acts only in a
supportive role and does not provide • Today, maturational theory is
any impetus for change.
• He summarized this theory in five
distinct principles of development,
which he later applied to behavior.
SIGNIFICANCE
• The maturational model
stresses the importance of
biological influences on
development and has had its
greatest impact on child-
rearing practices.
partially responsible for the
existence of pre-
kindergartens and pre-first
grades aimed at children
who supposedly need the
"gift of time," because of
immaturity or a late birthday.
 THEORY PROPONENT PRINCIPLES SIGNIFICANCE

Attachment John Bowlby • The theory states that children come into • This theory has always
Theory and Mary the world biologically pre-programmed to been a popular lens
form attachments with others, because this through which to assess
Ainsworth will help them to survive. parent-child dynamics (and
• It states that the ability for an individual to close relationships
form an emotional and physical generally), but it also has
"attachment" to another person gives a much to offer social
sense of stability and security necessary to workers when trying to
take risks, branch out, and grow and help and support families.
develop as a personality.
• The determinant of attachment is not food,
but care and responsiveness. It also
suggests that there is a critical period for
developing an attachment (about 0-5
years). If an attachment has not developed
during this period, then the child will suffer
from irreversible developmental
consequences, such as reduced intelligence
and increased aggression.
 THEORY PROPONENT PRINCIPLES SIGNIFICANCE

Developmental Robert • The theory states the importance • The applications of Havighurst’s
Task Theory Havighurst of sensitive periods which Developmental Tasks Theory
considered to be the ideal extend to the field of education
teachable moments during which and have asserted influence over
an individual demonstrates educators and psychologists
maturation at a level that is most worldwide. Although the theory
conducive to learning and has its roots in the 1930s, it
successfully performing the continues to stimulate the
developmental tasks. insights of contemporary
• Havighurst did propose a list of psychologists, prompting the
common critical developmental publication of new manuscripts
tasks, categorized into six stages and books based on the
of development (Infancy and Early concepts of the developmental
Childhood, Middle childhood, task theory.
Adolescence, Early Adulthood,
Middle Age, Later Maturity) which
offers a rough picture of what
these specific developmental tasks
are.
 THEORY PROPONENT PRINCIPLES
Sociocultural Lev Vygotsky • The theory emphasizes the
Cognitive influence of culture, peers, and
adults on the developing child.
Theory • It also states that children are
entrenched in different
sociocultural contexts and their
cognitive development is
advanced through social
interaction with more skilled
individuals.
• It is mainly concerned with the
more complex cognitive
activities of children that are
governed and influenced by
several principles. Believing that
children construct knowledge
actively, it is also one of those
responsible for laying the
groundwork for constructivism.
SIGNIFICANCE
• A major contribution is the
acknowledgement of the social
component in both cognitive and
psychosocial development. Due to
Vygotsky’s idea, research attention
has been shifted from the individual
onto larger interactional units such
as parent and child, teacher and
child, or brother and sister.
• The theory also has significant
ramifications in education and
cognitive testing. It have effected
changes in educational systems
through the increased importance
given to the active role of students
in their own learning process and
the encouragement of teacher-
student collaboration in a reciprocal
learning experience.
REFERENCES:
• Attachment theory. (n.d.). Retrieved from https://www.psychologistworld.com/developmental/attachment-theory

• Developmental task theory. (2017, July 21). Retrieved from https://www.psychologynoteshq.com/development-tasks/

• Maturational theory. (2014, April 30). Retrieved from https://www.education.com/reference/article/child-development-

changing-theories/

• McLeod, S. A. (2013). Erik Erikson. Retrieved from www.simplypsychology.org/Erik-Erikson.html

• McLeod, S. A. (2015). Jean Piaget. Retrieved from www.simplypsychology.org/piaget.html

• McLeod, S. A. (2009). Attachment Theory. Retrieved from www.simplypsychology.org/attachment.html

• Shemmings, D. (n.d.) Retrieved from http://www.communitycare.co.uk/2015/09/02/using-attachment-theory-research-

help-families-just-assess/

• Socio-cultural cognitive theory. (2017, July 17) Retrieved from https://www.psychologynoteshq.com/vygotsky-theory/