Development Through the Lifespan 6th Edition Chapter 2 Pdf
Dacey−Travers−Fiore: Human Development Across the Lifespan, Seventh Edition I. Introduction2. Theories of Development: Interpreting the Lifespan
© The McGraw−Hill Companies, 2009
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THEORIES OF DEVELOPMENT: Interpreting the Lifespan
Chapter Outline Chapter Objectives
The Psychoanalytic Approach 28
Structures of the Mind 29 The Developing Personality 29
Psychosocial Crises and Development 31
Erik Erikson's View 31 Erikson's Eight Psychosocial Stages 31
The Cognitive Developmental Approach 34
Key Concepts in Jean Piaget's Theory 34 How Does the Theory Actually Work? 36
The Cultural Framework Approach 36
Lev Vygotsky's Theory 37
The Behavioral Approach 38
Skinner and Operant Conditioning 38 Bandura and Social Cognitive Learning 40
A Bioecological Model 41 Developmental Theory: Current Status, Future Direction 41
Change in the Field 42 Interactions among Levels of Development 42 Developmental Systems Theory 43 Final Theoretical Notes 44
Conclusion & Summary 47 Key Terms 47 What Do You Think? 48 Chapter Review Test 48
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After you read this chapter, you should be able to answer the following questions.
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How does psychoanalytic theory explain development across the lifespan?
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What is the relationship between psychosocial crises and lifespan development?
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How did Piaget explain cognitive development?
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What impact does culture have on lifespan development?
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What is the behavioral perspective on development?
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What is the status of current developmental theory?
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Dacey−Travers−Fiore: Human Development Across the Lifespan, Seventh Edition I. Introduction2. Theories of Development: Interpreting the Lifespan
© The McGraw−Hill Companies, 2009
chapter 2 Theories of Development: Interpreting the Lifespan
27
I
n this chapter, you'll read about several of the leading developmental theories. After you have nished your reading, we would like you to analyze the infor- mation in the following case study and interpret it according to a theory (or theories) you have just studied. For example, let's assume you use Skinner's ideas on reinforcement. You would want to mention the need for positive reinforce- ment: Was Thomas receiving needed reinforcements at home and school? If not, could anything be done about it? Do you think proper reinforcement would improve Thomas' behavior? Another of your classmates may believe that Erikson's work is more applicable. Or is the answer to be found in some unique combination of theories? There are no right or wrong answers; rather we would like you and your classmates to discuss your various interpretations and see how theory guides your analysis of behavior.
I. Background Information
A. Thomas: 8 years old White Public school First grade (not promoted) Sixth of six children B. Home Conditions The mother is 42 years old, separated from her husband, and almost totally blind. Four of the six children live with her in a low-income section of the city. The oldest son and a married daughter do not reside in the home.
II. The Problem
Thomas, bothered by asthma, exhibits frequent temper tantrums and is failing the rst grade for the second time.
III. History
Thomas is the youngest of six children; his birth was accompanied by marital and family problems. The pregnancy was unplanned and unwanted, and the father left home before the child was born. Thomas was born prematurely, had immediate dif- culty with breathing, and was put in a respirator for 20 days before coming home. Feeding, motor development, and verbal development were all normal, but he manifested considerable separation anxiety; that is, he cried excessively when his mother left him alone. He still shows signs of this behavior at 8 years of age, although less frequently. The mother states that he is "dgety" (cannot remain still) and that he worries about his small size.
IV. Impressions
After several interviews with both the boy and his mother, the caseworker com- mented that both mother and child display clear signs of anxiety. A denite theme of aggression and violence runs through Thomas's conversation. Teachers report that he exhibits little motivation and bothers other children in class. He has a very short attention span and shows increasing aggressiveness. The interviewer reported that the mother seeks constant reassurance and experi- ences great difculty with the disciplining of her children. The interviewer stated that the combination of an insecure mother and an unhappy, aggressive son whom she is nding difcult to control points to serious developmental problems for Thomas.
V. Summary
Thomas continues to do very poorly in school. He wants love from and dependence on his mother yet simultaneously seeks independence and escape from his mother's control. This conict produces ambivalent feelings toward his mother; that is, he
Dacey−Travers−Fiore: Human Development Across the Lifespan, Seventh Edition I. Introduction2. Theories of Development: Interpreting the Lifespan
© The McGraw−Hill Companies, 2009
28
part 1 Introduction
displays considerable anger toward his mother for trying to control him. Also, he bitterly resents his father's absence. Instead of expressing his anger, he remains passive, especially in school, which is the primary cause of his poor scholastic performance. Thomas's behavior resolves his conict, however, since he can remain with his mother but also strike back at her with his school failure. In an age devoted to scientic fact, why should we bother with theories in our quest to unlock the mysteries of development? The answer is as simple as it is logical. We believe that theories are essential for understanding facts for several reasons. Good theories:
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Help to organize a huge body of information. The published studies on human development number in the tens of thousands, and their conclusions would be incomprehensible unless they were organized in some meaningful manner. A theory provides a way of examining facts and also supplies "pegs" on which we can hang similar types of research ndings. In this way we construct a lens through which to view development.
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Help to focus our search for new understandings. Theories offer guideposts in our quest for insights into the enigma of human development.
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Help to explain how ndings may be interpreted. They offer a detailed guide that leads us to decide
which
facts are important and
what
conclusions we can draw.
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Help to identify major disagreements among scholars. By focusing on these dis- agreements, they offer testable ideas that can be conrmed or refuted by research. As you read the theories summarized in this chapter, we urge you to recognize the increasing sophistication that the theorists bring to their speculations. Lerner (2006) notes that today's developmental psychologists analyze development from the perspective of biopsychosocial interactions while recognizing that the roots of contemporary theories may well be linked to developmental ideas that rst appeared in the early days of the 20th century. Finally, remember that the ultimate goal of any theory is to provide a framework for the study of human development that furthers scientic vision and stimulates application of that science for public policy and social programs (Lerner, 2002, p. xvii). In this chapter, we'll rst turn to the major theorists who for many years have guided our thinking about development: Sigmund Freud, Erik Erikson, Jean Piaget, Lev Vygotsky, B. F. Skinner, Albert Bandura, and Uri Bronfenbrenner. Next we'll discuss the present status of developmental theory and several issues related to the direction of developmental theory. Finally, we'll use Richard Lerner's notion of developmental systems theory to reect recent thinking regarding new directions in developmental analysis, which we hinted at in Chapter 1.
THE PSYCHOANALYTIC APPROACH
There is nothing as practical as good theory.
—K L
On a beautiful spring day in 1885, Sigmund Freud sat down and wrote a startling letter to his ancée. He told her that he had just about completed a massive task— destroying his notes, letters, and manuscripts of the past 14 years, a destructive act that he would repeat several times in his lifetime—Freud revealed his mistrust of future biographers. Yet, in spite of his efforts, the autobiographical nature of much of his published works and his vast correspondence left a lasting legacy. Freud's ideas (called
psychoanalytic theory
) no longer dominate developmental psychol- ogy as they did in the early part of the 20th century, but his insistence on the early years as decisive in development has remained a potent and controversial concept (Cairns, 1998; Crain, 2005).
psychoanalytic theory
Freud's theory of the development of personality.
psychoanalytic theory
Freud's theory of the development of personality.
Development Through the Lifespan 6th Edition Chapter 2 Pdf
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