Characteristics Of LIFE TIME Development

Development occurs in the biological, cognitive, and cultural domains. The natural domain includes the physical changes an individual experience throughout the span of their life. This might include development and development in the torso. An example of the natural aspect is hormonal changes during puberty. Puberty is the idea in time where the development of sexual characteristics begins, and can allow these humans to become sexually active and be able to produce gametes for duplication. The troubles an adolescence might face going right through puberty is the necessity to adjust to changes occurring to the physical body, psychological changes such as feeling self-conscious about their changing body, and mental changes such as expanding the capability for abstract thought and problem-solving.

Development is researched by lots of disciplines, including psychology, sociology, anthropology, neuroscience, and drugs. For example in remedies, one area of natural research which has significant importance for development is looking at slowing down growing older. Their focus is in anti-aging foods and drugs which can reverse the biological ramifications of aging and some already have shown significant results in canine studies.

normative history-graded affects: biological and environmental influences that are associated with history; influences that are common to people of a particular era. An example is when the Singapore Authorities carried out the "Visit two" child plan in 1969 to help control the speedy population development. It had succeeded in significantly minimizing the population however, it experienced inspired women greatly as they started to pursue jobs before having children which gave rise to numerous School graduated women failing woefully to marry and carry offspring.

non-normative life events: strange occurrences that have a major effect on an individual's life; the event, pattern, and collection of these occasions are not appropriate to many individuals (e. g. , death of a mother or father at a young age, getting a serious illness, receiving a lottery)

Development Involves Progress, Maintenance, and Rules of Loss

The mastery of life often consists of conflicts and competition among three goals of real human development: growth, maintenance, and rules. Growth starts in early stages in life from infancy through overdue adulthood. Maintenance and legislation follows after that around midsection and late adulthood as individual's capacities take centre level. This is the time of keeping skills and minimizing deterioration.

Theme 2

Biological Processes

Biological processes involve changes within an individual's physical dynamics. Examples of natural techniques includes, brain development, level and weight gains, changes in electric motor skills, hormonal and changes occurring in puberty.

I will be focusing on the biological procedure for puberty which occurs during adolescence. Puberty is a time of maturation of the reproductive system and hormonal changes occurring in the mind. During puberty, regarding guys, a hormone called testosterone which can be accountable for physical and behavioral masculinization, are released. Studies that use data on children have generally found positive correlations between testosterone levels and ambitious or anti sociable behavior. Research on adolescents has also discovered that higher testosterone levels in children is associated with increased sex (Halpern, et al. , 1998), years at first sexual intercourse (Dunne et al, 1997), increased criminal activity (Booth and Osgood, 1993), increased cigarette and alcohol use (Zitzmann and Nieschlag, 2001). In terms of criminal tendencies, Dabbs et al. (1995) conducted a remarkable review of 692 male prison inmates, finding testosterone related to kind of crime and also to behavior in jail. Testosterone was highest among inmates convicted of child molestation, rape, homicide, and assault, and it was least expensive among inmates convicted of burglary, theft, and medication offences.

In regards to Erikson's theory, in stage 5 of his Psychosocial theory which identifies the crisis of "identity vs. individuality distress, this is a period of trying out new things till the adolescence establishes a personal identification or fails doing this and ends up being confuse along with his role in life.

Cognitive Processes

Cognitive processes involve changes in the individual's thought, cleverness, and words.

According to Piaget's Cognitive Development Theory, children actively construct their understanding of the earth and proceed through 4 stages of cognitive development.

Sensorimotor Level (Delivery - 2 years)

The first level of cognitive development is where newborns have the ability to construct an understanding of the world by coordinating sensory experiences (such as experiencing and reading) with physical (motor unit) actions. For example, when an thing is put in place the infant's hands and details its palm, the fingers will close and grasp it. This is known as the palmar grasps reflex.

Preoperational Stage(2 - 7 years)

The second stage is where thought becomes more symbolic, egocentric, and intuitive alternatively than rational, however, it is not operational. For example, the child can carry out symbolic play where the children pretend that a person object is another. To quote an example, girls at this stage would carry out role play of the "tea get together" in which they assign gentle toys (icons) jobs representing their mom and dad. To demonstrate egocentrism of the child at this time, Piaget conducted the three mountains job in which children were asked to select an image that confirmed the three mountains using their viewpoint. The children had little problems selecting the correct picture. However, when asked to choose an image from somebody else's viewpoint, the children finished up selecting the same picture which exhibited their own viewpoint. This proved the children's inability to understand things from someone else's perspective.

Concrete Operational Stage (7 - 11 years)

This is the point where logic begins to build up and thus the child is able to reason logically about concrete situations and in a position to recognize the concept of conservation. For instance, children in the concrete functional stage is able to distinguish that the volume of water in a extra tall and narrow glass is equivalent to that in the brief and wide glass when equal volumes are poured from the same box. However, the child struggles to think hypothetically and also have difficulty understanding abstract principles.

Formal Operational Stage (11 years - adulthood)

In this level, the child is able to reason in a more abstract, idealistic and reasonable manner. The child is able to think theoretically and hypothetically in which the latter is important in subjects such as mathematics and science. The child is less egocentric and therefore can understand things in a new perspective. The child is also in a position to carry out deductive reasoning where he is able to reason from generalities to specifics.

Socioemotional Processes

Socioemotional processes involve changes in the individual's interactions with other folks, changes in personality and feelings.

Erikson's Psychosocial Theory state governments that the primary motivation for individuals behavior is communal and, displays a want to affiliate with other people. Erikson views development as a lifelong process consisting of a distinctive developmental process that confronts individual with a crisis that requires quality. Failure to take action would cause possible negative outcomes in adulthood.

Erikson's 8 stages of individual development:

Trust vs. Mistrust ( 0 - 1 year)

In this level, the infant is learning to trust others and the earth. Trust is made when babies are given adequate and constant warmth, caring touch and physical good care. However, mistrust can form if limited, inconsistent good care is distributed by chilly, indifferent and rejecting parents.

Autonomy is the independence developed when toddlers are inspired by their parents for doing things by themselves (e. g. putting on shoes) versus the pity and doubt if the caregiver were to reprimand the kid for not having the ability to do the task promptly.

Initiative vs. Guilt ( 3- 5 years)

This can be an extension of the next stage where, effort develops when the pre-school-going child is motivated to explore and take on new difficulties versus the guilt that the kid may experience if the parents criticize, prevent play or discourages requesting questions.

Industry vs. Inferiority ( 6 - 12 years)

This is in the framework of primary college where the child is recognized or praised by instructors for doing for fruitful activities versus the inferiority that might occur if the child's initiatives are regarded as inadequate or messy.

Identity vs. Role dilemma ( 10 - twenty years)

The teenage years entail the necessity to establish a regular personal identity versus role bafflement where the adolescence is doubtful of the way he is proceeding.

Intimacy vs. Isolation (20s, 30s)

In this stage, intimacy advances when the individual begins establishing older romantic relationships with friends, family and finally a lover or a spouse as she or he has the capacity to care for others and writing experiences with them. However, isolation develops when the average person is deemed as a loner and uncared for in his / her life. There's a relationship between this stage and the first stage that was trust vs. mistrust. For example, if a child receives consistent sensitive loving care from the caregivers, trust would be developed and thus this would likely lead to the individual developing functional romantic relationships in his adult life and vice versa, if the newborn developed mistrust in his first yr of life due to disregard from caregiver, there's a likelihood that the individual might conclude being solitary in adulthood.

Generativity vs Stagnation (40s, 50s)

Generativity refers to the eye in guiding another generation in conditions of transferring on principles and traditions versus stagnation where in fact the individual is merely concerned with their individual needs and so worth are lost. Cases would be those who find themselves single and/or married without children.

Integrity vs. despair ( 60s onwards)

Integrity occurs when the individual reflects upon life and has no regrets as they have got lived a rich and sensible life versus despair where in fact the individual views earlier life situations with regrets and experiences heartache and remorse.

Theme 3

Nature vs. Nurture

The nature-nurture controversy requires the controversy about whether development is mainly influenced by nature or nurture. Characteristics is something of genetic or prenatal environment where children are delivered with certain behaviors that are innate and are inborn biases. Nurture on the other palm, is the consequences of certain experiences depending on the individual's belief. Genetically, a lot of people are born with flaws in their genes that can affect their brain function and emotions. Environmentally, severe cruel treatment of small children can create predispositions to becoming afflicted with no empathy and irregular habits. Jean-Jacques Rousseau feels in "noble savages" where children were by natural means endowed with a sense of right and incorrect and with an innate arrange for orderly, healthy expansion.

On the contrary, the tabula rasa view by John Locke state governments that "Children are created as "blank slates" and acquire characteristics through experience". This theory favors the "nurture" facet of the debate with regards to one's personality, brains, social and psychological behavior.

I would like to point out on Schizophrenic serial killers. Schizophrenia is a mental disorder characterized by disintegration of thought processes and of mental responsiveness. It most commonly manifests as auditory hallucinations, paranoid or bizarre delusions, or disorganized talk and thinking, and it is associated with significant public or occupational dysfunction. The disease is mostly genetically inherited as those creating a first-degree relative with the disease are at an increased risk of expanding it. A good example of a notorious serial killer suffering from this disease is Ed Gein. He was not only known for brutally eradicating two women but for exhuming their corpses from local graveyards and created trophies and keepsakes of their bones and pores and skin. It was the horrific way of mutilation and the bizarre screen of body parts in his home that boosts questions as to why someone would do such a cruel work. Ed grew up in a strict and spiritual family with the presence of both parents in family members. A shy, effeminate boy, the younger Gein became a concentrate on for bullies. To make concerns worse, his mom punished him whenever he attempted to socialize. She also abused him and his sibling. Despite his poor cultural development, he do pretty well in school, particularly in reading. Fatality in the family adopted as first of all, his father perished and then his brother and accompanied by his mother. All these environmental factors makes up about the irregular behavioral habits elicited by Ed. Therefore in this example, we can't easily determine that characteristics of your serial killer are solely genetic (character) or purely environmental (nurture). Nonetheless it is the connections between these two traits that causes development of such a habit.

Continuity vs. Discontinuity

This issue focuses on the scope to which development consists of gradual, cumulative change (continuity) or distinctive stages (discontinuity). Developmentalists who highlight nurture explain development as a gradual, ongoing process whereas those who emphasizes nature often express development as some distinct stages.

For example, Freud's stage style of psychosexual development, theorized that children systematically move through distinct stages of dental, anal, phallic, and latency levels before reaching older adult sexuality in the genital stage. Proponents of stage ideas of development also claim that individuals proceed through critical periods, that happen to be times of increased and preferred sensitivity to particular aspects of development. For example, early childhood (the first 5 years) is a critical period for language acquisition. Thus, most individuals find it difficult or impossible to understand a second terminology during their mature years while small children raised in bilingual homes normally learn second languages easily during youth.

Theorist Erik Erikson extended after Freud's ideas by proposing a level theory of psychosocial development. Erikson's theory centered on conflicts that happen at different stages of development and, unlike Freud's theory, Erikson explained development throughout the lifespan. .

Stability vs. Change

This issue consists of the degree to which we become elderly renditions of our early on experience or we develop into someone not the same as who we were at an early point in development. Many developmentalists who stress steadiness in development argue that balance is the result of heredity and perhaps early encounters in life. Relating back again to the above exemplory case of Ed Gein, he grew up socially introverted as he was discouraged acquiring buddies by his mom. In this case, he has attained steadiness where his personal activities early on in youth became a catalyst for who he would grow to be in adulthood - a serial killer.

On the in contrast, developmentalists who stress change take the more positive view that later experience can produce change. I would like to quote the exemplory case of Liz Murray better known for being "Homeless to Harvard". Murray grew up in the Bronx, New York to poor, medication addicted, and HIV-positive parents. She overcame hardships in her youth and battled her way to achieve success and was accepted into Harvard University. Such, is an exemplory case of change that can occur down the road and proves that early experiences can condition us in several ways.

Theme 4

With respect to my friend's extreme view that Erikson's psychosocial point of view was sufficient in talking about human life span development, I disagree compared to that statement as they are many other theories to consider before making a conclusion concerning that was sufficient.

Psychoanalytic ideas:

The basis of Erikson's psychosocial theory is affected by Freud's psychosexual theory. Erikson's works on increasing Freud's theory as he discovered that Freud's ideas lacked vital social proportions, and through his research and conclusions, it provided a key for his 'biopsychosocial' point of view. Erikson's view of individual development was life-long through his 8 levels which take place throughout life whereas; Freud's view of development was through critical cycles which consist of the 5 stages at adolescent.

Freud suggested that in the first stage, if the nursing child's desire for foods were thwarted during any libidinal development level, the anxiety would persist into adulthood as a neurosis (efficient mental disorder). If a child is not given enough (neglected) or given too much (over-protected) in the course of being nursed, it could result in the kid growing up as an orally fixated adult. Oral-stage fixation may have 1 of 2 results: (i) the underfed or neglected child might turn into a psychologically based mostly adult continually seeking the dental stimulation rejected in infancy, therefore learning to be a manipulative person in fulfilling his or her needs, rather than maturing to freedom; (ii) the over-protected or over-fed child might withstand growing up and go back to being dependent after others. Example of the previous would be someone who grows up to be an orally fixated adult who's an over-eater or a smoking addict to compensate for the insufficient oral activation as a child. On the contrary, the latter is an individual who matures to be dependent on others and challenging satisfaction through operating helpless, crying and being "needy". Therefore this shows the value of critical durations in Freud's stage theory.

In Erikson's theory on the other hands, it presented individuals with an emergency at each level where, depending on how one handle the challenge, it will result in positive or negative final results which can significantly have an impact on one's personality and development.

The advantages of this theory is that it stresses on the eight character-forming problems stages, the concept also asserts that humans continue to change and develop throughout their lives, and that personality is not entirely formed during early on childhood years. That is definitely a view that greatly helps encouraging oneself yet others to see the future as a chance for positive change and development, instead of looking back again with blame and regret. The better that individuals come through each crisis, the better they'll tend to offer with what lays ahead, but this is not to say that is lost and never to be recovered if a person has had a poor experience during any particular turmoil stage.

However with every theory, there are constraints which includes Erikson's theory. One of which is its ambiguous conditions and ideas which can have several interpretations. Another reason is its lack of accuracy as some terms can't be easily measure empirically. The encounters in some periods may only connect with males and not females.

Cognitive ideas:

Piaget's cognitive development theory presented cognitive development through 4 phases concentrating on sensory experience and physical actions (sensorimotor skills) which provided the value of evaluating developmental changes in children's thinking.

Vygotsky on the other hands, added a sociable and cultural aspect to his cognitive theory naming it the "Sociocultural cognitive theory". He provided emphasize on interpersonal connections and culture in shaping a child's cognitive process. He strains that knowledge is not made from within, but instead constructed through connections with individuals and cultural items (such as catalogs, computers).

Bandura's interpersonal cognitive theory focuses on the importance of environment to a person's action. He emphasized the procedure of observational learning though imitation or modeling where people cognitively symbolize the tendencies of others and take up this tendencies themselves.

Information -processing theory stresses that humans are active information processors that bring forth the process of thinking and thus learning good strategies for processing information is crucial.

There are many factors that can affect human life span development which includes the developmental operations in 3 key areas particularly biological, cognitive and socioemotional. These three operations work hand in hand in the introduction of an integrated specific with a mind and body that are interdependent. The different theories address the several aspects of development and so we can not conclude that only the Erikson theory best represents human development. Instead, adopting an eclectic methodology is more exact as it chooses the best features from each theory. For example, Freud's theory best clarifies the unconscious head while Erikson's theory best represents development being truly a life-long process and features the changes happening in each stage. Piaget's theory views cognitive development through sensorimotor and functional levels. Vygotsky added a interpersonal and social aspect to it and information-processing theory views humans as being capable to positively process information. Merging the three cognitive theories provided a alternative approach to cognitive development.

Behavioral and sociable cognitive theories such as Bandura's, provided environmental affects on development.

In conclusion, there isn't one theory that can effectively explain real human development but rather adopting an eclectic way provided the best answer in holistically understanding human being development.

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