An Introduction to Theories of Human Development

Neil J Salkind

• Publisher: SAGE Publications, Inc
• Year: 2004
• Print ISBN: 9780761926399
• eBook ISBN: 9781506315928
• Edition: 1
• Topic: Psychology
• Subtopic: Developmental Psychology
• Index: Psychology

"The book is well written and the theorists and their respective work are well-presented and clearly explained. . . . As a text dealing with the historical overview of major theorists and their work in human development over the last century or so, it is extremely strong and could be widely used in a variety of both undergraduate and graduate courses."

                                                   —Ann C. Diver-Stamnes, Humboldt State University

"In general, I found the websites and references listed at the end of each chapter to be very interesting and useful for taking students beyond what is in the text." —Jane Ledingham, University of Ottawa

"A fine choice for a classic theories course, and I believe that the level of presentation would be appropriate for advanced undergraduate or graduate students. . . . The up-to-date web sites at the end of each section are a definite plus. The choice of sites is excellent."

                                                                        —Cosby Steele Rogers, Virginia Tech

An Introduction to Theories of Human Development examines the development process, looking at the series of changes that occur as a result of an interaction between biological and environmental factors. Why might our behavior as an adult be so different from when we were infants? Why and how does one stage of development follow the next? Are the changes that we experience abrupt in nature or smooth and predictable? Author Neil J. Salkind reflects on such critical questions to help readers understand what happens along the way as one develops from infancy through later life.

This book provides a comprehensive view of the primary theoretical models of human development including those from the biological, psychoanalytic, behavioral, and cognitive developmental perspectives. Along with a brief discussion of a historical background for each of these approaches, An Introduction to Theories of Human Development examines the application of these theories to various aspects of human development, such as the effectiveness of early intervention, individual differences, adolescence, and sociobiology.

Features of this text:

• A final, integrative chapter compares the various theories presented in the book using Murry Sidman?s model of six criteria for judging a theory to help develop students? skills for critically assessing theory.
• Classic approaches to understanding human behavior across the lifespan are also examined.
• Pedagogical features such as chapter opening quotes, boxed highlights, key terms, a glossary, and websites for further reading enhance student understanding of everyday human behavior.

An Introduction to Theories of Human Development is an accessible text for advanced undergraduate students in the social and behavioral sciences including such fields as psychology, education, human services, nursing, sociology, social welfare, and human development and family studies.

PART I

AN INTRODUCTION AND IMPORTANT IDEAS

CHAPTER 1

THE STUDY OF HUMAN DEVELOPMENT

If I have seen further...it is by standing upon the shoulders of Giants.

—Sir Isaac Newton

Science is built up with facts, as a house is with stones. But a collection of facts is no more a science than a heap of stones is a house.

—Jules Henri Poincaré

Science is best defined as a careful, disciplined, logical search for knowledge about any and all aspects of the universe, obtained by examination of the best available evidence and always subject to correction and improvement upon discovery of better evidence. What’s left is magic. And it doesn’t work.

—James Randi

WHAT IS DEVELOPMENT?

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This is a book about human development, some of the different theories that have been proposed to explain how development takes place, and, perhaps most interesting, how we might apply these theories to our everyday lives. If you made a list of all the things you did and all the things you thought about in the course of one day, it would probably end up including thousands of items. Such a list of thoughts and events, recorded over a period of days or months, could be called a description of your developmental repertoire—a sort of picture of what you are like as a person.

On a grand scale, your behavioral repertoire represents the developmental process; it helps to explain how you got from point A to point B and what happened along the way. Throughout this book, you will find questions about this process. What different accounts have theorists proposed to help us understand how this developmental process happens? Why might people’s behavior in adulthood be so different from their behavior when they were infants? Does individuals’ behavior change from the time they are newborn infants to when they are preschoolers, middle school–age children, teenagers, and on into adulthood because of biological programming or because of environmental factors, such as the influence of parents and peers? Are the changes that we experience abrupt in nature or smooth and predictable? Do people change because of the amounts and kinds of stimulation they receive in their schooling? Are you what your environment made you, or is your behavior an expression of your biological inheritance?

—— On the Web —— Despite its name, the National Institutes of Health (at http://www.nih.gov) does not focus exclusively on “health.” In fact, the NIH includes 28 institutes, offices, and research centers devoted to many directly and indirectly health-related subjects, ranging from the National Library of Medicine (at http://www.nlm.nih.gov) to the National Institute on Aging (at http://www.nia.nih.gov) to the National Institute of Child Health and Human Development (at http://www.nichd.nih.gov). These Web sites provide access to a good deal of information about biomedical science, but they also will lead you to a vast amount of information on the social, physical, and psychological aspects of development throughout the life span.

Regardless of the terms we use to pose these and other questions, we can think of development as a progressive series of changes that occur in a predictable pattern as the result of interactions between biological and environmental factors. But how is it that one set of factors predominates in certain domains (such as intelligence) and another set of factors predominates in others (such as personality)? Are the percentages of the contributions of biological and environmental influences fixed, or are they variable? How important are people’s early experiences? What role does age play in development? How can we explain novel behaviors? Why are most children able to walk alone when they are somewhere between 10 and 15 months of age? Why and how does one stage of development follow another? Why do most children acquire language in the first few years of life? Why is it that some children learn quickly whereas others learn slowly? Are most aspects of development inevitable in a “normal” child? How are theories of development different from each other? How are they the same?

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Development is the result of complex interactions between biological and environmental influences.

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All of these questions are examples of problems addressed by the field of developmental psychology and the study of human development. Answers to these and many other questions are likely to come from the research efforts of psychologists, educators, pediatricians, linguists, sociologists, and others who use the tools and knowledge of their own disciplines to understand the developmental process. The answers to these questions (or the best answers available at this time) are valuable to scholars and practitioners in these and other groups because they lead to greater understanding of the process of development and how positive developmental outcomes might be maximized.

The different theoretical accounts of development you will read about in this book have all had significant influence on many of the answers to these questions. The theoretical perspectives discussed here are differing and sometimes complex points of view formulated by scholars who have attempted to account for the factors that control and explain the developmental process.

A DEFINITION OF SCIENCE

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Whatever is known today in any given scientific discipline is the cumulative result of the efforts of people who have devoted their lives to seeking out truth, separating fact from fancy, and trying to understand what happens around them. All of these efforts, and more, are what science is about. Jacob Bronowski (1977), the well-known mathematician and writer, defines science as “the human activity of finding an order in nature by organizing the scattered meaningless facts under universal concepts” (p. 225). Science is the process through which we organize bits of information. This process lends meaning and significance to otherwise unrelated and obscure particles of knowledge. Science is also a process through which ideas are generated and new directions are followed.

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Science is the process through which humans organize information and knowledge.

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Science is the way in which we bond facts or knowledge together to form something different from what was there before the process began. In fact, by “doing” science, we give coherence and integrity to the fragmented events we observe in the world. It is not sufficient to study an isolated fact (such as “children walk at around 9 to 12 months of age”); one must pursue information about how this fact might be related to other events (e.g., in a child’s life, the fact that a certain level of physical maturity is critical before the child can begin walking). Science is very much like the blueprint that a builder uses to understand how the many different parts of a structure fit together to form something that is more than the sum of the individual parts.

In addition to its dynamic qualities (describing how things happen), science also has static qualities (describing what happens). The static and the dynamic qualities of science go hand in hand because, in part, each determines the other. When people do science, they are taking a logical approach to solving some kind of problem as well as producing a product. For example, through intensive research and experimentation (the process), scientists developed a vaccine (the product) that effectively immunizes children against polio.

Finally, science is also a self-correcting process; advances and setbacks all contribute and help to refine researchers’ subsequent efforts at answering certain questions or understanding certain issues. Through the nature of the process itself, science generates answers that provide scientists with valuable feedback. In a pure sense, scientists do not set out to prove certain ideas correct or incorrect, because they are constantly asking, answering, and reformulating questions. Instead, scientists test ideas or hypotheses. They evaluate the outcomes of their experiments and reflect on how new information might modify their original questions.

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“Doing” science consists of asking a question, defining the elements of the question that will be studied, testing the question, and accepting or rejecting the assumptions on which the question is based.

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For example, we might observe a series of interactions between a parent and child and notice that the two of them are talking to each other and generally “having fun.” We can further understand the developmental significance of “having fun” by examining the parent-child interchange in more detail and looking, perhaps, for a pattern of behavior. We might then look to see if there are similar behaviors between parents and their children in other groups, thereby lending more or less strength to our ideas about the dynamics of human interaction.

The scientific method is important in any field that includes among its goals the organization of knowledge and the generation of new ideas. It is important to remember that the principles involved in doing science are applicable in all scholarly disciplines, whether the focus is developmental psychology, history, biology, or some other subject. In the next section, I discuss some of these principles and how they relate to each other.

A MODEL OF SCIENTIFIC INQUIRY

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Science can be seen as a four-step process:

1. Asking a question
2. Identifying the factors or elements of that question that need to be examined
3. Testing the question
4. Accepting or rejecting the premise on which the original question was based

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The four steps of the scientific method help us to ask and answer questions about development systematically.

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The first step, asking a question, involves recognizing that something of interest or potential value needs further investigation. What might be a source for such a question? These “first” questions most often do not originate in laboratories, in discussions around conference tables, or in any other highly controlled environment. Some important questions may be identified in or referred to such places, but they are not usually where the questions initially surface. Instead, everyday experiences and events are the sources of most first questions, and thus of most scientific inquiry. These experiences and events can (and do) include art, music, literature, and, of course, events in the lives of individuals. For example, the development of a smallpox vaccine was prompted by Edward Jenner’s personal observation that the only people who did not seem to be vulnerable to the disease were women who tended cows. In turn, this observation led to Robert Koch’s development of germ theory, a basic and important principle of immunology. Another example is the popular version of Isaac Newton’s “discovery” of gravity when he was hit by an apple that fell from a tree. Even if the story about Newton is an exaggeration, it still makes the point: The personal experiences of individuals play a vital role in the development of valuable research questions.

Another example, and one that is more central to the theme of this book, is the observation that children’s cognitive development occurs in a series of different and distinct stages. Many developmental psychologists have made this observation informally and then studied the stages they identified systematically.

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It is impossible to overstate the importance of formulating and asking the right question—it is the first step toward getting a useful answer.

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Clearly, not everyone has the skill to identify those aspects of an experience or to ask the kinds of questions that might lead to new knowledge. From what the untrained mind sees as confusion and disarray, the trained mind selects important events. As Louis Pasteur noted, chance favors the prepared mind, and the knowledge base from which most scientists operate (as a result of long and intensive training) provides this necessary advantage.

The second step in the process of scientific inquiry is identifying what factors are important and how they will be examined. For example, one of the theorists discussed later in this book, Robert Sears, examined the wide range of differences in the ways parents raise their children. A psychologist might begin such an examination by identifying factors that could be involved in these differences, such as the number of children in the family, the children’s sexes, the order of their birth, the family’s social class, and the educational status of the parents. In other words, the developmental psychologist would identify the critical factors that are possibly related to the question asked. At this point, the investigator is no longer speculating (“Isn’t this interesting!”); rather, he or she is beginning to ask pointed questions about the importance of certain factors and the nature of the relationships between those factors.

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One of the ways a researcher identifies important factors is by conducting a search of the previous literature, including reports on the work of other researchers.

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This is also the point at which the researcher must make decisions regarding how the questions will be answered. This part of the process involves the design and completion of the research. For example, if one is interested in the effects of environmental stimulation on intellectual development, one could design an experiment to compare the intellectual development of children who were reared in an en...

Table of contents

• Cover Page
• Dedication
• Title
• Copyright
• Brief Contents
• Detailed Contents
• Introduction
• Part I. An Introduction and Important Ideas
• Part II. The Maturational and Biological Approaches
• Part III. The Psychodynamic Approach
• Part IV. The Behavioral Perspective
• Part V. The Cognitive-Developmental View
• Part VI. A Comparative Analysis
• Glossary
• References
• Suggested Readings on Human Development
• Name Index
• Subject Index
• About the Author