'Major Theories of Human Development\r'

'1. Epigenetic theory (Erikson)\r\nEriksons epigenetic theory depicts personality study as a passage by dint of octonary sequential stages of ego development from infancy with old age. According to Erikson, the developing individual must(prenominal) master and resolve, to some extent, a core departure or crisis during each stage by combine personal needs and skills with the track downer and cultural demands and expectations of the environment. modulation to each developmental stage is dependent on the resolution of the core conflict of ht preceding stage. No core conflict is completely mastered, however (Mandleco 2004).\r\n2. psychoanalytical theory (Freud)\r\nAccording to Freud, piece conduct is move by psychodynamic forces within an individuals unconscious mind. Driven to answer by these internal forces, individuals repeatedly interact with their extraneous environment. An individuals personality and psychosexual identity argon developed through the accumulation of these interacational experiences. Personality consists of three components: id, ego and superego. The id is inborn, unconscious and driven by biologic instincts. The ego is a conscious and rational faculty. The superego is the internalization of the lesson values learnt from p arnts and elders (Madleco 2004).\r\n3) Behaviorist theory (Watson)\r\nBehaviorism contends that human behavior can be explained as only a relationship between a stimulation and a response, and learned behavior is just a conditioned response. Everything from speech to emotional responses are alone patterns of stimulus and response. Watson denied completely the existence of the mind or consciousness. Emotions are regarded simply as conditioned corporeal responses to outside events. Thinking is explained simply as talking quietly. Watson believed that human behavior should be studied in a manner that entirelyows the researcher to predict and realise those behaviors (Klein 1989).\r\n4) Classical condition ing (Thorndike, mule driver)\r\nBuilding upon the work of Thorndike, Skinner distinguished two types of behavior. Respondent behavior is establish on reflexes and does not require accomplishment. For example, if one touches a hot surface, one will quickly take ones hand. Operant behavior, however, is learnt, and is performed spontaneously rather than as an spontaneous response to a situation. According to Skinner or so human behavior is operant. Whereas classical conditioning depends on developing associations between events, operant conditioning involves learning from consequences of our behavior (Klein 1989).\r\n5) well-disposed learning theory (Bandura)\r\nIn social learning theory, pristine focus is stipulation to learning experiences that occur through reciprocal social interactions. Environmental or situational determinants are important, but interactions are thought to be the conduit for internalization of social and lonely(a) cues for behavior. Bandura and colleague s investigated the effects of modeling and imitation on the behavior of young children. They postulated that modeling and imitation are the primary interaction processes through which behavioral repertoires are acquired. Social learning theory emphasizes the socializing influence of the family (Lerner 1996).\r\n6)  cognitive theory (Piaget)\r\nAccording to Piagets cognitive theory, childrens development is marked by periods when they are particularly sensitive and antiphonal to outside influences. However, children are not blank slates on which teachers compose whatever they desire. Children, who have inherent dispositions and tendencies and are subject to their external environments, develop and grow intellectu anyy in an invariable sequence from birth through adolescence and adulthood. To teach effectively, teachers should be aware of the materials and approaches most purloin for a childs readiness to learn (Sigelman & passenger 2005).\r\n7. Humanism (Maslow)\r\nThe huma nistic theory centers its attention on the experiencing person, emphasizes on qualities such as choice, creativity, valuation, and self-realization, with an ultimate consult for valuing of dignity and worth of a man, and an interest in the development of the potential inherent in either person. Maslow has referred to his psychology as holistic, dynamic psychology, and most of all it is known as self-actualization psychology, which expresses that people possess potential which could become actualities through the process of wholesome process (Coon 2004).\r\n8. Stages of moral development (Kohlberg)\r\nKohlberg postulated that human beings tend to promotion through vi stages of moral development. People tend to make decisions and judgments about right and wrong for several(predicate) reasons, depending on the stage of development they have achieved. Kohlbergs six stages of moral development are: 1) cover is faithfulness to power and avoidance of punishment.  2)Right is tak ing responsibility for oneself 3) Right is being impregnable in the sense of having good motives 4) Right is maintaining the rules of a society 5) Right is found on recognized individual rights within a society 6) Right is an assumed obligation to principles applying to all humankind: justice, equality, and respect to human life (Lerner 1996).\r\nReferences:\r\nCoon, D. 2004. submission to Psychology : Gateways to Mind and Behavior. Belmont,\r\nCA :  Thomson Wadsworth\r\nKlein, S. B. 1989. Contemporary larn Theories: Instrumental Conditioning Theory and the Impact of biologic Constraints on Learning. Hillsdale, NJ : Lawrence\r\nErlbaum Associates\r\nLerner, R. M. 1996. Concepts and Theories of Human Development. Mahwah, NJ :\r\nLawrence Erlbaum Associates\r\nMandleco, B. L. 2004. outgrowth & Development Handbook: Newborn by dint of\r\nAdolescent. Clifton Park, NY : Delmar Learning\r\nSigelman, C. K. & Rider E. A. 2005. Life-span Human Development.  Belmont, C A :\r\nThomson Wadsworth\r\n'