The document summarizes several theories of human development proposed by famous psychologists. It discusses Sigmund Freud's psychosexual stages of development and defense mechanisms. It also describes Erik Erikson's psychosocial stages and forces influencing development. Jean Piaget examined cognitive development through stages of sensory-motor, pre-operational, concrete operational, and formal operational thought. B.F. Skinner contributed the theory of operant conditioning. Albert Bandura proposed social learning theory and the concept of observational learning through modeling. The theories seek to understand human growth and change across the entire lifespan.

1. T H E O R I E S O F
D E V E L O P M E N
Sigmund Freud
Jean Piaget
Lawrence
Kohleberg

2. • Development describes the growth of humans throughout the
lifespan, from conception to death. The scientific study of
human development seeks to understand and explain how and
why people change throughout life. This includes all aspects of
human growth, including physical, emotional, intellectual, social,
perceptual, and personality development.
• Several famous psychologists, including Sigmund Freud, Erik
Erikson, Jean Piaget, and Lawrence Kohlberg, describe
development as a series of stages. A stage is a period in
development in which people exhibit typical behavior patterns
and establish particular capacities.
Development

3. DEFINITION OF DEVELOPMENT
 Developmental psychology is a branch of psychology that
focuses on how human beings grow, change, adapt, and mature
across various life stages.
 Psychological Development, the development of human
beings’ cognitive, emotional, intellectual, and social
capabilities and functioning over the course of a normal life
span, from infancy through old age.
 It is the subject matter of the discipline known
as developmental psychology.

4. DEFINITION OF GROWTH
 Growth is that the physical process of development,
particularly the method of becoming physically larger. It’s
quantifiable or it are often measured, and it's mostly
influenced by genetics.
 Children tend to grow in almost similar amount annually until
subsequent major growth spurt occurs in early adolescence.
 Development Physical growth is a rise in size, whereas,
development is growth in function and capability.
 The event takes place in the least stages of an individual’s
life. There are many aspects of development e.g. physical,
emotional, social, and intellectual. Physical growth and
development depend upon a mixture of things, including
genetics, nutrition, and therefore the environment.

5. DEFINITION OF MATURATION
 Maturation is that the physical, intellectual, or
emotional process of development. Maturation is
usually not quantifiable.
 Maturation is physical, intellectual, or emotional.
 When an individual’s brain physically develops,
he/she is in a position to know intellectually what
others are browsing and the way they could feel.
When an individual becomes mature she doesn't
behave sort of a child.

6. DEFINITION OF LEARNING
The psychology of learning helps researchers,
educators and employers understand learning
processes and how they work. Psychologists agree
that different methods of learning exist, and some
people may find certain learning methods easier
than others. Differentiating between the
approaches to learning can help you understand
how the environment can influence the way people
learn.

7. DEFINITION OF HEREDITY
 The sum of all biological processes by which particular
characteristics are transmitted from parents to their offspring.
 The concept of heredity encompasses two seemingly paradoxical
observations about organisms.
 The constancy of a species from generation to generation and
the variation among individuals within a species.
 Both aspects of heredity can be explained by genes, the
functional units of heritable material that are found within all
living cells.

8. • The ID seeks pleasure and
avoids pain. It is not logical in its
searches.
• The ego is rational.
Conscious, and problem solving.
• The superego is the moral
and ethical component.
Sigmund Freud

9. Sigmund Freud
 Psychoanalyst Sigmund Freud proposed one of the
best-known grand theories of child development.
According to Freud’s theory, child development
occurs in a series of stages focused on different
pleasure areas of the body. During each stage, the
child encounters conflicts that play a major role in
the course of development.

10. Freud’s defense mechanisms
• Defense mechanisms are unconscious distortions
of reality used to protect the ego.
• Repression forces unacceptable feelings and
impulses from memory..
• Projection attributes one’s own feelings such as
aggression or distrust onto another person.
• Fixation is a blockage in development.

11. Freud's Psychosexual
Stages

12. Psychosexual Stage Approximate Age Description
Oral Birth - 1 year
The mouth is the focus of
stimulation and interaction;
feeding and weaning are central.
Anal 1 - 3 years
The anus is the focus of
stimulation and interaction;
elimination and toilet training
are central.
Phallic 3 - 6 years
The genitals (penis, clitoris, and
vagina) are the focus of
stimulation; gender role and
moral development are central.
Latency 6 - 12 years
A period of suspended sexual
activity; energies shift to
physical and intellectual
activities.
Genital 12 - adulthood
The genitals are the focus of
stimulation with the onset of
puberty; mature sexual
relationships develop.

13. • Personality
development is a
psychosocial process.
• Personality
development is a lifelong
experience and is influences
by three interrelated forces.
Erik Erikson

14. Erik Erikson
Freud’s famous work influenced a number of other
psychoanalysts, including theorist Erik Erikson. While
Erikson’s theory shared some similarities with Freud's, it is
dramatically different in many ways. Rather than focusing on
sexual interest as a driving force in development, Erikson
believed that social interaction and experience played a
decisive role. His eight-stage theory of human development
described this process from infancy through death. During
each stage, people are faced with a developmental conflict
that impacts later functioning and further

15. Erikson’s forces
• The individual’s biological and physical strengths
and weaknesses
• The person’s unique life circumstances and
developmental history, including early family
experiences and degree of success in resolving earlier
development crises; and
• The particular social, cultural, and historical forces
at work during the individual’s lifetime (racial prejudice,
war, poverty)

16. Erikson’s Psychosocial
Stages

17. Trust vs. Mistrust Birth – 1 year
Autonomy vs. Shame and Doubt 1 - 3 years
Initiative vs. Guilt 3 - 6 years
Industry vs. Inferiority 6 - 12 years (Latency Period)
Identity vs. Role Confusion 12 - 19 years (Adolescence)
Intimacy v. Isolation 19 – 25 years (Early Adulthood)
Generativity vs. Stagnation 25 – 50 years (Adulthood)
Ego Integrity vs. Despair 50 years and older

18. • For involuntary
responses.
• Basic, not higher
order learning.
• Paired conditioned
response with UCR to
form new behaviors.
Ivan Pavlov

19. Ivan Pavlov
 Ivan Pavlov was a Russian physiologist best
known in psychology for his discovery of
classical conditioning. During his studies on
the digestive systems of dogs, Pavlov noted
that the animals salivated naturally upon the
presentation of food.
 This discovery had a reverberating influence on
psychology. Pavlov was also able to demonstrate
that the animals could be conditioned to
salivate to the sound of a tone as well.

20. Pavlov’s Classical
Conditioning

21. BEFORE CONDITIONING:
a.Place a nipple in baby's mouth
b. Show baby a bottle with a nipple
DURING CONDITIONING:
a. Show baby the a bottle and place its nipples in baby's
mouth. Repeat a number of times.
AFTER CONDTIONING:
a. Show baby the bottle with nipple

22. • Looks at empirically
verifiable behaviors only.
Not an introspective field of
inquiry.
• Operant conditioning
works with voluntary
muscles only, in contrast to
classical.
B.F Skinner

23. B.F. Skinner
American psychologist B.F. Skinner is best known for
developing the theory of behaviorism, and for his
utopian novel ‘Walden Two.’
Psychologist B.F. Skinner began working on ideas of
human behavior after earning his doctorate from
Harvard. He explored behaviorism in relation to
society in later books, including Beyond Freedom
and Human Dignity (1971).

24. B.F. Skinner’s Operant
conditioning

25. i. The behavior-modifier’s tools
ii. Effective positive reinforcement
iii. Using response cost effectively
iv. Using time out effectively
v. Overcorrection (restitution)
vi. Extinction (systematic nonreinforcement)
vii.Reinforcement of alternative behaviors (ALT-R)
viii.Negative reinforcement, also called escape
conditioning
ix. Using PAC effectively
x. Differences between negative reinforcement and
PAC
xi. Shaping

26. • Observational
learning.
• First in a long line
of studies was at
Stanford, 1961, Bandura,
Ross, & Ross. Modeling
of aggression.
Albert Bandura

27. Albert Bandura
 Was an innovative scholar whose pioneering work in social
cognitive theory has served as a rich resource for academics,
practitioners, and policy makers alike across disciplinary lines.
 His later research on self-regulatory mechanisms, and the
influential role of perceived self-efficacy in self-development,
adaptation and change, laid the theoretical foundation for his
theory of human agency. These diverse programs of research
blend his theoretical interests with an abiding concern for the
use of our knowledge for human enlightenment and betterment.

28. Albert Bandura’s Social
Cognitive Theory

29.  Behavioral theory – which posits behaviors are the result of conditioning.
 Cognitive theory – which gives weight to psychological features like attention and memory.
Social learning’s core concepts (Bandura, 1977)
1. Observation is part of learning
 Bandura’s ground-breaking Bobo doll experiment showed children can imitate violent behavior.
However, Bandura classified three types of observational modelling:
I. Active – imitating a real person’s behavior
II. Verbal – following descriptive accounts of behavior
III. Symbolic – taking inspiration from the exploits of real or fictional media characters.
2. Mental states are key
 The best learning only occurs when the learner is fully motivated. Bandura maintains this implies
intrinsic reinforcement (e.g. pride, satisfaction and a sense of achievement) is also present.
3. Learning won’t guarantee behavioral change

30. • Thinking is qualitatively
different depending upon
the developmental stage of
the learner
• Processes include direct
learning, social transmission,
and maturation.
Jean Piaget

31. Jean Piaget
 Was a Swiss psychologist and genetic epistemologist.
 Piaget's theory had a tremendous influence on the
emergence of developmental psychology as a
distinctive subfield within psychology and
contributed greatly to the field of education. He is
also credited as a pioneer of the constructivist
theory, which suggests that people actively
construct their knowledge of the world based on the
interaction between their ideas and experiences.
 In a 2002 survey of 1,725 American Psychological
Society members, Piaget was named the second most
influential psychologist of the 20th century.

32. Piaget’s Cognitive Stages

33. Sensorimotor Birth - 2 years Child develops schemes
primarily through sense
and motor activities
Preoperational Birth - 1 year 2 – 7 years
Concrete Operational 7 – 11 years
Child becomes able to
manipulate logical
relationships among
concepts but only by
generalizing from
concrete experiences
Formal Operational 11 years - adulthood
Child is able to deal
with abstractions, form