Developmental stage theories

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Developmental stage theories are theories that divide child development into distinct stages which are characterized by qualitative differences in behaviour.[1]

There are a number of different views about the way in which psychological and physical development proceed throughout the life span. The two main psychological developmental theories include continuous and discontinuous development.[2] In addition to individual differences in development, developmental psychologists generally agree that development occurs in an orderly way and in different areas simultaneously.[3]

Continuous versus discontinuous development

One of the major controversies in developmental psychology involves whether development is continuous or discontinuous.

Continuous development is measurable and quantitative, while discontinuous development is qualitative. Quantitative measurements of development could be measuring the height of a child, measuring their memory, or measuring their attention span. "Particularly dramatic examples of qualitative changes are metamorphoses, such as the emergence of a caterpillar into a butterfly." [4]

Those psychologists who support the continuous view of development suggest that development involves gradual and ongoing changes throughout the life span, with behaviour in the earlier stages of development providing the basis of skills and abilities required for the next stages. "To many, the concept of continuous, quantifiable measurement seems to be the essence of science".[5]

Not all psychologists, however, agree that development is a continuous process. Some view development as a discontinuous process. They believe development involves distinct and separate stages with different kinds of behaviour occurring in each stage. This suggests that the development of certain abilities in each stage, such as specific emotions or ways of thinking, have a definite starting and ending point. However, there is no exact time at which an ability suddenly appears or disappears. Although some types of thinking, feeling or behaving may seem to appear suddenly, it is more than likely that this has been developing gradually for some time.[3]

Stage theories of development rest on the assumption that development is a discontinuous process involving distinct stages which are characterized by qualitative differences in behaviour. They also assume that the structure of the stages is not variable according to each individual, however the time of each stage may vary individually.[1] Stage theories can be contrasted with continuous theories, which posit that development is an incremental process.[6]

Humans create meaning from experience-a cognitive process. "Meaning is not given to us but by us" [7] These cognitive structures form into a stage of development." Cognitive stages form a hierarchical and invariant sequence of meaning making from the less complex to increasingly greater levels of complexity of thinking. Stage growth is determined by interaction between the person and the environment including cultural, ethnic, and racial backgrounds. It is either unilateral not automatic and is a life-long process." [8]

Examples of stage theories

There are many stage theories in developmental psychology including:

While some of these theories focus primarily on the healthy development of children, others propose stages that are characterized by a maturity rarely reached before old age.

References
  1. Hayslip Jr., Bert; Neumann, Craig S.; Louden, Linda; Chapman, Benjamin (2006). "Developmental Stage Theories". In Hersen, Michel; Thomas, Jay C. (eds.). Comprehensive Handbook of Personality and Psychopathology, Vol. 1. Personality and Everyday Functioning. Hoboken, NJ: John Wiley & Sons. pp. 115–141. ISBN 9780471488385. OCLC 59279973.
  2. Eysenck, Michael W. "Developmental approach". Simply Psychology: 121–175. doi:10.4324/9781315517933-9.
  3. Carter, Linda; Grivas, John (2004). Psychology for South Australia: Stage 1. Milton, Qld.: Jacaranda. ISBN 9780731400942. OCLC 224074696.
  4. Crain, William (2015-10-02). Theories of Development: Concepts and Applications: Concepts and Applications. Psychology Press. ISBN 978-1-317-34322-6.
  5. Crain, William (2015-10-02). Theories of Development: Concepts and Applications: Concepts and Applications. Psychology Press. ISBN 978-1-317-34322-6.
  6. White, Fiona Ann; Hayes, Brett Kenneth; Livesey, David James (2016). Developmental Psychology: From Infancy to Adulthood (4th ed.). Melbourne, Vic.: Pearson Australia. ISBN 9781486018277. OCLC 904034548.
  7. Locke, Don C.; Myers, Jane; Herr, Edwin L. (2001-03-02). The Handbook of Counseling. SAGE Publications. ISBN 978-1-4522-6259-8.
  8. Locke, Don C.; Myers, Jane; Herr, Edwin L. (2001-03-02). The Handbook of Counseling. SAGE Publications. ISBN 978-1-4522-6259-8.
  9. Kohlberg, Lawrence (1987). The Measurement of Moral Judgement. Cambridge: Cambridge University Press. ISBN 0-521-32565-X.
  10. Maslow, Abraham H. (1987). Motivation and personality (3rd ed.). New York: Harper & Row. ISBN 0-06-041987-3.
  11. Lievegoed, Bernard (1997). Phases: The Spiritual Rhythms of Adult Life. Forest Row, GB: Rudolf Steiner Press. ISBN 1-85584-056-1.
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