Developmental Psychologists.

`ADEDAPO ADESINA

Introduction to Psychology 2

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Developmental Psychologists

The Concise Oxford Dictionary defines development as a specified state of growth or advancement or an event constituting a new stage in a changing situation. Developmental psychologists have therefore studied and analysed development in varying yet similar perspectives with resultant theories of human development. Most prominent of these theorists and their theories are Jean Piaget (1896-1980)- Cognitive Development, Lawrence Kohlberg (1927-1987)- Moral Reasoning Development and Erik Erikson (1902-1994). With clear transition from one stage to another in all their theories, they can all be referred to as stage theorists.

Jean Piaget’s theory of Cognitive Development is such that is based on the mental activities associated with thinking, knowing, remembering and communicating (i.e. cognition) [Psychology 6th Edition by David G. Myers]. As such, it was a form of development highly based on making sense of one’s past experience(s). The Moral Reasoning Development theory of Kohlberg however places a very high importance on moral reasoning, in addition to cognitive development. Kohlberg though developed the Moral Reasoning theory, he was not interested in the morality of reasoning but in the reasoning behind the morality. Erik Erikson’s Psychosocial Development theory also explains various stages of development from the interrelation of social factors and individual thought and behaviour. These three therefore have so much in common with regards to their theories just as they can be contrasted.

The first major issue of concern associated with the theories is their discreetness, which is essentially related to their grouping into various stages, each stage being separate and distinct. All the three theories of development are characterized by distinct human behaviours in their different stages, with age as their grouping factor. The behaviours of individuals in the same stage of all the theories are very similar and quite different from those of other stages. This tends to portray their discrete nature to a very reasonable extent. However, the level of discreteness of the various theories also varies with some being more discrete than others. Piaget’s theory of Cognitive Development and the Psychosocial Development theory of Erikson are far more discrete than the Moral Reasoning Development of Kohlberg. While the former two involve stages, which do not coincide with one another, the latter is rather more continuous. It is for instance possible for an adult to behave in ways pleasing to others because he or she wants to be law abiding while he believes also that it is an ethical thing to do. This clearly shows two stages, i.e., conventional and post- conventional stages of Kohlberg’s theory being put into action at the same time, making it continuous. The stages of Piaget and Erikson’s theories on the other hand are clear-cut and an individual is either exhibiting traits of one stage at a time and not two stages at once.

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The methodology of study involved in the three theories also represents a very significant factor in making good comparisons and contrasts. Piaget’s theory which consists of four distinct stages can be referred to as the easiest of all as it involves a well detailed study more into the behaviour of children. It explains the childhood period well, with specific examples and does a more general explanation for the latter stages of adulthood. Kohlberg’s theory is however more elaborate and complex because it explains motives behind behaviours and not the behaviours themselves. This then means it is more difficult to predict the stages since the motive behind behaviours needs to be known, in order to make any significant conclusion. The psychosocial theory of Erikson can then be considered to be the most detailed and elaborate of all. In his theory, Erikson with eight stages analysed the development of man from infancy to late adulthood, clearly separating people of different age groups with the most similar types of behavoiur.

Closely related to the methodology of study and the grouping into various stages is the factor responsible for the grouping, i.e. age. All the stages of the three theories are interrelated are age related thereby setting the stage for the hierarchical basis of analysis. The sequence of grouping of all the stages of the three theories are such that rise with ages. There is a noticeable progression from one stage to the other with increasing average ages of the various stages. The behaviours therefore change with increase in the average age of the various stages. This sequence is a very important one as it determines progress or development, which is not evident, unless there is an increase in age. All the theories are therefore based on increasing ages of individuals, which paves the way for a new behaviour, hence a new and higher level of progress in the hierarchy of development. However, Kohlberg’s theory of Moral Reasoning Development is less “tied” to the ages unlike those of Piaget and Erikson. While he was less specific about the age ranges of individuals in his theory, Piaget and Erikson especially clearly attached ages to their own theories not using only one general term to distinguish between stages like Kohlberg used “adolescents”.

Furthermore, the developmental theories all three veterans in the field of psychology are crisis-driven. While assimilation and accommodation remain two major crises, which need to be resolved according to Piaget, the situation is quite different with Erikson’s theory. They instead have more crises to be resolved in order to proceed to the next higher level in the hierarchy of each theory. Erikson’s Psychosocial Development theory particularly has contrasting issues of every of its stage which always applies to an individual one at a time. Such issues are considered to be the conflicts and they give a better understanding into the various stages of development in the sequence by which they are solved. They give a detailed understanding into human behaviours and emotions at various age groups and levels. Crises at each level are either favourable or unfavourable, thereby influencing behaviour to a very great extent. While Erikson believed that each stage in life is about resolving a crisis, Piaget places a comparatively less emphasis on them. In contrast, Kohlberg’s theory was also crisis driven though he was only interested in reasons for making moral decisions and not the decisions themselves. Generally the crises involved in each theory of development play a significant part in motivating behaviours.

A good observation into the three theories above reveals an age related hierarchy in development; stages of childhood are particularly different from those of adolescence and adulthood. They all follow in the sequence of childhood through adolescence to adulthood. However that is not always the case with all the theories thereby paving way for what is known as regression. While the events happening in the stages of development of Piaget and Erikson’s theories are such that cannot be reversed when an individual grows past such age, there is a possibility of regression in Kohlberg’s theory. An adult who is who is at the postconventional level of his theory, i.e., already abides by lots of ethical principles can also behave like one in the conventional level, trying to be law abiding. A good example is a pastor considered to be ethically upright with good social principles who decides not to overspeed because the bible or society says it is wrong, but because he tries to avoid a fine. Kohlberg’s theory of Moral reasoning development is therefore unique in this regard. It is the only one of the three where individuals after progressing to a higher stage in the developmental hierarchy are still capable of descending notwithstanding the age.

Generally, psychologists over the years have studied human beings from individual points of view, there has been only little or no sentiments attached to morality. All the three theories have analysed human behaviour from observation and experience and have not judged some behaviour as right or wrong. While Kohlberg studied Moral Reasoning Development, there was no emphasis or judgements of actions taken by individuals but reasons for taking such actions. Similarly, Piaget who mainly studied childhood behaviours and Erikson with a more detailed analysis of development gave only little or nothing to moral issues.

Development, in the field of psychology is therefore non-existent without the contribution of these great psychologists who have contributed immensely to the study of human development in the last century. Though not alone in the study of developmental psychology, their contributions have gone a long way in giving better meanings and understanding for some otherwise strange and outrageous actions or behaviour. Though much has already been achieved developmentally, there is a lot more to be done in order to complement their efforts. These will give man a better and more comprehensive understanding of his actions especially as development progresses.