Principles And Debates Of Development

Principle Debates

1.    Principle of Common Pattern:- "All children develop in the same order, despite the fact that no two are alike." - Arnold Gesell, an American psychologist. For instance: The youngster is a citizen of this country regardless of how wealthy or impoverished his family is. The process remains the same even if he is from a different nation and starts off on his knees.


Principle of General to Specific Responses:- states that a child will first utter general terms before speaking specific words. Additionally, the infant's finger movements will first become typical and then will change in a particular way. like letter writing, painting, sewing, and needlework, among other things.

3. The Principle of Continuous Development: Human development is a continual process that progresses at different rates depending on the situation. A child's qualities grow gradually and constantly throughout time instead of all at once. Development is an ongoing process that starts before to birth and concludes with death.

4. Principle of Mutual Inter relation

This indicates a relationship between the child's numerous components and attributes. A child's social, emotional, mental, and physical growth are all correlated with one another. A healthy body leads to a healthy mind, which leads to a healthy future.

5. Development Direction Principle
Cephalocaudal Development - This theory states that the lower organs grow progressively after the head develops first. Development takes place from head to toe, with the hands developing first, followed by the legs. Proximodistal Development (Proximal Development): This theory states that the child's core, or the region surrounding the heart, develops first. Development of the hands, legs, and brain follows from the spinal cord. This suggests that development occurs within before outside.

Month	Process of Development
1 Month	The Kid Gains The Ability To Lift His Head.
3 Months	The Youngster Gains Eye Control Over Moving Things. Before The Child Is Three Months Old, If You Move A Toy In Front Of Him From Right To Left, He Will Keep Staring At You, His Eyes Will Shift Away From The Toy, And He Will Only Look At You. However, If You Repeat This Action In Front Of Him After Three Months, He Will Continue To Look At The Toy And Notice That It Is Moving.
4-5 Months	When A Child  Is Supported, They Learn How To Sit.
6-7 Months	The Child Learns To Sit Without Support..
8-9 Months	The Child Can Stand With Support.
10-11 Months	The Child Can Stand Without Any Support.
1 Year	The Child Learns To Walk Without Any Support.
2 Years	The Child Learns To Run.
3-4 Years	The Child Learns To Jump And Learns To Ride A Tricycle. Learns To Ride A Three-Wheeled Bicycle

 

6. The Pace and Rate of Growth and Development do not Remain the Same Rate or Pace

A child's rate of growth and development has ups and downs, and it is not always constant. Assume someone has a very high height but a very low weight. If the height and weight are both accurate, then intelligence is lacking ; if everything is correct, then there may or may not be a future shortage. is. This implies that, notwithstanding his development, the individual will either continue to grow or not. Life and development are never stable. There are peaks and valleys.

7.  Principle of Developmental Sequence
This theory states that the development of speech and language occurs in the following order:

L- Listing
S-Speaking
R-Reading 
while Writing
Something intriguing: I'm going to tell you something intriguing now: these four factors help us comprehend why you can't speak English. Prior to learning to talk, read, write, and listen, the youngster had to master these skills. But what were you up to in class? The sequence in which you learnt English is a little off; you learned to write the language before you learned to read it, listen to it, and speak it. You didn't learn English sequentially, then. You are now at last picking up the English language.

8. Integration theory
This idea states that a youngster must first learn how to move every part of their body before moving individual parts. When a youngster is small, he waves his whole hand and then says goodbye to others. However, as he gets older, he waves his full hand and then uses his corner to say goodbye. Finally, as he gets even older, he simply shakes his palm to say goodbye to others. Then, as he becomes a bit older, he bids you farewell by using just his fingers. He learns to move his body's parts in this way, first moving his entire body is.

9. Development is spiral rather than linear; it is not vertical or plain.
In life, development is never consistent; at times, it is greater and at other times, it is less. As we can see from a graph, development never follows a straight path; rather, it always goes in circles, sometimes producing less and other times producing more. Development has its ups and downs.

10. Development Forecasting Theory
We can forecast the child's adult characteristics by observing his growth. We can predict a child's future self and when they will develop based on how quickly they are developing.

11. Theory of the combined effects of environment and heredity

It is impossible to fully characterize child growth based solely on environment or genes. Both must have a significant impact on development. There are justifications for each. Nonetheless, the majority of psychologists conquer that development results from these two variables working together. A child's surroundings and genetics play major roles in their development. The child's life is profoundly affected if any of these are true, in one way or another. Should there be a genetic deficiency, the child's growth will be altered; he or she may have mental retardation or have bodily parts that differ from normal, additionally, if a child is not raised in the proper atmosphere, they may experience Development will vary. It's probable that the child will find it difficult to fit in with society. Environmental factors complete the developmental process (qualitative) when genetics imposes or establishes some restrictions on development, primarily physical. Environmental factors create room for multifaceted growth through social interactions with peers, family, and the wider community .Environmental factors and heredity work together to produce growth and development.

2.    Development Debates
The following points also familiarize us with development debates.

Developmental Problems
Developmental Dispute
Developmental Themes

Everyone has presented their various facts and arguments in psychology, and they have all been discussed and contested. Thus, we shall learn from this page which facts were the subject of controversy. What were the topics of discussion among psychologists who were willing to voice their opinions and make fun of others? So please provide specifics. We'll talk about the following subjects and educate ourselves on the themes that are being debated.

3.    Continuity v/s Discontinuity

The oldest and most well-known topic is this one, which has also been discussed extensively over the years.

Vygotsky and Piaget disagreed on many points and could not agree on anything.
Finished: Continuous: After each of them presented their cases, it was determined that there is no discontinuity in the development process and that it is instead continuous.

Continuity	Discontinuity
Ivan Pavlov, B.F. Skinner, John Watson, Carl Rogers, Abraham Maslow, Charles Darwin, David Buss, Konrad Lorenz, Robert Sapolsky, and Albert Bandura are among the individuals mentioned. They held the view that development never stops.	According to Jean Piaget, Erik Erikson, Sigmund Freud, and Kohlberg, development happens discontinuously rather than continually.
They think that a child's development is always upward and that they are constantly learning new things. Much to a youngster who initially learns to walk on the ground, then progresses to walking on his knees, sits, stands, and finally begins to run.	He clarified that there is no continuity in development and provided a variety of stage kinds.
He thought that the development graph was a CURVE. This implies that as it expands, it bends forward.	According to his theory, a kid develops by going through stages similar to those on a staircase (BAR GRAPH): it starts out abruptly, gets a little flatter, and eventually ends.

2. Natural vs Artificial

Whether a child's growth is more influenced by nature or nurture is the topic of contention in the nature vs nurture debate.

Natural	Artificial
Genetics: Our genes determine our height, eye and hair colors, and other traits that we have inherited from our family members. Based on these traits, we can predict a child's potential for development.	Environmental context: Our immediate surroundings, our school's surroundings, and our neighborhood's surroundings. Anywhere the kid is heading. The child develops in this kind of setting and gains knowledge from it.
Maturation: Genetics, which we inherit from our parents and which carry information that determines our future, is the cause of changes in the body. The environment has no effect on the information those genes contain; we are powerless to alter it.	We can predict a child's future by examining their genetic makeup. However, based just on the child's immediate surroundings, we are unable to predict the child's future because he is constantly on the go, visiting his school, friends, and neighborhood as well as figuring out where he will live when he grows up. We can only speculate on the child's future because we don't know this either.
We can predict a child's future with the help of their parents' DNA, yet heredity is unchangeable.	The surroundings are dynamic; both the child and the environment are ever-changing.

 

There are other names that we also associate with nature and nurture.
Environment vs. Heredity
Culture versus Biology
Learning versus Maturation
Comparing innate and acquired abilities
D = H For example: - Lack of heredity - If a child's mentality is impacted by genetics, then regardless of the quality of the environment they are raised in, their growth will not resemble that of a typical youngster. Environment: If a child is raised in a favorable environment, even if he has been mentally retarded from birth, the effects of the environment will be seen in him and his development will advance. The main point is that a child's development is influenced by both environment and heredity, and we cannot conclude that one factor influences development more than the other. It is impossible to quantify the relative contributions of genetics and environment in percentage terms. The child's development is the consequence of only the two coming together.

4.    Early Experience v/s Later Experience

This is sometimes referred to as the Critical vs. Sensitive phases. Regarding the question of whether a child's experience should come from an early or later experience, Freud and Erikson disagree. Each tries to show the other whose experience is superior.

Early Experience	Later Experience
Early experience indicates that all of a child's experiences up until the age of five are significant, whereas experiences beyond that age are not as significant.	Similar to earlier experience, later experience indicates that a child's experiences beyond the age of five are more significant than their experiences prior to that age. Freud and Erikson disagreed on this point.
According to one, it makes no difference to the child because he won't recall what occurred to him prior to being five years old. In other words, after five years, he learns about the events in his life and makes decisions about them for the future.	According to the second, it matters because if a child remembers anything that happened to him before the age of five, it influences his mentality and creates some memories, thus it matters more to the child before the age of five. rather than five years later.

Neither of them has been able to present compelling evidence to support their position, and as of yet, no resolution has been reached. This is still an open matter. Our upcoming subject will be Development Tasks and Challenges.