Lecture 6: Theories of Social Development

1
Lecture 6 Theories of Social Development

• Module Developmental Psychology (4PS014)
• Date 29 February 2008
• Lecturer Dr Lovemore Nyatanga

2
Learning outcomes

• What is meant by Social Development?
• Outline at least two theories of social
  development
• Discuss research associated with social
  development
• Evaluate the merits of at least one theory of
  social development

3
Social Development

• An account of how childrens development may be
  influenced by other people, the environment and
  institutions around them (Siegler, Deloache
  Eisenberg 2006 p335)
• Environment may be the immediate surroundings
  while institution may be cultural
  societal/wider context of social development.

4
Theories of Psycho-Social Development
5
Psycho-Analytic Theories

• Erik Erikson
• Sigmund Freud

6
Epigenetic Theory

• Erik Erikson (1902-1994)
• Probably the father of psychosocial development
  debate
• Developed psychosocial development theory based
  on his own life the Native American Oglala
  Lakota Tribe

7
Eriksons 8 Psychosocial stages of development
8
Eriksons 8 Psychosocial stages of development
9
Eriksons Epigenetic Principle

• Erikson (1963) used epigenetic (upon emergence)
  principle to denote the emerging tasks of each of
  the 8 stages.
• Each stage is seen as a bipolar task (A vs B)
  where A has to be achieved to avoid B
• Thus the individual must achieve/resolve stage
  tasks in order to move to the next stage.
• Inability to resolve a conflict at a particular
  stage may mean struggle in later stages

10

• text

11
Psycho-Dynamic Theory

• Reasoned that a childs early experiences had
  profound influence in later life.
• Further reasoned that children developed through
  universal developmental stages
• Developed the Psycho-sexual Theory of Human
  Development

Sigmund Freud 1856 1939)
12
Psycho-sexual Theory Basic assumption

• The basic assumption is that human beings are
  motivated by powerful innate forces (triebe)
  known as instincts or drives (Ewen 1993).
• Instincts or drives energise direct all human
  psychic and physical activities.
• Libido is the collective term for the psychic
  energy that motivates behaviour (libido is NOT
  simply sex drive).

13
Libido the Psycho-sexual Theory

• For Freud the Psycho-Sexual Theory denotes that
  psychic energy (libido) is biological
• Libido is fused throughout the bodys erogenous
  zones (e.g. the mouth, the genitals and the
  anus).
• At different stages of the psycho-sexual
  development the psychic energy (libido) is
  infused into the respective erogenous zone as it
  becomes sensitive
• (Siegler, Deloache Eisenberg 2006).

14
Freudian Developmental Process

• Biological psychological instincts drives are
  present at birth in the form of hunger
  discomfort, for example, these drives are
  housed in the ID.
• The ID operates on the pleasure principle (gain
  pleasure avoid displeasure).
• ID seeks instant gratification of its drives or
  needs.

15
Freuds Developmental Dynamics

• Ego develops some 6-8 months after birth (Reality
  Principle)
• Superego develops (between 3-5 years) becomes
  the introjected moral principle.
• ID, Ego Superego constitute Freudian
  personality structure with amazing dynamics.

16
Freudian Developmental Theory
EGO (DAS ICH) the I
Superego (DAS UBERICH) the over I
ID (DAS ES) the it
17
Psycho-sexual Stages
18
Fixation Personality Typology
19
Social Learning Theory

• John Locke reasoned that there are no ideas
  stamped upon our minds at birth thus at birth
  the mind is a blank slate Tabula Rasa
• All human knowledge has been shaped by experience
  
• Experience is a major factor in the psycho-social
  development of the person.

John Locke 1632 - 1704
20
Social Learning Theory

• The role of the environment related experience
  makes social learning theories quite important in
  human development
• Attachment theories, Self Regulation t
  theories, Social Cognition theories all suggest
  that psycho-social development involves a dynamic
  process that integrates cognitive, affective
  behavioural aspects.
• Bandura (1965 1977) popularised role of
  imitation vicarious learning (famous Bobo Doll
  experiment)

21
Bobo Doll Experiment 3 Conditions
22
Role of Culture in Psycho-social Development

• Most theories of human development (e.g. Freud,
  Erikson, Bandura,Piaget, Vygotsky, Bowlby
  Ainsworth) suggest that environment/culture is
  important.
• Vygotskys Social Cognition Theory, for example,
  uses culture as a primary determinant of child
  development
• Culture is the vehicle by which societal values,
  beliefs universal patterns of behaviour
  develops.
• Gender roles are specific examples of the role of
  culture in human development.

23
Vygotskys Social Cognition Model

• Culture makes at least two critical contributions
  to child development as follows
• Affords the child knowledge of their environment
  (context of their thinking)
• Affords the child intellectual adaptation tools
  (thinking strategies or thinking processes)
• Thus culture teaches the child what to think as
  well as how to think.

24
Recommended reading

• Bukatko, D. Daehler, M (2001) Child
  Development a thematic approach. Houghton
  Mifflin Boston
• Ewen, R. (1993) Introduction to theories of
  personality 4th edition. Lawrence Erlbraum
  London
• Siegler, R., Deloache, J. Eisenberg, N. (2006)
  How children develop 2nd edition. Worth
  Publishers London, chapter 9 (module textbook)