Many academic disciplines contribute to the study of development and this type of course is offered in some schools such as psychology (especially developmental psychology); In other schools, it is taught in sociology, human development or family history. This multidisciplinary course is composed of contributions from researchers in the fields of health, anthropology, nutrition, child development, biology, gerontology, psychology and sociology. Therefore, the stories provided are rich and well-balanced, and theories and ideas can be part of a collective effort to understand human life. Development in this area involves what happens both psychologically and socially. From the beginning, the focus is on infants and caregivers, as temperament and attachment are important. As the social world expands and the child grows psychologically, different types of play and interactions with other children and teachers become important. Psychosocial development involves emotions, personality, self-esteem and relationships. Peers are becoming increasingly important to youth as they explore new roles and form their own identity. Dating, romance, living together, getting married, having children and finding work or a career are all part of the transition to adulthood. Psychosocial development continues into adulthood with similar (and some different) developmental problems of family, friends, parenting, romance, divorce, remarriage, mixed families, elder care, grandparents and great-grandparents, retirement, new careers, loss management, of death and death. What exactly is human development? Human development is a branch of psychology whose goal is to understand people – how they develop, grow, and change over the course of their lives. This discipline, which can help individuals better understand themselves and their relationships, is vast.
As such, it can be used in a variety of professional environments and career paths. Prenatal development: conception takes place and development begins. All important structures of the body are formed, and the health of the mother is of paramount importance. Understanding diet, teratogens or environmental factors that can lead to birth defects, as well as labor and delivery are major concerns. Nature and education: Why are you the way you are? When looking at some of your traits (height, weight, personality, diabetes, etc.), ask yourself if these traits are due to heredity or environmental factors, or both. Chances are, you can see how heredity and environmental factors (such as lifestyle, diet, etc.) have contributed to these traits. For decades, scientists have pursued the “nature/education” debate. For any particular trait, those on nature`s side would say that heredity plays the most important role in the emergence of this trait. Those on the side of education will say that the environment is the most important in shaping our way of being. This debate continues in all aspects of human development, and most scientists agree that there is a constant interaction between the two forces. It is difficult to isolate the root of a single behavior based on nature or education alone. Income is not the sum of human life.
Just as income growth is essential, so are health, education, the physical environment and freedom. Human development should include human rights and socio-eco-political freedoms. Based on the concept of human development. The Human Development Index (HDI) is constructed. It is a more humane measure of development than a measure based strictly on GNP per capita income. Key elements of Erikson`s human development model include the first stage, childhood, trust over mistrust; Second stage, early childhood, autonomy versus shame and doubt; Third stage, preschool, initiative versus guilt; Stage four, first school years, industry versus inferiority; Stage five, adolescence, confusion between identity and roles; Stage six, early adulthood, intimacy versus isolation; Stage seven, mid-adulthood, generativity versus stagnation; and stage eight, late adulthood, integrity versus despair. Down syndrome is another common example of how genetics can affect development. This chromosomal disorder can cause some people to experience differences in physical or intellectual development. Down syndrome occurs at chromosomal site 21, where people with Down syndrome have three chromosomes instead of two. Developmental psychology is defined as a scientific approach to explaining growth, change, and coherence throughout life. It uses different frameworks to understand how people evolve and change throughout their lives.
The goals of developmental psychology are to describe, explain, and optimize development in order to improve people`s lives. In the real world, developmental psychology is used to study physical, psychological, emotional, social, personality, and perceptual development. Baltes, P. B. (1987). Theoretical Theses of Life Expectancy Development Psychology: On the Dynamics Between Growth and Decline. Developmental Psychology, 23, 611-626. Jean Piaget (1896-1980) was one of the most influential cognitive theorists of development.
He was inspired to demonstrate children`s ability to think and reason by observing the development of his own children. He was one of the first to recognize and show how the intelligence of children differs from that of adults (Piaget, 1929). He became interested in this area when asked to test children`s IQ and noticed that there was a tendency in their wrong answers. He believed that children`s intellectual abilities change over time and that maturation, not training, causes this change. Children of different ages interpret the world differently. Piaget hypothesized that children go through four stages of cognitive development (see Table 1.4). Although the term “human development” is widely used, it is understood in different ways. Thomas, R. M. (1979). Comparison of theories of child development. Santa Barbara, California: Wadsworth.
From this broad definition of human development, one gets an idea of three critical issues that play a role in the interpretation of human development. It is about living long and healthy lives, being educated and enjoying a decent standard of living. In addition to these three crucial parameters of human development as a process that expands people`s choices, there are other choices that include political freedoms, other guaranteed human rights, and various components of self-respect. The concept of human development was developed by the economist Mahbub ul Haq. At the World Bank in the 1970s, and later as finance minister of his own country, Pakistan, Dr. Haq argued that existing measures of human progress do not take into account the true goal of development – improving people`s lives. In particular, he felt that the commonly used measure of gross domestic product does not adequately measure well-being. Together with Nobel laureate Amartya Sen and other talented economists, Haq published the first human development report commissioned by the United Nations Development Programme in 1990. Imagine two children born in the same city and in the same year in families of similar socioeconomic status. One child grows up to be assertive and confident, while the other becomes shy and shy. Studying the stages of human development can help explain the reasons for these differences and much more. Leandro Prados de la Escosura has an alternative human development dataset that he calls the Augmented Human Development Index.
[23] [24] [25] Human development is based on six pillars: equal opportunity, sustainability, productivity, empowerment, collaboration and security. [11] The study of development is guided by the assumptions researchers have about human nature and its development. These hypotheses are called metatheories. “Meta” means “above” or “beyond”, like “metaphysical”. Other terms used to describe metatheories are “worldviews”, “cosmologies”, “perspectives” or “paradigms”, as in “paradigm shift”. Explicit discussions of metatheories are most often found in philosophy. Surprisingly, there are also mechanistic assumptions embedded in some progressive analyses of the effects of societal and social conditions such as poverty, oppression, racism, and discrimination, which sometimes seem to imply that these external forces are the only determinants of the development of implicit stereotypes or attitudes.