Stages of Human Development

St get along withs of Human ontogenesis5 Stages of Human DevelopmentSocial, physical, emotional, cognitive and cultural changes exit place doneout the lifespan of an separate. thither is a general sequence of riseing which is fixed, however the rate of rearment put up sometimes differ depending on many a(prenominal) factors. There atomic number 18 key ineluctably which must be met and consequences if they are not.Stage of intent Cycle Infancy 0-5 YearsAttachment Theory-BowlbyAt this salute the baby is highly dependant. From the moment a baby is born they begin to get up physically. The babys senses begin to develop he is able to focus on objects, reveals to apprehend the weight of his head up and attempts to pull himself-importance up holding onto the edge of a chair or table. He then find outs to crawl and with lashings of encouragement finally learns to walk. Through interaction with parents, family, friends and another(prenominal) electric shaverren they learn to socialise, mulct and communicate. With much needed stimulation and play, babies and four-year-old children learn. They begin to recognise and bunco faces, characters, objects and songs. With communication, consistency and encouragement they learn speech and are taught routines and behaviour, such as bed-time and toilet training. To develop emotionally, a baby call for passionateness, affection and logical administer. Bowlbys bail bond theory, as later complimented by Rutter, suggests that from birth a child charters a consistent attachment and bonding with at least atomic number 53 main caregiver. With a sense of safety, belonging and being cared for unconditionally the child learns trust and views the world as a safe place to be. For this inspirement it is important to avoid broken attachments. If the childs parents are uncaring, unreliable, are inconsistent with their care or if circumstances ca character the attachment to be broken completely, the child whitethor n be unable to develop to their bountiful potential. Without an adequate, loving attachment the infant whitethorn not be able to develop a loving race in future and without a trusting relationship with the main caregiver, they provide develop mistrust. They whitethorn become apprehensive, withdrawn and suspicious around people. Stage of support Cycle childhood 5-12 years8 stages of individuality Initiative v Guilt-EriksonAs the child reaches school age they have increasing physical independence. They now begin to learn mod skills such as running, skipping, ball games and cycling. They have progressed socially and have the contentedness to choose their take friends, find their experience interests and make their own decisions referly which activities they take part in. They begin to develop an understanding of others postulate and wants and learn to share and take turns. They potbelly begin to develop emotional attachments to individuals other than family members whic h can develop if stimulated. Cognitively the child begins school education and begins to develop an understanding of authority and following rules. At this stage of a childs phylogeny they should be able to learn porta without taking on also much guilt. Initiative means they should be allowed a certain hail of responsibility and the freedom to learn unused skills they can only strike this by the parents allowing and encouraging their child to try out ideas and to allow them to use their imagination. The child must not be treated to feel excessively much guilt over their behaviour or feel ridiculed this can lead them to become over sensitive and they can feel punishable astir(predicate) their judgements. On the other hand too much initiative and too little guilt can create a ruthless individual they whitethorn not contemplate or care about the consequences of their actions. Erikson also states a child must develop a capacity for industry without excessive inferiority. The child must learn to understand the variety between imagination and reality with the guidance of parents and teachers. The child should learn the feeling of success and be praised and encouraged, without this they may develop an inferiority complex they may become scared of cuckoldure and not able to attempt and learn new skills. Stage of Life Cycle Adolescence 13-20 years8 Stages of Identity Identity v Role Confusion/Self Concept-Carl RogersDuring adolescence the individual goes through a rapid growth spurt. Puberty begins and many developmental changes take place boys begin to develop much defined muscle tone, scratching to grow hair over their body and their voice breaks and becomes deeper girls become more curvaceous and they begin their menstrual period-both sexes become extremely hormonal which can lead to mood swings affecting their social and emotional life. They may be concerned that they are not developing as quickly as their peers causing emotional stress. Teens begin to develop and explore their personality and self image. Dependant on their culture they may develop physical relationships and look into with drugs and alcohol. They experience and develop new social skills as they attend higher(prenominal) education and may leave the family home to attend college or university. The intelligence continues to develop until late adolescence. Cognitively this can be a rattling turbulent time with the pressure of exams and choosing their career. As adolescents go through new life experiences and learn to deal with their emotions, they begin to take responsibility for themselves, strike on their experience of life so far and create their own identity. Teens a good deal rebel against the authority which has governed them up until this point they break the rules and resist against their parents wishes. Their behaviour and attitudes change, they experiment with style and clothing and even begin to blab out differently as they campaign to find their true self. They have a need to discover their own identity and to been seen in a positive way by others. Eriksons theory states that the individual must discover his own identity and without the freedom to do so may struggle to shot in and socialise. If this development is not made, for example if adults in the adolescents life do not allow them the freedom to express themselves, they may find it arduous to take on responsibilities and develop a sense of right from wrong. Should the parents thrusting them to conform to their views the individual will experience role confusion.Stage of Life Cycle maturity 21-65 yearsHierarchy of needs-MaslowAs the individual reaches young adulthood, they reach their peak physical fitness, have an increase in formidability and should have developed a balance of good health and lifestyle. They may have their own children and have begun to settle down. They have generally discrete and have settled down into their chosen field of profession and st ool to develop and improve their education and skills. They now take on many more responsibilities such as a mortgage, providing a stable and make prisoner base for their family or they may experience stress within the workplace. emotionally they may have experience of death and bereavement. They have more intimate relationships and may decide to marry their role within the family changes and they begin to defecate social networks.According to Maslow, to achieve fulfilment an individual has key needs which must be met in order to reach their full potential, this is crawl in as a hierarchy of needs. The bottom of the pyramid shows physiological needs such as cling to, food, warmth, stimulation and rest. The next level states safety needs which are required protection from disease and illness. Maslow states that in order to excise up the pyramid, each stage of requirements must be met. For example, without food and shelter an individual cannot be safe against disease and in turn cannot move up to the next step of the pyramid which is love and belongingness, followed by self-esteem. In adult life in our culture it is expected that an individual will be provided with their physiological needs and can live in safety. If they do not receive the love and affection they need trust and espousal and a feeling of belongingness they may not have self-esteem. Without respect and love from others they cannot respect and love themselves.Stage of Life Cycle Older Adulthood 65+ yearsHierarchy of needs-MaslowAs the adult enters into the last stage of their life, they may begin to physically grow frail and can often suffer with mental illness. Older adults eyesight and hearing often begins to fail as they age. Socially the older generation tend to follow other interests and after retirement have time to lead a full social life. However, the older generation can become more disjunct due to family issues or health reasons such as hearing or sight difficulties. Emotionally t hey can become withdrawn feeling themselves as a burden to their society, family and friends. They may begin to contemplate their lives and have ostracize feelings such as regret or guilt however they may feel fulfilled, proud of their accomplishments and their family. An older adult has wisdom and experience although they may find it difficult to grasp and understand new technology and develop new skills. These disabilities are often due to ill health or memory loss.According to Maslows Hierarchy of Needs, at that top of the pyramid the individual has a need for esteem self-esteem and the esteem they receive from others. They require a level of respect for themselves and from others with the needs met they feel self positive(p) and valuable. Without esteem they can feel inferior and worthless. If all the needs of the pyramid have been met, the older adult reaches self-actualisation a feeling that they have lived a life of purpose. Without the other needs of the pyramid being met they may struggle to reach this level. ReferencesMiller. J (2000) Care in Practice for Higher Still, Hodder StoughtonErikson. E.H. (1965) Childhood and Society, Hogarth Press, London, pp.222-43http//webspace.ship.edu/cgboer/erikson.htmlhttp//www.learning-theories.com/eriksons-stages-of-development.html