{"id":75005,"date":"2020-06-23T12:42:22","date_gmt":"2020-06-23T12:42:22","guid":{"rendered":"https:\/\/essays.homeworkacetutors.com\/stages-of-human-development-bowlby-and-maslow\/"},"modified":"2020-06-23T12:42:22","modified_gmt":"2020-06-23T12:42:22","slug":"stages-of-human-development-bowlby-and-maslow","status":"publish","type":"post","link":"https:\/\/www.colapapers.com\/us\/stages-of-human-development-bowlby-and-maslow\/","title":{"rendered":"Stages of Human Development: Bowlby and Maslow"},"content":{"rendered":"
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This report will explore some of the stages and strands of human development across lifespan, focusing mainly on early years. \u00a0It will touch upon theories including Bowlby\u2019s attachment theory<\/a> and Maslow\u2019s hierarchy of needs in relation to the case study. <\/p>\n

The writer will look at three stages of human development<\/a>, and focus on one strand for each stage. Infancy is perhaps the most important stage of a person\u2019s developmental life. Not only do babies grow physically at a rapid rate, their mental and emotional state also develops much more rapidly than adults. Infant and child development is often split into stages: physical, social, cognitive, emotional and language development. (Jan P. Piek, 2006) In order to achieve these stages to their highest standard, it is important that all of the baby\u2019s needs are met entirely. As birth rates dwindle, it is more often found that the first baby a parent holds will be their own. Therefore, the importance of understanding the stages of development and what a baby needs to achieve them is vital. <\/p>\n

\u00a0Following infant development, childhood
\ndevelopment begins. This is from the age of two years old to around twelve
\nyears old. This is when the child\u2019s personality takes shape, and from their own
\nsurroundings and backgrounds, they develop their own identity. Mental changes
\noccur from the age of 2, such as handedness (the nature of preferring to use
\none hand over the other). Starting school and nursery allows the child to
\nexplore a whole new world of social interaction. This means the child learns a
\nwhole host of new skills and interests within themselves. \u00a0Although age two to twelve is a large part of
\nthe child\u2019s life, developmental changes often happen very quickly. <\/p>\n

Adolescence is the next developmental
\nstage across lifespan. From the ages of around thirteen to eighteen, we are
\nconsidered adolescents. It is the period of one\u2019s life where we transition from
\nchildhood to adulthood. Aside from maturing physically and sexually, teenagers
\ndevelop a larger range of responsibilities, such as becoming financially
\nindependent. Although adolescents are generally described as egocentric, they
\nare able to understand and provide the process of abstract reasoning and become
\ninvolved in adult relationships and roles. (Bjorklund & Blasi, 2010). \u00a0Around this time in a persons life, it is very
\ncommon for peer pressures to occur, the individual feeling obligated to take
\npart in high risk behaviours such as the misuse of alcohol and drugs.<\/p>\n

One of the strands the writer has
\nchosen to describe relating to infancy is physical development. Development
\nwithin babies encompasses a wide variety of changes, from reflexes, sensory
\nabilities to physical growth. When an infant is born, the body has all the
\nmuscle fibres required within a human body, although they are smaller than they
\nwill eventually be at full growth. Babies\u2019 muscles are mostly made up of water
\nbut contain high quantities of fat. The lungs grow quickly between the ages of
\nzero to two, becoming more efficient as they grow, allowing them to develop a stronger
\nstamina for activity. Also from the ages of zero to two, development of motor
\nskills can be divided into local motor skills, non-local motor skills and
\nmanipulative skills. These motor skills are used to test various motor
\nmilestones. The physical development of babies is highly dependent on the care
\nprovided by adults. Babies need the correct quantities of food, medical care
\nand appropriate stimulus. The main structures of a baby\u2019s brain at birth show
\nthat the mid braid and the medulla are the most developed parts and are
\nconnected to the spinal cords. These regulate vital functions of a baby such as
\nheartbeat and respiration. The least developed part of a new-born is the
\ncortex, which is mainly known to perception, body movement, thinking and language
\nwhich continuously grows with the child. (Bee & Boyd, 2003)<\/p>\n

Social development in children between
\nsix to twelve are seen to form friendships through play and physical
\ninteraction, which is then developed in later stages by the concept of trust.
\nRelationships with their peers become more stable and many children to begin to
\ndevelop long-term relationships, they are becoming more independent but remain
\nattached to their parents. However, parents at this stage will begin to see
\ntheir children developing their capacity for self-regulation and therefore able
\nto supervise their own behaviour, at least sometimes. The important aspects of
\na child developing self-regulation can be dependent on the parent\u2019s ability
\nself regulate. The interaction between siblings is seen as less important than
\nthat of parents or peers. Another important factor for socialisation of
\nchildren within this age group is their perception of social status. Theorists
\nsuggest three main groups, popular, rejected and neglected. Where children are
\nwithin these groups, usually involves factors outwith their control. (Fordham
\n& Stevenson-Hinde, 1999) Some theorists see the forming of relationships as
\nimportant as it can shape their ability to develop peer relationships in the
\nfuture. Children of this age group will begin to develop their understanding of
\nfamily roles and processes and relationships within families.<\/p>\n

Theorists suggest that adolescents
\nhave two main growth spurts in their brain (cerebral cortex becomes thicker),
\nwhich enables cognitive processes and ability to develop, including the ability
\nto think more abstractly. This part of the brain can also allow people to
\nconsider their own strengths and weaknesses.\u00a0
\n\u00a0The second growth spurt occurs at
\nthe approximate age of seventeen and involves the frontal lobes. This area of
\nthe brain controls logic and planning increasing again the ability for
\ncognitive functions shown in the way that teenagers and young adults problem
\nsolve and process thoughts. (Glenda Beamon Crawford, 2007) \u00a0There are some theorists such as
\nKeating who endeavour through research to discover if critical thinking of
\nadolescents is a learned skill or part of brain function. According to Keating
\n(1988) \u201cthere was no persuasive evidence of fundamental constraints on the
\nability of adolescents to engage in critical thinking.\u201d <\/p>\n

Developments in neuroscience have
\nprovided a clearer understanding of brain development and for the purpose of
\nthis assignment the writer will pay particularly attention to the development of
\nzero to two year olds.\u00a0 Neuroscience is the
\nstudy of the nervous system, It is a branch of biology that focuses on the
\nworkings of the human brain. When looking at neuroscience, there are many
\ndiffering views and opinions from countless theorists and scientists, with a very
\ncommon argument when it comes to the development of infants and children is
\nNature vs Nurture. The \u201cNature\u201d argument derives from the idea of \u201cinborn
\nbiases\u201d, such as the ability to snuggle, to cry and a few days after birth the
\nability to smile is prevalent in most babies. \u00a0Some babies seem easier to soothe when upset
\nthan others. This could be from either the ability of the parents or the inborn
\nbias of the child. Children are born with their own way to respond to certain
\nsituations, without the influence of other people. On the other side is the \u201cNurture\u201d
\nargument, which is the theory that a child\u2019s development depends on their
\nenvironment, upbringing and standard of living. However some theorists suggest
\nthese both work together. Dr. Suzanne Zeedyk created a way of understanding how children cope when
\ntheir primary environment is a stressful one. She explains the release of
\ncortisol within our bodies when we are in a stressful situation. This chemical
\nhelps us cope with immediate stress, allowing us to flee the situation. When a
\nchild\u2019s cortisol levels are imbalanced, due to their erratic living
\nenvironment, they are unable to concentrate in situations where, as adults, we
\nexpect them to. (Dr Suzanne Zeedyk, 2013). When comparing recent theorists
\nideas, such as Zeedyk, to older understandings of infantile neuroscience such
\nas Jean Piaget\u2019s cognitive theory, stark differences occur. Piaget identified four strict
\ndevelopmental stages, which he suggested every child fits into: the
\nsensorimotor stage, preoperational stage, concrete operational stage nd the
\nformal operational stage. (John Grace, 2006) \u00a0This is unusual, as present theorist, like
\nZeedyk, try to avoid using a strict set of stages because the understanding
\nthat every child works differently is much wider than before. <\/p>\n

Neuroscience aims to understand how
\ngroups of neurons interact to generate behaviour. \u00a0Studies of the brain are completed through
\nvarious methods, one of which is MRI scans. As stated previously, neuroscience
\nhas taught us that babies are born with fully developed Mid-brain and medulla
\nwhich are connected to the spinal chord and are regulating basic functioning.
\nThe most infantile part of the brain is the cerebral cortex, the brain is made
\nup of two main cells which are both fully developed at birth and are neuron and
\nglial, further development will be the creation of synapsis, the connection
\nbetween neurons. The first two years of brain development is seen as
\nexceptionally important for later cognitive development, for example, if a baby
\nis not nurtured properly, is fed a poor diet or is not stimulated regularly in
\ntheir early months, the brain will not develop to its highest capability,
\nparticularly in the brains stage of plasticity (development). (Bjorklund &
\nBlasi, 2010) <\/p>\n

From the case study, the writer has
\nchosen to look at two theories that could be used to help structure and assess
\nCraig\u2019s needs in an effective way. The writer has chosen to use Maslow\u2019s
\nhierarchy of need in the first instance to create a clearer picture of assessed
\nneed. Maslow\u2019s theory was that in order to meet our highest of needs, our lower
\ndeficiency needs must be met first. This relates to Craig\u2019s situation, as he is
\nhomeless and so a lot of his basic needs are not met. For instance, he may be
\nhungry, thirsty, and sleepless and he may not even know when he can next go to
\nthe toilet. Without these deficiency needs being met, according to Maslow, Craig
\nwould be unable to move onto his safety needs. This could perhaps be why Craig
\nabuses alcohol and drugs, using them as a coping mechanism. Without meeting his
\ndeficiency needs, his safety needs do not seem as important, Craig may feel no
\nparticular drive to keep himself safe from harm. Without feeling safe, his love
\nand belongingness needs cannot be met. This could explain his promiscuous sex
\nlife, as his life is not stable or predictable. This then leads on to Craig\u2019s
\nself esteem. As his deficiency needs are very poor, Craig could find it hard to
\nthink highly of himself. His confidence in himself is most likely non-existent
\nand deep rooted. In order to tackle this situation, Craig would first need
\nsomewhere to live and sleep in order to feel safe and secure. This would cover
\nhis most basic needs, like sleep and knowing where to go to the toilet. If he
\nwere accommodated in a homeless unit, he would be provided with food and drink.
\nAlso, along with having a sheltered unit to sleep in, Craig may feel a lot
\nsafer. This would give Craig a huge base to build up from in order to focus on
\nbettering his future. (Rosalind Charlesworth, 2014)<\/p>\n

Another theoretical approach that
\nrelates to Craig\u2019s situation is Albert Bandura\u2019s behaviourist approach. This is
\nthe social learning theory, which is built on the idea that the way we act as
\nadults, is based on our observation of our parents from our early years. We are
\nwhat we learn. Bandura conducted an experiment called the \u201cBobo doll
\nexperiment\u201d. Bandura collected a group of children from age\u2019s three to six and
\nhad them watch their parents aggressively attack a doll. They then allowed the
\nchildren to go into the room with the doll alone, and observed if they imitated
\ntheir parent\u2019s actions. Most of the children behaved in the same way, if not
\nmore extreme after watching the way their parents behaved towards the doll.
\nThis related to Craig\u2019s situation, as from an early age, he observed his mother
\nand father abusing substances. Later in life, he imitates this behaviour, as it
\nis stated he is alcohol and drug dependent. However, this is not certain, as
\nmany people who have had these experiences do not turn to drugs an alcohol by
\nway of imitating behaviours. Craig may be using these substances as some sort
\nof coping mechanism, rather than straightforward imitation. (Colette G., Sean M., 2012) <\/p>\n

Both of these theories are alike in
\nthe sense that they mention elements such as motivation, observational learning
\nand socialisation which both theorists describe as important in order for the
\nindividual to develop to their full potential. However, I believe Maslow\u2019s
\nhierarchy of needs relates more to Craig\u2019s situation as it is clear, some, if
\nnot all, of his deficiency are unfulfilled. <\/p>\n

Starting from the beginning, Craig
\nwas severely abused as a young child. His parents not only physically abused
\nCraig, but also sexually and emotionally. It is widely known that when a child
\nis abused, they very often experience mental health issues at the time and also
\nlater in life, such as depression, anxiety and dissociation. This could explain
\nsome of Craig\u2019s behaviours. You could link Craig\u2019s alcohol and drug misuse to
\nhis childhood, where he frequently witnessed his mother and father abusing
\nsubstances. This could have effectively engrained a notion in Craig\u2019s brain,
\nfrom an early age, that drugs and alcohol were the norm, or seen as coping
\nstrategies when problems were evident. With his parents being intoxicated a lot
\nof his childhood, Craig may have missed a lot of school. His education may also
\nhave been affected if he could not concentrate during class due to being highly
\nalert at all times, in a state of fight or flight.. This shows that it would be
\nextremely difficult for Craig to ever sit quietly in an education setting
\nand\u00a0 without the proper education, Craig
\nwould find it very difficult to find a job. Without a job, Craig would have
\nvery little income, leaving him with only one choice, to live on the streets.
\nHaving no money for food, drugs or alcohol, Craig could have resulted in
\nstealing to sustain these things. This would explain his minor criminal
\noffences. Being sexually abused by his parents as a child may be the reason
\nCraig, when older, became sexually promiscuous. . Without being given the
\nopportunity to make simple choices as a child, such as what he wanted for
\ndinner or a sweetie from the shop, when choosing the right partner, Craig may
\nnot know what is best for him, as in self regulation as discussed earlier.\u00a0 All of these factors combined would seriously
\naffect Craig\u2019s resilience and well being as his self-worth could deteriorate
\nrapidly. <\/p>\n

To conclude, lifespan development is
\ndescriptive as development covers a lifetime. Theorists, researches and
\nscientists endeavour to understand and make sense of the human condition. This
\nentails research into behaviour and the structure and functions of the brain.
\nNo research to date is completely conclusive but continues to develop as new
\ndiscoveries and a greater understanding of the human condition grows. <\/p>\n

REFERENCES<\/h2>\n

BOOKS <\/h3>\n