Human Development: Traditional and Contemporary Theories
Doris Bergen

ISBN-10: 0131343971
ISBN-13: 9780131343979

Publisher: Prentice Hall
Copyright: 2008
Format: Paper; 480 pp
Published: 02/27/2007

Suggested retail price: $87.00
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For courses in human development, theories of development and development over the lifespan.

 

This text makes theoretical issues relevant and accessible to students going into professional practice, enables them to apply theory to case examples, and helps them see which theories are focused primarily on specific developmental domains.

 

Throughout years of teaching various courses in psychology, Doris Bergen struggled with a familiar problem in Human Development classes: the texts available to her did not meet the needs of the types of students in her classes. In teaching students who were primarily working towards degrees in professional practice, rather than those focusing on advanced degrees in psychology, the current texts did not present theoretical work in a way that helped her students translate the concepts into their careers. Here, Doris Bergen has authored a text that does just that. By making the theoretical issues relevant and accessible to students going into professional practice, enabling them to apply theory to case examples, and helping them see which theories are focused primarily on specific developmental domains, this text will give students the edge they need as they move forward in their working lives. 

How do your students apply theoretical concepts to their professional lives?

  • This text makes the theoretical issues relevant and accessible to students going into professional practice, enables them to apply theory to case examples and helps them see which theories are focused primarily on specific developmental domains. 
  • Emphasizes the major developmental domain focus of each theorist or theoretical school and compare their ideas with those of other theorists whose focus is similar.
    • Each of the sections focusing on a particular area of development is accompanied by a brief overview of the major “milestone” developmental changes that occur over the life span in that domain.
  • Shows the linkages between earlier theories and newer, less well-developed theories and proto-theories in order to demonstrate how some theories have had great influence on other theorists and/or have changed over time as newer and older ideas are revised and integrated.  
  • Provides opportunities for student applications of concepts from various theoretical views to problems of practice by including relevant research and practice applications, case study examples, and outlines of basic developmental knowledge. 

Do you find it important for your students to become familiar with the voice of particular theorists?

  • Chapters are accompanied by references to a set of original writings of the major theorists discussed in that section. The purpose of the inclusion of these writings is to give students the “flavor” of the theorists’ perspective expressed in his/her own words.
    • These selected writings are provided in a later section of the text, so that instructors can focus in-depth on certain theoretical writings and/or individual students can delve more deeply into the work of those theorists of special interest to them. 

In what ways do you include theoretical views of women, various cultures and diverse ethnic backgrounds?

  • This text includes relevant theoretical views of women and incorporates ideas of theory-builders from a range of world cultures and ethnic backgrounds by including their views and research findings when applicable.

 How do you organize your course?

  • After a general introduction defining and categorizing theories, addressing historical/cultural influences on theory development, and discussing basic research approaches and practical applications (Chapters 1 and 2), this text focuses most chapters on theories that are especially relevant for understanding specific developmental areas.
  • Chapters 3 and 4 focus on personality and social-emotional theoretical domains.
  • Chapters 6 and 7 present cognitive and language perspectives.
  • Chapters 8 and 9 address socio-moral and gender role issues.
  • Chapter 11 considers physical-motor and perceptual development, as well as newer neuropsychological and behavioral genetics perspectives.
  • Chapter 12 addresses theoretical ideas that view development as a systemic process, and it includes ecological, bioecological, developmental psychobiological, and non-linear dynamical systems perspectives. 
  • Interspersed are two life span chapters, Chapter 5 and Chapter 10, which describe similar theoretical issues from the perspectives of life span development theorists.

THIS IS A FIRST EDITION TEXT

 

How do your students apply theoretical concepts to their professional lives?

  • This text makes the theoretical issues relevant and accessible to students going into professional practice, enables them to apply theory to case examples and helps them see which theories are focused primarily on specific developmental domains. 
  • Emphasizes the major developmental domain focus of each theorist or theoretical school and compare their ideas with those of other theorists whose focus is similar.
    • Each of the sections focusing on a particular area of development is accompanied by a brief overview of the major “milestone” developmental changes that occur over the life span in that domain.
  • Shows the linkages between earlier theories and newer, less well-developed theories and proto-theories in order to demonstrate how some theories have had great influence on other theorists and/or have changed over time as newer and older ideas are revised and integrated.  
  • Provides opportunities for student applications of concepts from various theoretical views to problems of practice by including relevant research and practice applications, case study examples, and outlines of basic developmental knowledge. 

Do you find it important for your students to become familiar with the voice of particular theorists?

  • Chapters are accompanied by references to a set of original writings of the major theorists discussed in that section. The purpose of the inclusion of these writings is to give students the “flavor” of the theorists’ perspective expressed in his/her own words.
    • These selected writings are provided in a later section of the text, so that instructors can focus in-depth on certain theoretical writings and/or individual students can delve more deeply into the work of those theorists of special interest to them. 

In what ways do you include theoretical views of women, various cultures and diverse ethnic backgrounds?

  • This text includes relevant theoretical views of women and incorporates ideas of theory-builders from a range of world cultures and ethnic backgrounds by including their views and research findings when applicable.

 How do you organize your course?

  • After a general introduction defining and categorizing theories, addressing historical/cultural influences on theory development, and discussing basic research approaches and practical applications (Chapters 1 and 2), this text focuses most chapters on theories that are especially relevant for understanding specific developmental areas.
  • Chapters 3 and 4 focus on personality and social-emotional theoretical domains.
  • Chapters 6 and 7 present cognitive and language perspectives.
  • Chapters 8 and 9 address socio-moral and gender role issues.
  • Chapter 11 considers physical-motor and perceptual development, as well as newer neuropsychological and behavioral genetics perspectives.
  • Chapter 12 addresses theoretical ideas that view development as a systemic process, and it includes ecological, bioecological, developmental psychobiological, and non-linear dynamical systems perspectives. 
  • Interspersed are two life span chapters, Chapter 5 and Chapter 10, which describe similar theoretical issues from the perspectives of life span development theorists.

Introduction

 

Chapter 1: Defining and Categorizing Theories and Exploring Their Theoretical Roots

 

Chapter 2:  Applying Human Development Theories in Research and Practice

 

Chapter 3: Theories with Major Emphasis on Personality and Social-Emotional Development

 

Chapter 4: Further Theoretical Perspectives on Personality and Social-Emotional Development

 

Chapter 5: Life Span Theoretical Perspective on Personality and Social-Emotional Development

 

Chapter 6: Theories with Major Emphasis on Cognitive and Language Development

 

Chapter 7: Further Theoretical Perspectives on Cognitive and Language Development

 

Chapter 8: Theories with Major Emphasis on Socio-Moral and Gender Role Development

 

Chapter 9: Further Theoretical Perspectives on Socio-Moral and Gender Role Development

 

Chapter 10: Life Span Theoretical Perspectives on Cognitive, Socio-Moral, Gender Role and Other Developmental Domains

 

Chapter 11: Physical/Motor, Perceptual, Neuropsychological, and Behavioral Genetic Theoretical Perspectives

 

Chapter 12: Ecological, Bioecological, Developmental Psychobiological, and Non-linear Dynamical Systems Theoretical Perspectives

 

Table of Contents for Readings Section

 

 

Freedom to Develop Nature in Education                                                                        247

Maria Montessori

 

Baby in a Box                                                                                                                        255

B. F. Skinner

 

Rulers, Models, and Nonlinear Dynamics: 

Measurement and Method in Developmental Research                                                261

Kurt Fischer and Samuel Rose

 

Origins of Human Competence:

A Cultural-Ecological Perspective                                                                                    265

John U. Ogbu

 

Adolescence                                                                                                                         282

E. H. Erikson

 

Jokes and the Unconscious                                                                                               286

Sigmund Freud

 

Theoretical Perspectives                                                                                                    293

A. Bandura

 

How Emotional Development Relates to Learning                                                         308

Stanley Greenspan, M.D.

 

Children of the Great Depression                                                                                     312

G. H. Elder

 

Reflections on the Last Stage—and the First                                                                  320

Erik Erikson

 

Some Aspects of Operations                                                                                            326

Jean Piaget

 

Interaction between Learning and Development                                                           331

L. S. Vygotsky

 

 

The Origins of Neo-Piagetian Theory                                                                             339

R. Case

 

Growth Cycles of Brain and Mind                                                                                    345

Kurt W. Fischer and Samuel P. Rose

 

Mechanisms of Theory Formation in Young Children                                                351

Alison Gopnik and Laura Schultz

 

Education for Justice:

A Modern Statement of the Platonic View                                                                      361

Lawrence Kohlberg

 

A Cognitive-Developmental Analysis of Children’s Sex-Role Concepts

and Attitudes                                                                                                                     366

Lawrence Kohlberg

 

Development and Opposition to Cultural Practices                                                   369

E. Turiel

 

Empathy and Sympathy                                                                                                   375

N. Eisenberg

 

Toward Utopia: 

Eradicating Gender Polarization                                                                                    378

S. Bem

 

Wisdom as a Topic of Scientific Discourse About the Good Life                             381

P.B. Baltes

 

Pattern of Aging:

Past, Present, and Future                                                                                               385

Bernice L. Neugarten

 

From Perception to Inference                                                                                       392

E. J. Gibson                           

 

Developmental Psychology and Brain Development:

A Historical Perspective                                                                                                395

Sidney J. Segalowitz

 

Developmental Science in the Discovery Mode                                                         402

U. Bronfenbenner                                                                                                        

 

Introduction                                                                                                                   404

E. Thelen and L.B. Smith

The Role of Immaturity in Human Development                                                     412

David F. Bjorklund

 

 

 

  

 

Epilogue

 

References

 

Author Index

 

Subject Index

 

 

For Lifespan Development


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