Stages of Human Developmment

Havighurst’s Developmental Stage and Tasks

Welcome to Presentation for the course DMC: 625

ByMusfera Jahan &

Sk. Salma Sultana

IntroductionThe idea of "developmental task" is generally credited to the work of Robert Havighurst who indicates that the concept was developed through the work in the 1930s and 40s of Frank, Zachary, Pescott, and Tyron. Havighurst states:"The developmental-task concept occupies middle ground between two opposed theories of education: the theory of freedom—that the child will develop best if left as free as possible, and the theory of constraint—that the child must learn to become a worthy, responsible adult through restraints imposed by his society. A developmental task is midway between an individual need and societal demand. It assumes an active learner interacting with an active social environment"

Three sources of developmental tasks

Tasks that arise from physical maturation: learning to walk, talk, and behave acceptably with the opposite sex during adolescence; adjusting to menopause during middle age

Tasks that from personal sources: those that emerge from the maturing personality and take the form of personal values and aspirations, such as learning the necessary skills for job success.

Tasks that have their source in the pressures of society: learning to read or learning the role of a responsible citizen.

Havighurst 6 Major Stages in Human Life Infancy & early childhood (Birth

till 6 years old) Middle childhood (6-12 years old) Adolescence (13-18 years old) Early Adulthood (19-30 years old) Middle Age (30-60 years old) Later maturity (60 years old and

over)

Developmental Tasks (cont..)

(Ages 0-5) Infancy – Early Childhood

1. Learning to walk. 2. Learning to crawl. 3. Learning to take solid food. 4. Learning to talk. 5. Learning to control the elimination of body

wastes.6. Learning sex differences and sexual

modesty. 7. Getting ready to read. 8. Forming concepts and learning language to

describe social and physical reality.

Learning to crawl. Learning to walk.

(Ages 0-5) Infancy – Early Childhood

Learning to take solid food.

(Ages 0-5) Infancy – Early Childhood

Learning to talk.

(Ages 0-5) Infancy – Early Childhood

Learning to control the elimination of body wastes.

(Ages 0-5) Infancy – Early Childhood

Learning sex differences and sexual modesty.

(Ages 0-5) Infancy – Early Childhood

Getting ready to read.

(Ages 0-5) Infancy – Early Childhood

Forming concepts and learning language to describe social and physical reality.

(Ages 0-5) Infancy – Early Childhood

1. Learning physical skills necessary for ordinary games. 2. Learning to get along with age mates. 3. Building wholesome attitudes toward oneself as a

growing organism. 4. Learning on appropriate masculine or feminine social

role. 5. Developing fundamental skills in reading, writing, and

calculating6. Developing concepts necessary for everyday living. 7. Developing conscience, morality and a scale of values.

8. Achieving personal independence. 9. Developing attitudes toward social groups and

institutions

(Ages 6-12) Middle Childhood

Learning physical skills necessary for ordinary games.

(Ages 6-12) Middle Childhood

Learning to get along with age mates.

(Ages 6-12) Middle Childhood

Building wholesome attitudes toward oneself as a growing organism. Learning on appropriate masculine or feminine social role.Developing concepts necessary for everyday living.

(Ages 6-12) Middle Childhood

Developing conscience, morality and a scale of values. Developing attitudes toward social groups

and institutions.

(Ages 6-12) Middle Childhood

Achieving personal independence.

(Ages 6-12) Middle Childhood

(Ages 12-18) Adolescence

1. Achieving new and more mature relations with age mates of both sexes.

2. Achieving a masculine or feminine social role. 3. Accepting one’s physique and using the body

effectively. 4. Achieving emotional independence from

parents and other adults. 5. Achieving assurance of economic independence and

selecting and preparing for occupation 6. Preparing for marriage and family life. 7. Developing intellectual skills and concepts necessary

for civic competence; 8. Desiring and achieving socially responsible

behavior.9. Acquiring a set of values and an ethical system

as a guide to behavior.

(Ages 12-18) Adolescence

Achieving new and more mature relations with age mates of both sexes.

Achieving a masculine or feminine social role.

(Ages 12-18) Adolescence

Accepting one’s physique and using the body effectively.

(Ages 12-18) Adolescence

Achieving emotional independence of parents and other adults.

(Ages 12-18) Adolescence

Preparing for marriage and family life.

(Ages 12-18) Adolescence

Acquiring a set of values and an ethical system as a guide to behavior. Desiring and achieving socially responsible behavior.

(Ages 12-18) Adolescence

Selecting a mate.Achieving a masculine or feminine social role Learning to live with a partner. Starting family. Rearing children. Managing home. Getting started in occupation. Taking on civic responsibility. Finding a congenial social group.

(Ages 18-30) Early Adulthood

Assisting teenage children to become responsible and happy adults. Achieving adult social and civic responsibility. Reaching and maintaining satisfactory performance in one’s occupational career. Developing adult leisure time activities. Relating oneself to one’s spouse as a person. To accept and adjust to the physiological changes of middle age. Adjusting to aging parents.

(Ages 30-60) Middle Adulthood

Adjusting to decreasing physical strength and health. Adjusting to retirement and reduced income. Adjusting to death of a spouse. Establishing an explicit affiliation with one’s age group. Adopting and adapting social roles in a flexible way. Establishing satisfactory physical living arrangements.

(60 and over) Later Maturity

CriticismHavighurst’s development task theory talks about

the problem are faced by us in all stages of life and he explains them really well. We can all relate that biology has some kind of effects in our develpoment, as well we sort out this problems.

When it comes to if he’s theory is scientific, but it is hard to say, some part of his theory can be tasted, equally some parts are very difficult to test.

Havighurst’s theory is easy to understand, and it is clear, there is no ambiguity. It is applicable to many cultures, even though he concentrated on middle class Americans.

It is disappointing that not many theorists are influenced by his theory.

Conclusion

Identifying and mastering developmental tasks help us to understand the way change affects our lives. Another way to understand life span changes is to identify those needs that must be satisfied if personal goals are to be achieved.

THANK YOU!