THE IMPORTANT PRINCIPLES AND FACTORS FOR SIGNIFICANT DEVELOPMENTAL OUTCOMES: THE ROLE OF EXPERIENCE, AGE, DEVELOPMENTAL STAGES, AND SOCIOCULTURAL CONTEXT IN HUMAN DEVELOPMENT
DOI:
https://doi.org/10.17501/2357268X.2018.5103Keywords:
human development, prenatal and postnatal experiences, stages of development, sociocultural contextAbstract
Human development is a process of growth and change that begins at conception and continues throughout the life span. It involves changes in biological, socioemotional, and cognitive domains that are inextricably intertwined. These changes are crucial for children to function successfully in their living environment. An enormous amount of research has indicated that both prenatal and postnatal experiences, microsocial as well as macrosocial interactions, and socio-cultural factors significantly influence the process of development. Also, it has been observed that new ways of understanding and responding to the world emerge at particular times in life; therefore, certain ages are crucial for the growth and changes of major domains of human development. According to developmental psychologists, behavior is not a context-free phenomenon; instead, it is a product of an interaction between the individual and his socio-cultural context. Therefore, many theorists have highlighted the importance of understanding the process of development and human behavior within the sociocultural context in which people live. The purpose of this paper is to discuss important principles and factors including prenatal and postnatal experiences, developmental changes in particular stages in life, and socio-cultural factors that significantly contribute to the process of development.
Downloads
References
Arnett, J. J. (2007), Emerging Adulthood: What Is It, and What Is It Good For? Child Development Perspectives, 1, 68–73.
doi:10.1111/j.1750-8606.2007.00016.x
Baltes, P. B. (1987). Theoretical propositions of life span developmental psychology: On the dynamics between growth and decline. Developmental Psychology, 23, 611-626.
Baltes, P. B., Reese, H. W., & Nesselroade, J. R. (1977). Life span developmental psychology: Introduction to research methods. Monterey, CA: Brooks/Cole.
Berk, L. B. (2000). Child development. Allyn & Bacon.
Bowlby, J. (1969). Attachment. Attachment and loss: Vol. 1. Loss. New York: Basic Books.
Bronfenbrenner, U. (1977). Toward an experimental ecology of human development. American Psychologist, 32(7), 513-531. http://dx.doi.org/10.1037/0003-066X.32.7.513
Bronfenbrenner, U., & Morris, P. (1998). The ecology of developmental processes. In R. M. Lerner (Ed.), Theorectical models of human development (5 ed., pp. 993-1028). (Handbook of Child Psychology; Vol. 1). New York: Wiley.
Campbell, R. L., & Richie, D. M. (1983). Problems in the Theory of Developmental Sequences. Human Development, 26, 156-172.
Coe C. L., Kramer, M. Czeh B., Gould, E., Reeves, A. J., Kirschbaum, C., & Fuchs, E. (2003). Prenatal stress diminishes neurogenesis in the dentate gyrus of juvenile rhesus monkeys. Biological Psychiatry, 54, 1025-1034.
Coe, C. L., & Lubach, G. R. (2008). Fetal programming: Prenatal origins of health and illness. Current Directions in Psychological Science, 17(1), 36 – 41.
Cole, M. (1996). Interacting minds in a life span perspective: A cultural/historical approach to culture and cognitive development. In P. B. Baltes & U. M. Staudinger (Eds.), Interactive minds: Life span perspectives on the social foundation of cognition (pp. 59-87). New York: Cambridge University Press.
Dishion, T. J. (2000). Cross-setting consistency in early adolescent psychopathology: Deviant friendships and problem behavior sequelae. Journal of Personality, 68, 1109–1126.
Dishion, T. J., & Andrews, D. W. (1995). Preventing escalation in problem behaviors with high-risk adolescents: Immediate and 1-year outcomes. Journal of Consulting and Clinical Psychology, 63,538–548.
Dishion, T. J., & Medici Skaggs, N. (2000). An ecological analysis of monthly “bursts” in early adolescent substance use. Applied Developmental Science, 4, 89–97.
Dishion, T. J., Andrews, D. W., & Crosby, L. (1995). Antisocial boys and their friends in early adolescence: Relationship characteristics, quality and interactional process. Child Development, 66, 139–151.
Dishion, T. J., Eddy, J. M., Haas, E., Li, F., & Spracklen, K. M. (1997). Friendships and violent behavior during adolescence. Social Development, 6, 207–223.
Dishion, T. J., McCord, J. & Poulin, F. (1999). When interventions harm: Peer groups and problem behavior. American Psychologist, 54, 755–764.
Dishion, T. J., Spracklen, K. M., Andrews, D. W., & Patterson, G. R. (1996). Deviancy training in male adolescent friendships. Behavior Therapy, 27, 373–390.
Dishion, T.J., Capaldi, D. M., Spracklen, K. M., & Li, F. (1995). Peer ecology of male adolescent drug use. Development and Psychopathology, 7, 803–824.
Eccles, J. S., Wigfield, A., Midgley, C., Reuman, D., MacIver, D., & Feldlaufer, J. (1993). Negative effects of traditional middle schools on students’ motivation. The Elementary School Journal, 93, 553–574.
Elliott, D. S., Ageton, S. S., Huizinga, D., Knowles, B. A., & Canter, R. J. (1983). The prevalence and incidence of delinquent behavior: 1976–1980 (The National Youth Survey Rep. No. 26). Boulder, CO: Behavioral Research Institute.
Erickson, E. H. (1950). Childhood and society. New York: Norton.
Farrington, D. P. (1986). Age and crime. In M. Tonry & N. Morris (Eds.), Crime and justice: An annual review of research (Vol. 7, 189–250). Chicago: University of Chicago Press.
Flavell, J. H. (1971). Stage related properties of cognitive development. Cognitive Psychology, 2, 421-453.
Forgatch, M. S., & DeGarmo, D. S. (2002). Extending and testing the social interaction learning model with divorce samples. In J. B. Reid, G. R. Patterson & J. Snyder (Eds.), Antisocial behavior in children and adolescents: A developmental analysis and model for intervention (pp. 235–256). Washington, DC: American Psychological Association.
Forgatch, M. S., & Stoolmiller, M. (1994). Emotions as contexts for adolescent delinquency. Journal of Research on Adolescence, 4(4), 601-614.
Galambos, N. L., Barker, E. T., & Krahn, H. J. (2006). Depression, self-esteem, and anger in emerging adulthood: seven-year trajectories. Developmental Psychology, 42(2), 350-365.
doi:10.1037/0012-1649.42.2.350
Gottlieb, G. (2007). Probabilistic epigenesis. Developmental Science, 10(1), 1-11.
Granic, I., & Patterson, G. R. (2006). Toward a comprehensive model of antisocial development: a dynamic systems approach. Psychological Review, 113(1), 101-131.
Hatano, G., & Osawa, K. (1983). Digit memory of grand experts in abacus-derived mental calculation. Cognition, 15, 95-110.
Inhelder, B., & Piaget, J. (1964). The early growth of logic in the child: Classification and seriation. London: Routledge & Kegan Paul. (Original work published 1959)
Keating, D. P. (1990). Developmental processes in the socialization of cognitive structures. Development and learning: Proceedings of a symposium in honor of Wolfgang Edelstein on his 60th birthday (pp. 37–72). Berlin: Max Planck Institute.
Kobak, R., & Sceery, A. (1988). Attachment in Late Adolescence: Working Models, Affect Regulation, and Representations of Self and Others. Child development, 59, 135-46. doi:10.2307/1130395.
Lamb, M. E., & Lewis, C. (2005). The role of parent child relationships in child development. In M. H. Bornstein, & M. E. Lamb (Eds.), Developmental psychology: an advanced textbook. (pp. 429-468). Mahwah, New Jersey: Lawrence Erlbaum.
Lerner, R. M. (2002). Concepts and theories of human development (3rd ed.). Mahwah, NJ: Lawrence Erlbaum Associates.
Lewis, M. (1997). The self in self-conscious emotions. Annals of the New York Academy of Sciences, 818 (1), 118–142.
Lewis, M. D. (1995). Cognition-emotion feedback and the self organization of developmental paths. Human Development, 38, 71–102.
Lindsey, E. W., & Mize, J. (2001). Contextual differences in parent–child play: Implications for children's gender role development. Sex Roles, 44(3-4),155-176. http://dx.doi.org/10.1023/A:1010950919451
Main, M., & Goldwyn, R. (1994). Adult attachment classification system. Unpublished manual, University of California at Berkeley.
Main, M., Kaplan, N., & Cassidy, J. (1985). Security in infancy, childhood and adulthood: A move to the level of representation. In I. Bretherton & E. Waters (Eds.), Growing points of attachment theory and research. Monographs of the Society for Research in Child Development, 50 (1-2, Serial No. 209), 66-104.
Matsumoto et al. (2008). Culture, emotion regulation, and adjustment. Journal of Personality and Social Psychology, 94(6), 925-937. doi:10.1037/0022-3514.94.6.925
Moffitt, T. E. (1990). The neuropsychology of delinquency: A critical review of theory and research. In N. Morris & M. Tonry (Eds.), Crime and justice (Vol. 12, pp. 99–169). Chicago: University of Chicago Press.
Paikoff, R. L., & Brooks-Gunn, J. (1991). Do parent– child relationships change during puberty? Psychological Bulletin, 110, 47–66.
Patterson, G. R. (1982). A social learning approach: Vol. 3: Coercive family process. Eugene, OR: Castalia.
Patterson, G. R., & Yoerger, K. (2002). A developmental model for early and late-onset antisocial behavior. In J. B. Reid, J. Snyder, & G. R. Patterson (Eds.), Antisocial behavior in children and adolescents: A developmental analysis and model for intervention, (pp. 147–172). Washington, DC: American Psychological Association.
Patterson, G. R., Reid, J. B., & Dishion, T. J. (1992). A social interactional approach: Vol. 4: Antisocial boys. Eugene: Castalia.
Reddy, V. (2003). On being the object of attention: implications for self–other consciousness. Trends in Cognitive Sciences, 7(9), 397-402.
Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. New York: Oxford University Press.
Rogoff, B. (2003). The cultural nature of human development. New York: Oxford University Press.
Rogoff, B., Mistry, J. Göncü, A., & Mosier, C. (1993). Guided participation in cultural activity by toddlers and caregivers. Monographs of the society for Research in Child Development, 58(8), v-vi, 1-174; discussion 175-9.
Rutter, M. (2006). Genes and behavior: nature–nurture interplay explained (1st ed.). New York: Wiley.
Snyder J. J., & Patterson G. R. (1995). Individual differences in social aggression: A test of a reinforcement model of socialization in the natural environment. Behavior Therapy, 26(2), 371-391. https://doi.org/10.1016/S0005-7894(05)80111-X
Snyder, J., Schrepferman, L., & St. Peter, C. (1997). Origins of antisocial behavior: Negative reinforcement and affect dysregulation of behavior as socialization mechanisms in family interaction. Behavior Modification, 21, 187-215.
Snyder, J., Stoolmiller, M., Wilson, M., & Yamamoto, M. (2003). Child anger regulation, parental responses to children’s anger displays, and early child antisocial behavior. Social Development, 12, 335–360.
Spear, L. P. (2000). The adolescent brain and age-related behavioral manifestations. Neuroscience and Biobehavioral Reviews, 24, 417–463.
Sutherland, P. A. (1992). Cognitive development today: Piaget and his critics. London: Paul Chapman Publishing.
Teasdale J. D., & Barnard P. J. (1993). Affect, cognition and change: Re-modelling depressive thought. Hove: Lawrence Erlbaum Associates.
Tomasello, Michael. (1999). The Human Adaptation for Culture. Annual Review of Anthropology, 28, 509-529. doi: 10.1146/annurev.anthro.28.1.509.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Walker, E., & Tessner, K. (2008). Schizophrenia. Perspectives on Psychological Science, 3(1), 30–37.
Werker, J. F., & Desjardins, R. N. (1995). Listening to speech in the first year of life: Experiential influences on phoneme perception. Current Directions in Psychological Sciences, 4, 76–81.
Wohlwill, J. F. (1969). The age variable in psychological research1. ETS Research Bulletin Series, i–44. doi:10.1002/j.2333-8504.1969.tb00579.x
Wohlwill, J. F. (1973). The Study of Behavioral Development. New York: Academic Press.
Wong, S., Bond, H. M., & Mosquera, P. M. R. (2008). The influence of cultural value orientations on self reported emotional expression across cultures. Journal of Cross-Cultural Psychology, 39(2), 224-229. doi:10.1177/0022022107313866
Downloads
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution 4.0 International License.
