Theories of Human Development

Rated 5 out of 5 by from A Hidden Gem Professor Watson’s course on human development has so far garnered only 42 reviews, not including this one, over 11 years. Most of them in the first year and subsequently there were gaps of two years where no one at all had bothered to write a review. No doubt the title of the course does not raise much excitement, as do, for example, courses on Alexander the Great or the American Civil War; and to be fair I mostly bought this course because it was very cheap, so I suppose it makes sense that there are not many reviews. Prior to taking this course, I really knew almost nothing about the six theories of human development discussed by Dr. Watson. Indeed I had not even heard of a couple of the theorists and almost none of the theory names. I was quite surprised to learn the depth of research and consequent theoretical development in the area of human development. Although in many cases it appears to be really hard to test the theories and most especially to disprove one or another or even subsets of a particular theory. Still, I found the subject matter to be compelling. After all we have all developed, likely in differing ways and having these ideas presented, allowed me to reflect on how and others developed and changed over the years. Fascinating! The heart of the course are the lectures that describe the development of each theory, the personalities behind each theorist and a critical analysis of each theory. Professor Watson precedes these lectures with some introductory ones, that detail some pre-scientific approaches to child development. I particularly found lecture three on Locke v Rousseau’s world views fascinating. Although I was quite familiar with the ideas of both, it had never occurred to me to contrast the two specifically. The course is laid out largely on a chronological timeline, beginning with Freud’s perspective and following how each new theory flows from the prior ones. Except for the last theorist, Vygotsky whose writings were mostly unknown in the West until they were translated from the Russian. Professor Watson is a sound presenter, sprinkling his lectures with personal observations and stories, each of which is well-chosen to illustrate a point he is making. Very effective. Likely very few will read this review, but for those who do, this course is well worth the few dollars it costs, especially if on sale. I took the course on audio and did not miss the visuals.
Date published: 2019-08-02
Rated 5 out of 5 by from Fascinaitng and well done My wife is a psychotherapist, so over the years I have heard extensively reference to most of the names and theories discussed in this course. These included Freud (obviously), Erikson, Bowlby, and Piaget. The only ones that were totally new to me were Bandura and Vygotsky – and professor Watson explains quite in depth why Vygotsky is only lately becoming well-known. I had quite a superficial acquaintance with many of these theories. After having heard the course I feel that I have a good understanding what these theories are about, how general each of them is, and which aspects of development each tries to cover. For me, the content was fascinating; not least because I finally got a better understanding of what she was talking about with her colleagues all of these years. I totally enjoyed Professor Watson’s presentation of the course. He seemed so patient and unrushed, and yet substantial material was covered. His manner is very structured, but his tone is quite casual and the lectures almost feel conversational at times. Particularly, I enjoyed the first few lectures in which he took a very wide perspective of the history of the way people viewed human development in many eras and in many cultures, some taking a predominantly religious view while others contemplating the subject from a philosophical perspective. Overall this has been a fascinating and well presented course.
Date published: 2018-10-11
Rated 5 out of 5 by from wonderful bought copy for 2 other people because I found it so interesting & useful!!
Date published: 2017-12-05
Rated 4 out of 5 by from Great synopsis I have listened to this course many times and get something from it each time
Date published: 2017-07-29
Rated 5 out of 5 by from An Insightful look into human nature I'm on a personal quest to better understand my self and was not disappointed! I suppose we could say this course is an introduction to developmental psychology. It is literally full of insightful ideas and models about human nature and development and I found it really interesting all along. The ideas are organized into "theories", put into their historical context, developed and critiqued. I found it intriguing to think about which of these ideas might have influenced my parents' parenting style. I also found some of the ideas were quite uplifting.
Date published: 2016-02-06
Rated 5 out of 5 by from A Great Start I have purchased several courses relating to the study ( or courses associating their contents) of human behavior. These courses have my interest in trying understand myself as well as my involvement with others. This course I would definitely reserve to be your START prior to any other subject related purchase. It has focus me to the understanding of two major concepts about human development, Locke and Rousseau, as a child. Both concepts are still applied and integrated with other approaches today and are recognized as Worldviews to human behavior that start in our child development. Most other make reference to human development as adults. This course will educate you on human development beginning within child development before one becomes an adult.
Date published: 2015-07-08
Rated 5 out of 5 by from Excellent review and overview (CD review) My cousin recently had twins and my wife is their godmother. I got this course to refresh my college studies in human development, particularly with regard to children. The professor handled this extremely well, reviewing literature I remembered studying years back as well as some more recent studies and theorists I did not know at all. I especially appreciated his balance between academic and personal styles of presentation. He was casual without being too much so, which made listening and comprehension easy for me. I was glad to hear his conclusions that included some of his personal opinion, specifically that no one theorist has everything right, and that the best approach is usually some combination of more than one perspective. I find this true in most fields. The only negative I found may have had absolutely nothing to do with the professor, the material or the delivery. In several lectures there was a hissing noise that sounded like interference or microphone battery issues to me, though my wife thought it sounded like papers rustling. Since we had the CD version we could not see if the latter was the case, it could have been anything from recording issues to duplication to something coming into contact with the mike. This was a minor annoyance that was a distraction but in no way interfered with the ability to hear and understand the delivery. I was a bit surprised as this did not rise to the usual high standards I have come to expect from the Great Courses.
Date published: 2013-12-16
Rated 5 out of 5 by from Theories of Human Developent I recently completed a summer course in Lifespan Development at Sonoma State University and purchased this course to expand on an retain what I had learned. This course is really excellent. I've learned more, and been refreshed. The instructor is easy to listen to. I recommend this a a great course for parents as well as grandparents.
Date published: 2013-10-30
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Introduction—The Value of Theories
1: Introduction—The Value of Theories

This lecture introduces the major objectives of the course. It allows students to assess where they stand on major issues regarding human development. The lecture then discusses the value of scientific theories for understanding development, and the criteria for judging whether a theory is valuable.

33 min
The Early History of Child Study
2: The Early History of Child Study

Prior to and during the Industrial Revolution in Europe and America, people often showed a lack of humane concern for children. This translated into an absence of systematic study of child development. Concern for, and evaluation of, children resulted in part from the influence of a few physicians and religious leaders.

28 min
Two Worldviews—Locke vs. Rousseau
3: Two Worldviews—Locke vs. Rousseau

Two major philosophers, both concerned with humane child rearing and education, changed the prevailing perception of children. John Locke espoused the "mechanistic" worldview: children are neutral ("blank slates") and function like machines. Jean-Jacques Rousseau proposed the "organismic" worldview: children are good, and function like organisms.

31 min
Later History—Becoming Scientific
4: Later History—Becoming Scientific

This lecture traces the application of scientific method and theory to the study of human development. The first scientists to study children functioned like naturalists, simply observing and describing children's development.

30 min
Freud's Psychodynamic Theory
5: Freud's Psychodynamic Theory

Freud's psychodynamic theory caused a revolution in thinking about human development. We discuss his history, theory, and his reliance on such concepts as psychic energy.

31 min
How We Gain Contact with Reality—The Ego
6: How We Gain Contact with Reality—The Ego

Our discussion of Freud's theory continues by focusing on the nonadaptive nature of the unconscious id, the development of the ego and its accompanying secondary process thinking, and the subsequent development of the superego.

30 min
Freud's Psycho-Sexual Stages
7: Freud's Psycho-Sexual Stages

This final lecture on Freud discusses his concept of erogenous zones, the five psychosexual stages—oral, anal, phallic, latent, and genital—and the fixations that may occur during each, and the Oedipus complex and its resolution.

31 min
Erikson's Psycho-Social Theory
8: Erikson's Psycho-Social Theory

We first discuss neo-Freudian revisions in Freud's theory. We then discuss Erikson's history, including his experience with his own identity crisis, and describe how his stages of development are based on the need to develop mastery and personal identity through a series of crises in one's life cycle.

30 min
Erikson's Early Stages
9: Erikson's Early Stages

The first four stages of Erikson's theory provide the foundation of development for the child: developing trust versus mistrust, autonomy versus shame and doubt, initiative versus guilt, and industry versus inferiority.

31 min
Identity and Intimacy
10: Identity and Intimacy

Erikson was the first to propose two pivotal stages of development after childhood. During adolescence, Stage 5 is a crisis of developing identity versus role confusion. Stage 6, in young adulthood, is a crisis of developing intimacy versus isolation. The lecture concludes with differences between women and men in developing identity and intimacy.

31 min
Erikson's Later Stages—Adult Development
11: Erikson's Later Stages—Adult Development

Erikson's last two stages occur in adulthood and old age. Stage 7 is a crisis of developing generativity versus stagnation, and Stage 8 is a crisis of developing ego integrity versus despair. The last stage connects all the issues with which a person has already dealt.

31 min
Bowlby and Ainsworth's Attachment Theory
12: Bowlby and Ainsworth's Attachment Theory

This lecture introduces attachment theory by describing the personal histories and research of its creators. We continue with a "secure base," for which the theory was famous, and an attachment system for the adaptation of the species.

31 min
How Nature Ensures That Attachment Will Occur
13: How Nature Ensures That Attachment Will Occur

Bowlby rejected Freudian psychodynamic theory as inadequate to explain attachment. He turned instead to ethology theory, and its concept of innate releasing mechanisms. We discuss the allure of babyish features and their role in attachment, and attachment in the first year of life.

31 min
Development of Secure and Insecure Attachments
14: Development of Secure and Insecure Attachments

This lecture describes the normal development of a secure attachment, and Ainsworth's "strange situation" task—the most popular assessment for secure attachment. We examine insecure attachments: what they are, how they may predict several psychopathological problems in development, and causes.

31 min
Early Attachments and Adult Relationships
15: Early Attachments and Adult Relationships

Our discussion concludes with relations between early attachment and later relationships. Bowlby developed the "internal working model" of a child's attachment, which provides constant security, and influences subsequent attachments. Early attachments influence adult romantic relationships.

31 min
Bandura's Social Learning Theory
16: Bandura's Social Learning Theory

A fourth major theory, Albert Bandura's social learning theory, added a cognitive focus to learning theory. It showed how the influence of what one expects to happen is more important than what does happen. This focus led to the concept of "vicarious reinforcement."

31 min
Bandura's Self-Efficacy Theory
17: Bandura's Self-Efficacy Theory

Bandura extended the cognitive focus of his theory by arguing that a person's development of self-efficacy (or belief that one can have an effect on one's environment) determines the tasks one attempts and the skills one develops.

31 min
Piaget's Cognitive-Developmental Theory
18: Piaget's Cognitive-Developmental Theory

This lecture introduces the most important theorist in the field of child development, Jean Piaget. It describes Piaget's history and his attempt to combine naturalist biology and philosophy to create a field called genetic epistemology (how we come to know what we know).

31 min
Piaget's Early Stages
19: Piaget's Early Stages

Piaget's sequence of four major stages describes how we progress from infant to adult intelligence. Symbol use emerges by the end of infancy, the sensory-motor period. Preschoolers master symbolic skills in the pre-operational period.

31 min
Concrete Operations
20: Concrete Operations

The discussion of Piaget's theory continues by focusing on what preschoolers can and can't do, and how the five-to-seven year shift is a pivotal transition to Piaget's third stage, the concrete-operational period.

31 min
Piaget's Last Stage
21: Piaget's Last Stage

This lecture begins with a description of Piaget's Stage 4, the formal-operational period. This is a time of "idealistic" thinking. We consider examples of formal-operational logic, abstraction, and hypothetical thinking.

31 min
Vygotsky's Cognitive-Mediation Theory
22: Vygotsky's Cognitive-Mediation Theory

Lev Vygotsky was practically unknown to Western thinkers until recently, but his theoretical influence on development and education is constantly increasing. As a Russian theorist he believed that Marxism could provide a foundation for a better theory of psychological development.

31 min
Vygotsky's Zone of Proximal Development
23: Vygotsky's Zone of Proximal Development

Vygotsky argued that a person's level of development is not a specific point but a range or zone. This "zone of proximal development" shifts over time. We examine examples of "scaffolding," an important notion in education.

31 min
Conclusion—Our Nature and Development
24: Conclusion—Our Nature and Development

This concluding lecture uses the allegory of blind men describing an elephant to illustrate how different theories might give a partial or even false understanding of human nature and development. We discuss ways to integrate the major theories, using the example of gender role development. We end with a reprise: Where does the student now stand regarding major issues of human development?

31 min
Malcolm W. Watson

Pick the narrative that allows your own life to make the greatest sense or the greater sense.

ALMA MATER

University of Denver

INSTITUTION

Brandeis University

About Malcolm W. Watson

Dr. Malcolm W. Watson is George and Frances Levin Professor of Psychology at Brandeis University, where he has been teaching for over 25 years. He earned his B.A. in psychology from the University of Utah and pursued his graduate education in developmental psychology at the University of Denver, where he earned his PhD.  Professor Watson was the recipient of the first Michael Laban Walzer Award for Excellence in Teaching at Brandeis. He also taught at Boston College and was a member of the John D. and Catherine T. MacArthur Foundation Network for the study of transitions in early child development.  Dr. Watson is an active researcher. His research has been funded by the National Institute of Mental Health and the National Institute of Child Health and Human Development. His areas of interest include the development of symbolic play in children, the development of drawing and art in children, children's understanding of family roles and family conflicts, and the causes of aggression and violence in children and adolescents.   He has published numerous articles in journals and edited several books. 

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