Almost from the moment of birth, we are faced with the need to reorganize our ways of thinking as life's challenges arise. What happens to us in childhood plays a key role in who we are and how our relationships unfold as adults. Professor Malcolm W. Watson introduces you to six theories that have had the greatest influence on the study of human development.
Theories of Human Development
What happens to us in childhood plays a key role in who we are and how our relationships unfold as adults. Professor Malcolm W. Watson introduces you to six theories that have had the greatest influence on the study of human development.
Rated 4 out of
5
by
EngineerinVA from
It Sneaked Up on Me
This course starts slow but it picks up. The listener must be patient. It is more useful than it seems at first.
The crux of this course is how developmental psychology evolved through six stages: (1) Psychodynamic Theory by Sigmund Freud; (2) Psycho-Social Theory by Erik Erickson; (3) Attachment Theory by John Bowlby and Mary Ainsworth; (4) Social Learning Theory by Albert Bandura; (5) Cognitive-Developmental Theory by Jean Piaget; and finally (6) Cognitive-Mediation Theory by Lev Vygotsky. The first two stages were historically descriptive with little or no experimental basis. Consequently, this part of the course may come across as hand-waving pop science. However, Attachment Theory by Bowlby and Ainsworth started to have an empirical foundation; this significantly improves the credibility of the science (and the lectures).
Dr. Watson is a reasonably good lecturer by The Great Courses (TGC) standards. He has a calm lecture style. He presents both peer-reviewed studies and personal anecdotes to illustrate his points. I was frustrated through the first one-third of the class, thinking it was all light-weight and without empirical foundation until we got to the Attachment Theory part; it would have helped if Dr. Watson had noted that a change was forthcoming.
The course guide is average by TGC standards. It is in outline format as opposed to narrative or bullet format. It averages nearly 6 pages per lecture, which seems to be about average by TGC standards. However, there are no graphics in the course guide, not even the obligatory portrait of Sigmund Freud. There is a short timeline, a useful glossary, a few biographical notes, and a bibliography with short comments on how the reference might be useful.
I used the audio streaming version. It is also available as a DVD. I suspect that some visual graphics might have been somewhat helpful but probably not a significant improvement.
The course was published in 2002.
Date published: 2023-04-03
Rated 5 out of
5
by
Fera from
Greatly Helpful
All things aside, the simple fact that you are a human must be a the reason for learning about the psychological development of human with the aid of a thinking mind. There are certainly a lot of issues unsolved from our early development that require a re-spection. And, this course is great guide.
My sincere Gratitude to The Teaching Company and professor Malcolm W. Watson
Date published: 2022-09-25
Rated 5 out of
5
by
Catinlap from
Good study of developmental theories
This is a great presentation of the various theories of human development, and it shows how the various theories support one another.
Date published: 2021-08-16
Rated 5 out of
5
by
MarleysGhost 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
Challenger 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
grandma 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
Pshrink 30 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
FixerUpper 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
Overview
About
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.
01: 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
02: 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
03: 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
04: 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
05: 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
06: 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
07: 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
08: 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
09: 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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
