snhu final

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Development

LaPorscha Terrell

PSY-632-X2305

Developmental Psychology

Dr. R

January 13, 2024

Draft of the Theoretical Foundations

Research and Theoretical Foundations Developmental Delays

A. Analysis of the Contemporary Developmental Psychology Research

Contemporary developmental psychology research is concerned with the identification and treatment of developmental delays. Some of the classic theories like Erikson's psychosocial and Piaget's stages of cognitive development offer key information regarding the occurrence of developmental issues. For example, Erikson's theory emphasizes resolving crises at each stage, whereas Piaget's theory sheds light on cognitive growth milestones (Orenstein & Lewis, 2022: Eisenhower et al., 2009). According to research, delays significantly impact physical, mental, emotional, and social well-being. Early detection is critical, and risk factors such as low birth weight and birth problems highlight the need for effective screening approaches. Long-term repercussions include intellectual deficiencies associated with an increased risk of substance misuse and criminal activity.

B. Application of the Core Themes of Development Psychology

I. Nature and Nurture

The nature vs. nurture debate is focused on the dynamic relationship between inherent genetic features (nature) and extrinsic environmental influences (nurture). Both classical and contemporary perspectives support the idea that developmental delays linked to cognitive, social, or motor skills are due to the complex interaction between an individual's genetic predispositions and the environment (Maryville University, 2020). Classic thinkers like Freud and Erikson’s work helped in guiding the process of recognizing the impact of nature and nurture regarding the development of humans. Contemporary research approves the interconnectedness and reveals that genetic vulnerabilities are a risk to developmental delays. They also approve that environmental factors worsen or alleviate such issues.

II. Continuity vs. Discontinuity

Classic developmental theories, such as Piaget's stages of cognitive development, describe a discontinuity model in which human growth occurs in distinct, sequential stages. According to Piaget's theory, people undergo structured cognitive phases, each distinguished by cognitive achievements. This is consistent with the notion of developmental discontinuity. Conversely, contemporary viewpoints value a more complex interpretation incorporating continuity and discontinuity (Mcleod, 2023). Recognizing that development is a combination of slow and sudden changes, contemporary theories emphasize a continuous spectrum, admitting that some aspects of development continue smoothly. In contrast, others unfold in more discontinuous, stage-like transitions.

III. Stability vs. Change

Classic developmental theories significantly contribute to the study of long-term stability and change. The long-term impact of developmental delays emphasizes the stability aspect. It implies that these issues continue and may affect various aspects of a person's life as they progress through developmental stages. However, therapies aimed at resolving developmental delays cause positive improvements, threatening the possible long-term stability of these difficulties (Miller, 2022). Interventions can be designed to encourage positive improvements by drawing on classic theories and contemporary findings, supporting adaptive development, and minimizing the long-term effects of developmental delays on cognitive, emotional, and social well-being.

Draft of the Program Selection

C. Program Selection: Early Interventions for Development Delays

i. Program Target and the Focus

This chosen program, which is thoroughly anchored in both classic and contemporary developmental theories, focuses on prescriptive early intervention for a wide range of developmental disabilities. It is comprehensive in scope and focuses on cognitive, social/emotional, speech/language, and fine/gross motor skills (Mardiyanti & Case, 2021). The program strives to give a holistic and complex approach to early intervention by incorporating findings from both classic and modern perspectives, while also understanding the wide range of developmental issues.

ii. Assessment and Treatment Methods

The admissions process stresses diversity, drawing on traditional and contemporary developmental theories. Cultural, ethnic, and socioeconomic characteristics are carefully evaluated in assessments, resulting in a personalized approach that values individual variety. The intervention approaches reflect this sensitivity, drawing on insights from both ancient and modern philosophies (Mardiyanti & Case, 2021). The program emphasizes understanding and addressing the needs of diverse communities, stressing that effective interventions must be culturally, ethnically, and socioeconomically appropriate.

iii. Alignment with Developmental Theory

This program is closely aligned with critical ideas taken from classic developmental theories. Drawing on core concepts such as Erikson's psychosocial phases and Piaget's cognitive stages, the program maintains consistency in its assessment methodology. Furthermore, therapy approaches adhere to traditional and contemporary developmental theories, with any detected changes scrupulously supported by solid research evidence (Mardiyanti & Case, 2021). This method ensures a thorough and seamless integration of developmental principles, facilitating successful intervention techniques for addressing developmental delays.

References

Eisenhower, A. S., Baker, B. L., & Blacher, J. (2009). Children’s delayed development and behavior problems: Impact on mothers’ perceived physical health across early childhood. Social Science & Medicine, 68(1), 89–99. https://doi.org/10.1016/j.socscimed.2008.09.033

Mardiyanti, M., & Case, A. (2021). Developmental assessment and early intervention for children with developmental delays: A case study in South Australia. Belitung Nursing Journal, 7(3). https://doi.org/10.33546/bnj.1480

Maryville University. (2020, October 8). Nature vs. Nurture Child Development. Maryville Online. https://online.maryville.edu/blog/nature-vs-nurture-child-development/

Mcleod, S. (2023, November 29). Jean piaget’s theory of cognitive development. Simply Psychology. https://www.simplypsychology.org/piaget.html

Miller, P. H. (2022). Developmental theories: Past, present, and future. Developmental Review, 66, 101049. https://doi.org/10.1016/j.dr.2022.101049

Orenstein, G. A., & Lewis, L. (2022, November 7). Erikson’s stages of psychosocial development. PubMed; StatPearls Publishing. https://www.ncbi.nlm.nih.gov/books/NBK556096/