Introduction
Life cycle development in humans refers to the physical and mental changes that occur throughout an individual’s lifetime. These changes can be divided into three primary stages: childhood, adolescence, and adulthood. Each stage is marked by specific benchmarks that an individual must meet to advance to the next stage.
The development of the human life cycle and physiological growth has been the subject of diverse explanations by scholars. For example, the theories of Jean Piaget, Leonie Sugarman, and Erik Erikson. These theories provide a deeper understanding of the many stages of human development. The environment in which a person interacts determines their conduct and character.
Case Summary
Sophie is an 11-year-old girl who lives with her father, Tom, and her siblings, Adam (13) and Melanie (16), after her mother died when Sophie was four. Melanie identifies as a lesbian and is active in LGBT advocacy, which causes frequent arguments with Tom that Sophie often witnesses. Adam has high-functioning autism and tends to isolate himself, while Melanie is socially active, leaving Sophie feeling lonely and disconnected.
Sophie has a strained relationship with Tom’s partner, Victoria, who has lived with the family for several years. Victoria has fibromyalgia, works full-time as a hospital pharmacist, and often cares for the children when Tom, a paramedic, works long or night shifts. Tom and Victoria frequently argue about finances, childcare, and Tom’s alcohol use. Sophie often misses school, claiming she feels unwell or tired, eats very little, and rarely completes her homework, which appears to be contributing to her underweight appearance for her age.
Human Life Cycle Stages and Influencing Factors
Theoretical Background
Every human, including Sophie, must experience the various stages of life, characterized as life cycle development, during a typical lifetime. People move through various stages of life as they interact with peers, acquire knowledge, or change their living conditions. Humans share beliefs, activities, and interests during developmental phases (Bee, 1994). Individuals encounter a larger degree of nuance during their life cycle development, allowing them to think, experience, and feel differently as they mature (Becket & Taylor, 2016).
An individual’s interactions with nature and nurture shape their life cycle development. Nature determines the hereditary traits of a person’s personality, but nurture is modified by interactions and life events (Becket & Taylor, 2016). The concept of nature and nurture relies on the theories of Jean Piaget and Leonie Sugarman (Sugarman, 2001).
According to Piaget’s thesis, children are active learners who develop their understanding of the world. He believed that children experience four stages of cognitive development: sensorimotor, preoperational, concrete operational, and formal operational (Sugarman, 2001). The premise of Sugarman’s thesis is that children are social beings who acquire knowledge through interactions with others. She felt that children have four stages of social development: self-awareness, self-regulation, social competence, and social responsibility (Sugarman, 2001). Nature and nurture play important roles in forming a person’s personality. The child is more likely to behave aggressively if the parent exhibits aggressive behavior (Becket & Magnard, 2017). Consequently, an individual’s personality is the product of interaction with the environment or genetic heritage.
Analysis of Sophie’s Developmental Stages
Infancy
The progression of the human life cycle comprises distinct stages. For example, the earliest stage of human development is infancy, which typically lasts from birth to one year (Sugarman, 2017). During the baby period, Sophie’s body develops and obtains gross motor abilities such as mobility. Sophie desires exploration and interaction with her family at this age, both socially and emotionally.
During this time, the infant builds relationships with their caregivers (Becket & Magnard, 2017). During this time, the infant is cared for and trusts the parent or guardian (Becket & Magnard, 2017). Sophie’s cognitive development enables her to learn through observing the conduct of her carers. Sophie trusts her father, Tom, and her siblings, Adam and Melanie, because of the care they have provided her.
Early Childhood
Sophie is three years old, during which most children experience the early childhood life cycle. During this period, Sophie’s physical development rises, resulting in a growth in size compared to her infant years (Sugarman, 2017). Sophie develops an emotional and cognitive sense of independence, self-confidence, and mistrust that fosters her autonomy during this period (Sugarman, 2017). Sophie makes contact with her family members, allowing her to identify her household, which consists of Tom (her father) and her siblings, Adam and Melanie.
Preschool
At age four, Sophie enters a new developmental stage called the preschool years. Sophie does not develop physically at this age, and her physical health deteriorates since she does not eat (Bowlby, 1969). The rate of development is sluggish and irregular, resulting in diminished height, weight, and skeletal and muscular system development.
Cognitively, Sophie is currently attempting to learn independently and become more knowledgeable; therefore, she does not respond when Melanie and her father, Tom, argue(Bowlby, 1969). At this point, Sophie’s feelings demonstrate how she expresses and regulates her emotions (Bowlby, 1969). Sophie does not go out socially since she dislikes interacting with others and exchanging memories. She develops emotionally observant, silent, and gloomy behaviors.
School
At eleven, Sophie transitions into the school-age phase of her life. Cognitively, Sophie can now make her own decisions(Sugarman, 2001). For example, she rarely develops a sense of humor, which makes her feel lonely. Sophie dislikes interacting socially, so she does not have as many friends as her sister Melanie. Sophie’s family does not help her develop socially because she rarely attends school, eats, or completes her homework; consequently, Sophie does not create a sense of identity that establishes roles and purposes in her life.
Sophie develops a sense of emotional insecurity due to her mistrust of Victoria, Tom’s new wife, who has lived with Tom’s family for several years. This causes her to feel shame, self-doubt, and guilt, which hinders her personal development. Sophie, for instance, does not desire to eat, attend school, or have friends. She develops a gloomy disposition that makes her feel alone.
Application of Theories
Bowlby and Ainsworth’s Theory
Different theories have been utilized to explain human life cycle development. For example, Bowlby and Ainsworth’s (Attachment theory) ideas describe a lasting psychological connection between humans (Walker, 2017). When children are separated from their parents or primary caregivers, theorists attempt to comprehend the psychological torment they endure (Walker, 2017). The child’s primary caregiver influences the child’s behavior and motivational patterns.
At this age, children seek closeness with their caregivers, who provide them with care and comfort (Becket & Taylor, 2016). The child develops stimuli associated with their caretaker, such that the child’s crying is associated with her mother, a typical pattern known as ‘social suppressors’ (Bowlby, 1958, p. 370). When a child is separated from a parent or primary caregiver, ambivalent attachment develops, resulting in stress. The advantage of Bowlby and Ainsworth’s ideas is that the thoery enables the child to create a crucial attachment with their caregivers, consequently influencing their behavior (Bowlby, 1969). However, if the child loses contact with the caregiver, this may harm their life.
According to Sophie’s case study, she was estranged from her mother at four. This deprives her of emotional intimacy, negatively impacting her social and emotional life (Bowlby, 1958, p. 370). As a result, Sophie lacks familial attachment and dislikes making new friends. Due to a lack of connection with her family, Sophie hesitates about attending school, citing fatigue and illness as her primary reasons for not wanting to attend. Sophie’s family does not appear concerned by her claims of not attending school.
Erikson’s Theory
The psychological development theory of Erik Erikson is another theory that is used to provide insights into life cycle development. The theory describes how social interaction and relationships are crucial to an individual’s development(Walker, 2017). The Erickson theory employs the epigenetic principle, which suggests that people develop according to environmental patterns.
The theory creates a conflict of interest, allowing individuals to develop or fail to develop the psychological quality (Bowlby, 1969). A person must establish psychological power to develop the essential skills to manage situations effectively. If a person develops psychological strength, they will acquire the skills necessary to deal with life’s challenges in an amicable manner.
At various stages of the life cycle development, Erik Erikson’s theory of psychological development is implemented (Walker, 2017). According to Sophie’s case study, the conflict of interest at the infant stage is trust and mistrust. Sophie’s relationship with her family members causes her to earn their trust to the point where she will never like Veronica.
Sophie develops a sense of autonomy and self-assurance in early childhood, enabling her to identify her family members. After her mother’s passing, Sophie initially feels estranged from the rest of her family, which causes her to experience guilt. Sophie becomes socially and emotionally detached from her surroundings due to this influence.
Sophie develops a psychological behavior of inferiority during her school years, which disconnects her from essential activities such as attending school. As a result of the psychological behavior that Sophie has developed, she is unable to make friends, unlike her sister Melanie (Bowlby, 1958, p. 368). The advantage of applying Erik Erikson’s psychological development theory to life cycle development is that it allows an individual to progress from one stage to the next; thus, it influences an individual’s social and cultural behavior throughout their lifespan (Walker, 2017). Nonetheless, the theory does not specify how to remedy a person’s negative psychological behavior
Human Needs and Their Impact on Development
Maslow’s Model
A need is a necessity without which an individual cannot survive. Different theories classify needs, such as Maslow’s hierarchy of needs and Bowlby’s attachment theory (Sugarman, 2017). Individuals cannot exist without the Maslow hierarchy of needs, also known as psychological needs. Food, shelter, and clothes are some of the most fundamental psychological requirements. When a person’s essential needs have been met, they tend to become more safety-conscious (Backet & Magnard, 2017). People take precautions to protect themselves from harm, an unclear future, poor health, and suffering.
Humans’ social needs tend to bind them to their loved ones; hence, social needs can foster friendship, familial relationships, and social organizations. People at this level tend to avoid isolation, despair, and anxiety (Becket & Taylor, 2016). Effective attachment can lead to a healthy lifestyle, which can affect an individual’s health.
As one ascends the hierarchy, fulfilling social wants makes esteem needs more prominent. Individuals create a sense of respect due to their most pressing needs, making them feel valued and significant (Becket & Taylor, 2016). Self-actualization is the highest level in Maslow’s hierarchy of needs (Becket & Taylor, 2016). At this level, a person achieves life goals, gains new abilities, and faces new problems.
Bowlby’s Theory
Another vital explanation of needs is John Bowlby’s attachment theory, which states that individuals tend to form a strong attachment to what they perceive to be comforting (Walker, 2017). Attachment theory assists youngsters in forming loving ties with their primary caregivers (Sugarman, 2001). The caregivers build a sense of security for their infants, providing them with a secure foundation to explore their surroundings (Bowlby, 1958, p. 368). Children’s security requirements are crucial for their development since they provide them with the confidence, comfort, and abilities required to explore the world.
Application of Theories
At various periods of her life span, Sophie’s needs include Maslow’s physiological and social needs (Walker, 2017). Since their “mother” and father care for the entire family, Sophie’s fundamental requirements are fully met. Sophia’s social needs include protection against all forms of suffering and health and wellness (Bowlby, 1958, p. 354). Since she is not subject to physical abuse, Sophia is well protected. Sophie asserts that her inability to attend school is primarily due to exhaustion and pain. In addition, Victoria accuses Tom of being irresponsible in caring for the family (Walker, 2017).
In addition, John Bowlby’s theory of attachment, which describes the security requirements of children during their growth and development, explains the importance of attachments (Bee, 1994). Sophia has been emotionally tormented since her mother’s passing. This hinders her from acquiring the same sense of friendship as her sister Melanie.
Different periods of life necessitate distinct needs. For instance, infants require milk, toddlers require food that they can chew and swallow, school-aged children require nutritious food to nourish their growing bodies, and adults require food that supplies them with the necessary energy to live their lives (Bee, 1994). A vast array of services is available to assist individuals in satisfying their requirements at various phases of life. For example, newborns, toddlers, school-aged children, and adults can choose from various foods(Sugarman, 2001). Many tools are also available to assist people in making good dietary decisions at every stage of life.
Different methods might be impacted by satisfying or not meeting needs. The fulfillment of their needs prompts children’s development. Children’s physical, emotional, and psychological development is influenced by fulfilling their needs (Sugarman, 2001). Children’s physical fitness improves their well-being and, consequently, their health (Bee, 1994). In addition, once a child’s requirements are met, they develop the required abilities and talents to face challenges and participate at a high level of intensity in academics, sports, and social life (Bee, 1994). Children can appreciate life’s worth to its fullest extent when their needs are met (Bowlby, 1969).
On the other side, the unfulfillment of children’s needs harms their growth. Due to a lack of health treatment and psychological trauma, the children’s health condition deteriorates (Bowlby, 1958, p. 364). Moreover, unmet demands in children can result in stress that negatively affects the child’s life in various ways (Becket & Taylor, 2016). For example, the child’s academic background does not provide a solid foundation for success, or they lack peers with whom they may interact
Social Identity Conflicts
Various theories have been employed to describe the identity that humans hold. For example, the social identity theory is a framework that assists individuals in understanding their place within a group (Bee, 994). Their group determines a person’s behavior and sense of self-worth (Bowlby 958). The theory identifies the group into which a person falls, producing a self-image based on ethnicity, gender, race, or sexual orientation (Bowlby 958).
Melanie’s ethnicity is revealed because she is listed in Sophia’s case study as a lesbian and LGBT rights activist. In addition, the racial composition of Sophie’s family is distinct. Victoria, like Sophie’s mother, is white, although Sophie’s father is black.
The class conflict hypothesis is shown through the Sophie case study. Victoria, Sophie’s “mother,” is a full-time hospital pharmacist, whereas Tom, Sophie’s father, is a full-time emergency medical technician. They argue over money even though both parents have jobs.
In Sophie’s case study, there are various types of impairments. Autism spectrum condition (ASD) affects Sophie’s brother, Adam. In addition, Victoria, Sophie’s “mother,” has fibromyalgia, which causes her to feel tired and ill. All these categories of disability described in the case study illustrate the medical model of disability theory. A sense of safety, security, belonging, love, and self-esteem is essential for a child’s growth (Becket and Magnard, 207). The ability to explore and learn about one’s environment, the chance to express one’s emotions, and pleasant interactions with adults and other children are all essential for children’s development.
Different qualities, such as ethnicity, sexual orientation, gender, poverty, and disability, can affect an individual’s development and experience. Different genders influence development and experience (Bee, 1994). For instance, males and females frequently have different hobbies, which might result in distinct life experiences.
In addition, gender can influence how individuals interact with others, affecting their growth and experiences (Bee, 1994). A person’s race may affect their growth and experiences in numerous ways. For example, persons of a minority race may experience discrimination and/or prejudice, which can lead to feelings of inferiority and/or isolation (Walker, 2017).
Additionally, members of a minority race may have fewer chances available to them, which can hinder their capacity for development and growth (Walker, 2017). Many religions may influence development and experience differently (Becket & Taylor, 2016). For instance, some faiths may emphasize helping others significantly, which could develop a strong sense of empathy among their adherents (Becket & Taylor, 2016). Other religions may emphasize personal growth and development, increasing self-awareness and introspection among their adherents.
In several ways, disability affects development. It can impact physical, cognitive, social, and emotional development (Bowlby, 1969). In addition, a disability might hinder a person’s ability to communicate, participate in activities, and develop relationships.
Sexual orientation can influence a person’s growth and experiences in various ways. For instance, those who identify as LGBTQIA+ may be subject to discrimination and prejudice from others, which can negatively influence their mental and emotional health. Additionally, they may find it challenging to build strong relationships with others, as they may feel compelled to conceal their true identity (Bowlby, 1969). Moreover, LGBTQIA+ individuals may feel that they do not fit into standard gender norms and expectations, resulting in confusion and alienation.
Children have various developmental demands. Sophie develops the demands for love and affection, security and stability, approval and attention, and autonomy and independence. The child’s development may be negatively affected (Bee, 1994). Sophie, for instance, does not receive sufficient love and affection; as a result, she has trouble building attachments and self-esteem. Sophie lacks a secure and stable environment, which may make her more susceptible to anxiety and sadness and hinder her ability to build trust. Moreover, because Sophie does not receive sufficient attention and approval, she develops a sense of self-worth and may retreat and isolate herself.
The relationship between a child’s physical needs and cognitive and social development is vital. For instance, Sophie is ill and exhausted; as a result, she has difficulty concentrating on academics and establishing friends. Moreover, because Sophie does not receive sufficient attention, she becomes withdrawn, impeding her cognitive growth. The relationship between a child’s physical, emotional, and social requirements is close (Becket & Taylor, 2016)—for instance, Sophie’s inability to concentrate and increased irritability result from her feeling insecure and unsupported.
Conclusion
In conclusion, human beings experience life cycle development during their lifespan. Humans share interests and beliefs in their life cycle development. People develop degrees of nuance, which enable them to think and experience life differently as they grow.
Different theories related to human development have been explained, such as those of Erik Erikson, Sagerman, and Jean Piaget. Various approaches have been used to describe the identity that humans hold. The human life cycle development recognizes the need for Maslow’s hierarchy of needs and the attachment theory of needs. In his hierarchy of needs, Maslow considers basic needs as the critical needs an individual satisfies before moving to security and esteem needs. The attachment theory also states that children’s development is determined by the amount of security a child receives during the growing period.
Reference List
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Bee, H. (1994) Lifespan Development. New York Harper Collins
Bowlby, J. (1958) The Nature of child’s Tie to His Mother. International Journal of Psychology, 39, 350-371.
Bowlby, J. (1969) Attachment and Loss Vol 1 loss. New York: Basic Books.
Sugarman, L. (2001). 2nd edition. Life-Span Development: Framework, Accounts and Strategies. Routledge.
Walker, S. (2017) Effective Social Work with Children, Young People and Families: Putting Systems Theory into Practice. London. Sage.