What is the Havighurst Developmental Tasks Theory?

Although many theorists are responsible for contributing to the Developmental Tasks Theory, it was Robert Havighurst who elaborated on this development theory in the most systematic and extensive manner.

The main assertion of the Havighurst developmental tasks theory is that development is continuous throughout a person’s entire lifespan, occurring in stages. A person moves from one stage to the next by means of successful resolution of problems or performance of certain developmental tasks. These tasks are typically encountered by most people in the culture where that person belongs.

According to the Havighurst developmental tasks theory, when people successfully accomplish the developmental tasks at a stage, they feel pride and satisfaction. They also earn the approval of their community or society. This success provides a sound foundation that allows these people to accomplish the tasks that they will encounter at later Havighurst developmental stages.

Conversely, when people fail to accomplish the developmental tasks at a stage, they’re often unhappy and are not accorded the desired approval by society. This results in the subsequent experience of difficulty when faced with succeeding developmental tasks at later Havighurst developmental stages.

The Bio-Psychosocial Model of Development

Robert Havighurst proposed a bio-psychosocial model of development. According to Havighurst’s Developmental Tasks Theory, the developmental tasks at each stage are influenced by a person’s biology (physiological maturation and genetic makeup), his/her psychology (personal values and goals), as well as his/her sociology (specific culture to which the individual belongs).

Biological Influences

Some Havighurst developmental tasks are evolved out of the biological characteristics of humans and are faced similarly by people of any culture.

An example of this happens in child development – learning how to walk for infants. Being a skill that depends on maturation and genetically determined factors, the mechanics involved in learning how to walk are virtually the same and occur at generally the same time for children from all cultures.

Other developmental tasks in child development that stem from biological mechanisms include learning to talk, exercising control over bodily functions, as well as learning skills typically utilized in children’s games, to name a few.

Havighurst pointed out the importance of sensitive stages which he considered to be the ideal teachable moments during child development. At these stages, children demonstrate maturation at a level that is most conducive to learning and successfully performing the developmental tasks at these stages.

Psychological Influences

Psychological factors that emerge from a person’s maturing personality and psyche are embodied in his/her personal values and goals. These values and goals are another source of some developmental tasks such as establishing one’s self-concept, developing relationships with peers of both sexes and adjusting to retirement or to the loss of a spouse.

Social Influences

There are other developmental tasks that arise from the unique cultural standards of a given society. These tasks may be observed in different forms in varying societies or, alternatively, may be observed is some cultures but not in others.

For example, someone who belongs to an agricultural community might make the preparations for an occupation such as becoming a farmer at an early age. Members of an industrialized society, on the other hand, require longer and more specialized preparation for an occupation. Therefore, they tend to embark on this developmental task later in life.

Other culturally-based developmental tasks include achieving gender-appropriate roles and becoming a responsible citizen.

The Havighurst Developmental Stages

Robert Havighurst proposed a list of common critical developmental tasks, categorized into six stages of development. The table below shows a partial list of Havighurst developmental tasks.

Conclusion

The applications of the Havighurst Developmental Tasks Theory extend to the field of education and have asserted influences over educators and psychologists worldwide.

Although this theory has its roots in the 1930s, it continues to stimulate the insights of contemporary developmental psychologists, prompting the publication of new manuscripts and books based on the concepts of the developmental tasks theory.

Over the years, the reception and interpretation of Havighurst’s developmental tasks have evolved with the upsurge of new findings. Nevertheless, this theory has remained robust in its testimony that development is continuous throughout the entire lifespan of an individual.