Identify the Human Development theories that had supported discontinuous development
A. Information processing theory of cognitive development
B. Kohlberg's theory of moral development
C. Erikson's theory of Psycho-social development
D. Vygotsky's theory of socio-cultural development
E. Piaget's theory of cognitive development
Choose the most appropriate answer from the options given below:

Correct option is A

· Kohlberg's theory of moral development (B) supports discontinuous development. Kohlberg proposed that moral development occurs in stages, moving from simpler to more complex levels. Each stage is qualitatively different from the others, signifying a discontinuous process. His stages of moral reasoning (Preconventional, Conventional, and Postconventional) mark distinct shifts in how individuals reason about moral dilemmas, each representing a new mode of thinking about right and wrong.
· Erikson's theory of psychosocial development (C) also supports discontinuous development. Erikson’s model consists of eight stages, each characterized by a psychosocial conflict that must be resolved for healthy development. These stages represent different stages of life with distinct challenges, suggesting discontinuity as individuals face different developmental tasks at each stage of life.
· Piaget’s theory of cognitive development (E) supports discontinuous development. Piaget proposed that children move through a series of fixed stages (Sensorimotor, Preoperational, Concrete Operational, and Formal Operational). These stages are qualitatively different from each other, showing clear breaks between different modes of thinking as children grow.
Information Booster:
The idea behind discontinuous development is that development occurs in distinct stages, each of which is qualitatively different from the next. This contrasts with continuous development, where growth is seen as gradual and cumulative without clear breaks. The discontinuous theories typically focus on the idea that an individual’s capacities change significantly between stages, not just quantitatively but qualitatively. Each stage represents a new level of cognitive, emotional, or social functioning, which may not simply be an extension of the previous stage but a completely new way of thinking, feeling, or behaving.
For example, in Piaget's cognitive development theory, the transition from the Preoperational to the Concrete Operational stage marks a significant change in the child’s ability to think logically about concrete objects, which is an example of discontinuity in cognitive processing. Similarly, Erikson’s psychosocial stages show that the challenges and tasks of adolescence (such as the formation of identity) are fundamentally different from those of early childhood (such as trust vs. mistrust), signaling a shift in developmental focus.
Incorrect Options:
· Information processing theory of cognitive development (A) doesn't fully support discontinuous development. Information processing theory suggests that cognitive development is more continuous, as it focuses on how individuals' processing capacity, attention, memory, and strategies improve gradually over time, rather than in distinct stages.
· Vygotsky’s socio-cultural theory (D) emphasizes the role of social interaction and culture in learning but does not propose distinct stages of development. Instead, Vygotsky suggested that development is influenced by interaction with more knowledgeable individuals and is more continuous, with developmental changes occurring through collaborative activities rather than marked stages.