Psychology

Social scientists employ several theories and approaches to explain social and personal development in children. The issue of primary continuity or discontinuity in childrens pro-social development has received conflicting views from social scientists. Although some experts argue that human social and personal development is a gradual process, others claim that primary pro- social development in children occurs in discrete stages. This paper critically examines the conflicting theories and approaches on the primary continuity or discontinuity in childrens pro-social development. In addition, the paper explains Erikssons psychosocial stage theory and the Jean Piagets theory of cognitive development and their perspective on continuous and discontinuous human social and personal development.

Continuous or discontinuous childrens pro- social development
There are two conflicting theories that explain human social and personal development. Some experts argue that human development is a gradual process that involves smooth growth and development of the primary pro-social characteristics. On the other hand, some experts believe that social and personal development is characterized by distinct changes and that childrens pro-social development is a step by step process characterized by distinct stages. Researchers have proposed several theories to explain the two conflicting approaches. The gradual change in human development has been referred to as the continuous development and its proponents argue from the perspective of human developmental quantitative changes. On the contrary, proponents of discontinuous approach to human development emphasizes on qualitative changes.

Continuous development has been described as the smooth human development process characterized by gradual social and personal growth and development. On the other hand, some experts suggest that human development processes is characterized by discrete steps with the individual exhibiting particular definable characteristics.  The issue of human social and personal development has been applied to a significant extend in explaining child development.

Continuous approach to child development
Proponents of the continuous approach to child development argue that children use their existing knowledge and skills to acquire more elaborate and useful skills and knowledges. The idea of continuous development is based on the observation that children growth and development occurs all the time in a smooth manner.

Discontinuous approach to human development
The proponents of discontinuous approach of child development believe that children experience discrete steps in their development where they suddenly acquire vital skills and knowledge then they retain those skills until the next level of development. For those children who fail to acquire certain skills in their stage of pro-social development, they become frustrated and further development is almost impossible.

Major Child development theories
It is important to note that several theories and approaches have been proposed to explain child social and personal development. Some of the most influential theories include the Erikssons psychosocial stage approach, Freuds psychosexual theory and the Piagets cognitive development theory. In addition, other theories with profound influence on the determination of child development include the bronfenbrenner ecological systems theory. However, the arguments on continuous and discontinuous development in this paper will examine the Erikssons psychosocial theory ad the Jean Piagets theory of cognitive behavior

Erikssons psychosocial stage theory
In social development studies, the Eriksson psychological stage theory has been applied to explain human development. One of the frequently reviewed questions on human development pertains to the development of egoism in children. Egoism refers to sense of personality and self consciousness. There is substantial evidence that human social interactions influence the growth of social identity in children (Sneed and Culang 2006). The proponents of the Eriksson psychological stage theory argue that human ego develops since childhood and continues to develop through out the ageing process. Similarly, the proponents of this theory believe that individual children acquire knowledges and skills from the interaction with other familiar people (Sander, 2005). Erickson psychosocial theory is based on the understanding that human development is a step by step process in which children acquire vital competencies depending on the inte4ractions and the lessons drawn from those interactions. In each stage of development, Erickson postulated that the child faces new challenges and conflicts in which existing skills help the child to come up with more elaborate skills. When such knowledges are applied successfully, the child develops ego strength and moves on to the next level of social development. Experts who support this theory of pro-social development point out that the interaction of the child and the care giver is the most influential factor in determining the childs social characteristics and level of trust on personal abilities (Conway and Stricker 2003).  Under Erikssons theory, the second stage of child social and personal development is the development of personal control. Children who achieve this feel adequately confident to move to the next level of development. According to Eriksson, children development occures in discrete steps to develop social relationships and identity. Erickson postulated that this development sta4rts from the stage of building trust or mistrust, sense for autonomy or shame, initiative or guilt and industry versus inferiority. 

Jean Piagets theory of cognitive development
The Jean Piagets theory of cognitive development is one of the theories used to explain the development of Childs social and personal behavior. Under the pageants theory of cognitive development human development is described as a continuous and systematic change involving states and transformations. However, it is notable that under Jean Piagets theory there are systematic changes that take the form of transformations and states. In this case, transformations describe changes in the abilities of an individual. On the other hand, states describe the characteristic conditions between the transformations.

In this regard, Piaget argued that for individuals to develop intellectually, they must adapt to transformational and adaptive functions (Santrock, 2008).  Most importantly, Piaget proposed that children use operative intelligence to form perceptions and understanding of things. This process involves both the transformation and static aspects. Piaget developed an effective tool for the explanation of the primary continuity in children cognitive development.

Conclusion
There is conflicting scientific evidence on the issue of primary continuity or discontinuity in childrens pro-social development. The proponents of Erikssons psychosocial stage theory suggest that human social and personal development is a continuous process, while those supporting Jean Piagets theory of cognitive development propose that human development is a discontinuous process. In light of these conflicting perspectives, it is notable that adequate research needs to be done to gather enough scientific evidence and establish a clear position on the primary childrens pro-social development.