An important question, which continually confronts in the sketch of tike ontogenesis, is how to best characterize the nature of developmental change. in that location be two contrasting views on development change. correspond to those who hold the first view, development is best viewed as a continuous functioning, meaning that development is viewed as a process of gradual accumulation of conduct, skills or knowledge. According to the continuous hypothesis, development is a relatively smooth process without distinct stages. It nub development proceeds in a smooth and smashing fashion.
In contrast, those who hold the second view would suggest that developmental change is best viewed as a discontinuous process. This theory suggests that behavior, skills and knowledge change with time.
Reflecting on the theory of continuity vs discontinuity, child ‘A’ when he was born until now when he is 21 age of age, unitary could see that his growth in tallness evolved fairly gradual and predictable progress towards adulthood, thereby making it a continuous development.
Using the same child ‘A’, development change would be discontinuous when we identify only(prenominal) milestones of development associated with a known chronological age range, during which behavior and physical characteristics are qualitatively different. For example, when child ‘A’ was a new born, his behavior and physical characteristics were very different from when he was an adolescent making growth and development discontinuous.
According to these theories, children are fundamentally different depending upon their stage, which generally co-relates with age and movement from one stage to another. The intellectual development of children during the elementary school years is very concrete whereas in the adolescents, there is an increase in abstract thinking skills. Therefore, development proceeds in clear-cut steps making it discontinuous.
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