Although many theorists are responsible for contributing to the Developmental Tasks Theory, it was Robert J.

Havighurst who elaborated on this theory in the most systematic and extensive manner.

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

When people successfully accomplish and master these developmental tasks, they feel pride and satisfaction,
and consequently earn the approval of their community or society. This success provides a sound foundation
which allows them to accomplish developmental tasks that they will encounter at later stages.

Conversely, when people fail to accomplishing a developmental task, they’re often unhappy and are not
accorded the desired approval by society, resulting in the subsequent experience of difficulty when faced with
succeeding developmental tasks.

Havighurst’s Developmental Tasks Theory suggests that we are active learners who continually interact with a
similarly active social environment.

Havighurst proposed a bio psychosocial model of development, wherein the developmental tasks at each stage
are influenced by an individual’s biology (physiological maturation and genetic makeup), his psychology
(personal values and goals), as well as his sociology (specific culture to which the individual belongs).

Some developmental tasks evolve out of the biological character of humans and are therefore faced similarly by
all individuals from any culture. An example of this is 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 that stem from biological mechanisms include learning to talk, exercising control
over bodily functions, learning skills typically utilized in children’s games, and coping with physiological changes
related to aging, to name a few.

Havighurst pointed out the importance of sensitive periods which he considered to be the ideal teachable
moments during which an individual demonstrates maturation at a level that is most conducive to learning and
successfully performing the developmental tasks.

Psychological factors that emerge from the individual’s maturing personality and psyche are embodied in
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.

There are other developmental tasks, however, that arise from the unique cultural standards of a given society
and as such, may be observed in different forms in varying societies or, alternatively, may be observed is some
cultures but not in others. One such task would be preparing oneself for an occupation.

An individual who belongs to an agricultural community, for instance, might make the preparations for an
occupation such as becoming a farmer at an early age, possibly in middle childhood or in adolescence. 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 sometime during early adulthood. Other
culturally-based developmental tasks include achieving gender-appropriate roles and becoming a responsible
citizen.