Dynamic Skill Theory

Developed by Kurt W. Fischer (Harvard University) in 1980, the theory of dynamic competencies (“Dynamic Skill Theory”) primarily illuminates the parallel development of initially fragmented functions and skills in a dynamic interplay with their environment, and considers personal development across various levels of differentiation and integration.

Based on classical development theories, children and later adults develop competencies in certain developmental cycles in a similar manner, so that personal development occurs as a form of differentiation of biologically innate abilities, with the interaction with the environment determining which competencies are sustainably developed. Despite potentially similar basic foundations, each development proceeds individually, and thus the mature or less mature self-system reflects the interactive dynamics of innate predispositions and responses to the immediate environment. Fischer’s thesis is that systems and competencies develop through the combination and interaction of stable states (such as biological parameters) with various environmental conditions (caregivers, culture, etc.). According to Fischer, personal competencies initially develop in fragmented strands of a network, which can potentially be integrated across different levels of maturity.

The theory of dynamic competencies describes—similar to Erikson's 8-stage theory—development in various stages, with a particular focus, unlike other theories, on the fragmented yet parallel development of various competencies that are usually considered independently. Therefore, according to Fischer, development does not proceed along a traditional linear stage model, such as Piaget's, but is dynamic and non-linear.

Fischer's theory postulates four central stages of development. The first stage describes the fragmented form of information intake, a natural binary division into positive and negative affect biases. The second stage represents a basic level of initial integration ability, expressed in the capacity to independently switch between positive and negative affect biases. The third stage involves a form of partial integration, and the fourth stage involves stable integration. Within these four central stages, there are varying levels of representational capacity and abstraction ability, which can be examined across a total of twelve different competencies and four additional levels of abstraction.