TEACHERS’ EDUCATION PROGRAM

CPE
PED I

CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES

STUDENT LEARNING MODULE 3

DEVELOPMENTAL THEORIES AND OTHER RELEVANT THEORIES

POLYTECHNIC COLLEGE OF BOTOLAN

Botolan, Zambales

NOTE:
Do not write anything here. Write your answers on separate sheets provided at the back matter of this Student
Learning Module.

Module 3|Page 1
 Republic of the Philippines
POLYTECHNIC COLLEGE OF BOTOLAN
(Formerly Botolan Community College)
Botolan Zambales
E-mail: [email protected]
Website: www.pcbzambales.com
Contact #: 0949 155 3113

TABLE OF CONTENTS
PAGE
ENGAGE Activity 1: Activate Prior Knowledge 3
EXPLORE Activity 2: Prove Me 3
Introduction to Development al Theories 4
EXPLAIN Freud’s Psychosexual Developmental Theory 5-8
Erikson’s Psychosocial Developmental Theory 8-14
ELABORATE Activity 3: Know Thyself 14
EVALUATE Powerpoint Presentation 14
REFERENCES Electronic References 14
ANSWER SHEETS 15-16

COURSE OUTLINE
PRELIM COVERAGE
TIME FRAME MODULE NO. TOPICS
Human Development: Meaning, Concepts and
Week 1 Module 1
Approaches
Week 2 Module 2 Issues on Human Development
Week 3-5 Module 3 Developmental Theories and Other Relevant Theories
Week 6 Module 4 Learner-Centered Psychological Theories

OVERVIEW
The course focuses on child and adolescent development with emphasis on current
research and theory on biological, linguistic, cognitive, social and emotional dimensions of
development. Further, this includes factors that affect the progress of development of the learners
and
Z shall include appropriate pedagogical principles applicable for each developmental level.
Theories of development provide a framework for thinking about human growth and
learning. But why do we study development? What can we learn from psychological theories of
development? If you have ever wondered about what motivates human thought and behavior,
understanding these theories can provide useful insight into individuals and society.

Enjoy learning despite this COVID-19 pandemic!

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 TITLE DEVELOPMENTAL THEORIES AND OTHER RELEVANT THEORIES

At the end of this module, you are expected to:

LEARNING
• Identify stages of psychosexual and psychosocial developmental
OUTCOMES theories;
• discuss each stages of psychosexual and psychosocial
developmental theories; and
• .appreciate these developmental theories on the growth and
development of a person and how these theories are applied in the
classroom.

ENGAGE Activity 1. Activate Prior Knowledge

Identify what is being asked for. Choose your answer from the box below.

FREUD'S PSYCHOSEXUAL DEVELOPMENTAL THEORY

Stage Age range Erogenous Zone

Oral
Anal
Phallic
Latent
Genital

Birth to 1 year Maturing sexual interest

1 to 3 years Sexual feelings are inactive
3 to 6 years Genitals
6 years to puberty Bowel and bladder control
Puberty to death Mouth
ERIKSON'S PSYCHOSOCIAL DEVELOPMENTAL THEORY

Age Conflict
Infancy (birth to 18 months)
Early Childhood (2 to 3 years)
Preschool (3 to 5 years)
School Age (6 to 11 years)
Adolescence (12 to 18 years)
Young Adulthood (19 to 40 years)
Middle Adulthood (40 to 65 years)
Maturity (65 to death)

Identity vs. Role Confusion Trust vs. Mistrust

Intimacy vs. Isolation Autonomy vs. Shame and Doubt
Generativity vs. Stagnation Initiative vs. Guilt
Ego Integrity vs. Despair Industry vs. Inferiority

EXPLORE Activity 2. PROVE ME

Answer the question through observation.

1. to back-up Sigmund Freud’s Theory, try to observe any one of the psychosexual stages living
with you in a day and list down all of the behaviors that are being manifested in such stage.
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basicEXPLAIN
and pow

DEVELOPMENTAL THEORIES

Child development theories focus on explaining how children change and grow over the course of childhood.
Such theories center on various aspects of development including social, emotional, and cognitive growth.

The study of human development is a rich and varied subject. We all have personal experience with
development, but it is sometimes difficult to understand how and why people grow, learn, and act as they
do.

Why do children behave in certain ways? Is their behavior related to their age, family relationships, or
individual temperaments? Developmental psychologists strive to answer such questions as well as to
understand, explain, and predict behaviors that occur throughout the lifespan.

In order to understand human development, a number of different theories of child development have arisen
to explain various aspects of human growth.

Background

Theories of development provide a framework for thinking about human growth and learning. But why do we
study development? What can we learn from psychological theories of development? If you have ever
wondered about what motivates human thought and behavior, understanding these theories can provide
useful insight into individuals and society.

How Our Understanding Has Changed

Child development that occurs from birth to adulthood was largely ignored throughout much of human
history. Children were often viewed simply as small versions of adults and little attention was paid to the
many advances in cognitive abilities, language usage, and physical growth that occur during childhood and
adolescence.

Interest in the field of child development finally began to emerge early in the 20th century, but it tended to
focus on abnormal behavior. Eventually, researchers became increasingly interested in other topics including
typical child development as well as the influences on development.

How We Come to Understand Changes

Why is it important to study how children grow, learn and change? An understanding of child development
is essential because it allows us to fully appreciate the cognitive, emotional, physical, social, and educational
growth that children go through from birth and into early adulthood.

Some of the major theories of child development are known as grand theories; they attempt to describe
every aspect of development, often using a stage approach. Others are known as mini-theories; they instead
focus only on a fairly limited aspect of development such as cognitive or social growth.

There are many child development theories that have been proposed by theorists and researchers. More
recent theories outline the developmental stages of children and identify the typical ages at which these
growth milestones occur.1

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 I. FREUD'S PSYCHOSEXUAL DEVELOPMENTAL THEORY

Psychoanalytic theory originated with the work of Sigmund Freud. Through his clinical work with patients
suffering from mental illness, Freud came to believe that childhood experiences and unconscious desires
influenced behavior.

According to Freud, conflicts that occur during each of these stages can have a lifelong influence on
personality and behavior. Freud proposed one of the best-known grand theories of child development.

According to Freud’s psychosexual theory, child development occurs in a series of stages focused on
different pleasure areas of the body. During each stage, the child encounters conflicts that play a significant
role in the course of development.

His theory suggested that the energy of the libido was focused on different erogenous zones at specific
stages. Failure to progress through a stage can result in fixation at that point in development, which Freud
believed could have an influence on adult behavior.

So what happens as children complete each stage? And what might result if a child does poorly during a
particular point in development? Successfully completing each stage leads to the development of a healthy
adult personality.

Failing to resolve the conflicts of a particular stage can result in fixations that can then have an influence on
adult behavior.

While some other child development theories suggest that personality continues to change and grow over
the entire lifetime, Freud believed that it was early experiences that played the greatest role in shaping
development. According to Freud, personality is largely set in stone by the age of five.

AN OVERVIEW OF THE PSYCHOSEXUAL STAGES

Illustration by Joshua Seong, Verywell

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During the five psychosexual stages, which are the oral, anal, phallic, latent, and genital stages, the
erogenous zone associated with each stage serves as a source of pleasure.

The psychosexual energy, or libido, was described as the driving force behind behavior.

Psychoanalytic theory suggested that personality is mostly established by the age of five. Early experiences
play a large role in personality development and continue to influence behavior later in life.

Each stage of development is marked by conflicts that can help build growth or stifle development, depending
upon how they are resolved. If these psychosexual stages are completed successfully, a healthy personality
is the result.

If certain issues are not resolved at the appropriate stage, fixations can occur. A fixation is a persistent focus
on an earlier psychosexual stage. Until this conflict is resolved, the individual will remain "stuck" in this stage.
A person who is fixated at the oral stage, for example, may be over-dependent on others and may seek oral
stimulation through smoking, drinking, or eating.

THE ORAL STAGE

Age Range: Birth to 1 Year
Erogenous Zone: Mouth

During the oral stage, the infant's primary source of interaction occurs through the mouth, so the rooting and
sucking reflex is especially important. The mouth is vital for eating, and the infant derives pleasure from oral
stimulation through gratifying activities such as tasting and sucking.

Because the infant is entirely dependent upon caretakers (who are responsible for feeding the child), the
child also develops a sense of trust and comfort through this oral stimulation.

The primary conflict at this stage is the weaning process--the child must become less dependent upon
caretakers. If fixation occurs at this stage, Freud believed the individual would have issues with dependency
or aggression. Oral fixation can result in problems with drinking, eating, smoking, or nail-biting.

THE ANAL STAGE

Age Range: 1 to 3 years
Erogenous Zone: Bowel and Bladder Control

During the anal stage, Freud believed that the primary focus of the libido was on controlling bladder and
bowel movements. The major conflict at this stage is toilet training—the child has to learn to control their
bodily needs. Developing this control leads to a sense of accomplishment and independence.

According to Freud, success at this stage is dependent upon the way in which parents approach toilet
training. Parents who utilize praise and rewards for using the toilet at the appropriate time encourage positive
outcomes and help children feel capable and productive.

Freud believed that positive experiences during the toilet training stage serve as the basis for people to
become competent, productive, and creative adults.

However, not all parents provide the support and encouragement that children need during this stage. Some
parents punish, ridicule, or shame a child for accidents.

According to Freud, inappropriate parental responses can result in negative outcomes. If parents take an
approach that is too lenient, Freud suggested that an anal-expulsive personality could develop in which the
individual has a messy, wasteful, or destructive personality.

If parents are too strict or begin toilet training too early, Freud believed that an anal-retentive
personality develops in which the individual is stringent, orderly, rigid, and obsessive.

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THE PHALLIC STAGE
Age Range: 3 to 6 Years
Erogenous Zone: Genitals

Freud suggested that during the phallic stage, the primary focus of the libido is on the genitals. At this age,
children also begin to discover the differences between males and females.

Freud also believed that boys begin to view their fathers as a rival for the mother’s affections. The Oedipus
complex describes these feelings of wanting to possess the mother and the desire to replace the father.
However, the child also fears that he will be punished by the father for these feelings, a fear Freud
termed castration anxiety.

The term Electra complex has been used to describe a similar set of feelings experienced by young girls.
Freud, however, believed that girls instead experience penis envy.

Eventually, the child begins to identify with the same-sex parent as a means of vicariously possessing the
other parent. For girls, however, Freud believed that penis envy was never fully resolved and that all women
remain somewhat fixated on this stage.

Psychologists such as Karen Horney disputed this theory, calling it both inaccurate and demeaning to
women. Instead, Horney proposed that men experience feelings of inferiority because they cannot give birth
to children, a concept she referred to as womb envy.

THE LATENT PERIOD

Age Range: 6 to Puberty
Erogenous Zone: Sexual Feelings Are Inactive

During this stage, the superego continues to develop while the id's energies are suppressed. Children
develop social skills, values and relationships with peers and adults outside of the family.

The development of the ego and superego contribute to this period of calm. The stage begins around the
time that children enter into school and become more concerned with peer relationships, hobbies, and other
interests.

The latent period is a time of exploration in which the sexual energy repressed or dormant. This energy is
still present, but it is sublimated into other areas such as intellectual pursuits and social interactions. This
stage is important in the development of social and communication skills and self-confidence.

As with the other psychosexual stages, Freud believed that it was possible for children to become fixated or
"stuck" in this phase. Fixation at this stage can result in immaturity and an inability to form fulfilling
relationships as an adult.

THE GENITAL STAGE

Age Range: Puberty to Death
Erogenous Zone: Maturing Sexual Interests

The onset of puberty causes the libido to become active once again. During the final stage of psychosexual
development, the individual develops a strong sexual interest in the opposite sex. This stage begins during
puberty but last throughout the rest of a person's life.

Where in earlier stages the focus was solely on individual needs, interest in the welfare of others grows
during this stage. The goal of this stage is to establish a balance between the various life areas.

If the other stages have been completed successfully, the individual should now be well-balanced, warm,
and caring.
Unlike the many of the earlier stages of development, Freud believed that the ego and superego were fully
formed and functioning at this point. Younger children are ruled by the id, which demands immediate
satisfaction of the most basic needs and wants. (id is the personality component made up of unconscious psychic energy
that works to satisfy basic urges, needs, and desires.)
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Teens in the genital stage of development are able to balance their most basic urges against the need to
conform to the demands of reality and social norms.

Evaluating Freud's Psychosexual Stage Theory

Freud's theory is still considered controversial today, but imagine how audacious it seemed during the late
1800s and early 1900s. There have been a number of observations and criticisms of Freud's psychosexual
theory on a number of grounds, including scientific and feminist critiques.

Criticisms of the Psychosexual Stages

• The theory is focused almost entirely on male development with little mention of female
psychosexual development.
• His theories are difficult to test scientifically. Concepts such as the libido are impossible to measure,
and therefore cannot be tested. The research that has been conducted tends to discredit Freud's
theory.
• Future predictions are too vague. How can we know that a current behavior was caused specifically
by a childhood experience? The length of time between the cause and the effect is too long to
assume that there is a relationship between the two variables.
• Freud's theory is based upon case studies and not empirical research. Also, Freud based his theory
on the recollections of his adult patients, not on actual observation and study of children.

Homosexuality and Freud's Theory

Another criticism of the psychosexual stages is that the theory focuses primarily on heterosexual
development, and largely ignores homosexual development.

So how exactly did Freud explain the development of sexual preferences?

Freud's theory suggested that heterosexual preferences represent the "normal" outcome of development
and suggested that homosexual preferences represented deviation of this process.1 Freud's own viewpoints
on homosexuality varied, at times expressing biological explanations and at other times social or
psychological explanations for sexual preferences.

Unlike many thinkers of his time, Freud was unconvinced that homosexuality represented a pathology. He
also believed that attempts to alter a person's sexuality were usually futile and often harmful.

In a famous 1935 letter to a mother who had written him to ask that he treat her homosexual son, Freud
wrote that while he believed homosexuality was not advantageous, it was certainly not a vice or something
to be ashamed of. Freud wrote, "...it cannot be classified as an illness; we consider it to be a variation of the
sexual function, produced by a certain arrest of sexual development."

While Freud's theory implied that homosexuality was a deviation in normal psychosexual development, many
contemporary psychologists believe that sexual orientation is largely influenced by biological factors.

II. ERIKSON'S PSYCHOSOCIAL DEVELOPMENTAL THEORY

Erik Erikson was an ego psychologist who developed one of the most popular and influential theories of
development. While his theory was impacted by psychoanalyst Sigmund Freud's work, Erikson's theory
centered on psychosocial development rather than psychosexual development.

Psychoanalytic theory was an enormously influential force during the first half of the twentieth century. Those
inspired and influenced by Freud went on to expand upon Freud's ideas and develop theories of their own.
Of these neo-Freudians, Erik Erikson's ideas have become perhaps the best known.

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While Erikson’s theory of psychosocial development shared some similarities with Freud's, it is dramatically
different in many ways. Rather than focusing on sexual interest as a driving force in development, Erikson
believed that social interaction and experience played decisive roles.

His eight-stage theory of human development described this process from infancy through death. During
each stage, people are faced with a developmental conflict that impacts later functioning and further growth.

Unlike many other developmental theories, Erik Erikson's psychosocial theory focuses on development
across the entire lifespan. At each stage, children and adults face a developmental crisis that serves as a
major turning point.

Successfully managing the challenges of each stage leads to the emergence of a lifelong psychological
virtue.

Erikson's eight-stage theory of psychosocial development describes growth and change throughout life,
focusing on social interaction and conflicts that arise during different stages of development.

The stages that make up his theory are as follows:1

• Stage 1: Trust vs. Mistrust

• Stage 2: Autonomy vs. Shame and Doubt
• Stage 3: Initiative vs. Guilt
• Stage 4: Industry vs. Inferiority
• Stage 5: Identity vs. Confusion
• Stage 6: Intimacy vs. Isolation
• Stage 7: Generativity vs. Stagnation
• Stage 8: Integrity vs. Despair

Let's take a closer look at the background and different stages that make up Erikson's psychosocial theory.

Verywell / Joshua Seong

Overview

So what exactly did Erikson's theory of psychosocial development entail? Much like Sigmund Freud, Erikson
believed that personality developed in a series of stages.

Unlike Freud's theory of psychosexual stages, however, Erikson's theory described the impact of social
experience across the whole lifespan. Erikson was interested in how social interaction and relationships
played a role in the development and growth of human beings.

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Conflict During Each Stage

Each stage in Erikson's theory builds on the preceding stages and paves the way for following periods of
development. In each stage, Erikson believed people experience a conflict that serves as a turning point in
development.2

In Erikson's view, these conflicts are centered on either developing a psychological quality or failing to
develop that quality. During these times, the potential for personal growth is high but so is the potential for
failure.

If people successfully deal with the conflict, they emerge from the stage with psychological strengths that
will serve them well for the rest of their lives.3 If they fail to deal effectively with these conflicts, they may not
develop the essential skills needed for a strong sense of self.

Mastery Leads to Ego Strength

Erikson also believed that a sense of competence motivates behaviors and actions. Each stage in Erikson's
theory is concerned with becoming competent in an area of life.

If the stage is handled well, the person will feel a sense of mastery, which is sometimes referred to as ego
strength or ego quality. If the stage is managed poorly, the person will emerge with a sense of inadequacy
in that aspect of development.

Psychosocial Stages: A Summary Chart

Age Conflict Important Events Outcome
Infancy (birth to 18 months) Trust vs. Mistrust Feeding Hope
Early Childhood (2 to 3 years) Autonomy vs. Shame and Doubt Toilet Training Will
Preschool (3 to 5 years) Initiative vs. Guilt Exploration Purpose
School Age (6 to 11 years) Industry vs. Inferiority School Confidence
Adolescence (12 to 18 years) Identity vs. Role Confusion Social Relationships Fidelity
Young Adulthood (19 to 40 years) Intimacy vs. Isolation Relationships Love
Middle Adulthood (40 to 65 years) Generativity vs. Stagnation Work and Parenthood Care
Maturity (65 to death) Ego Integrity vs. Despair Reflection on Life Wisdom

STAGE 1: TRUST VS. MISTRUST

The first stage of Erikson's theory of psychosocial development occurs between birth and 1 year of age and
is the most fundamental stage in life. Because an infant is utterly dependent, developing trust is based on
the dependability and quality of the child's caregivers.

At this point in development, the child is utterly dependent upon adult caregivers for everything they need to
survive including food, love, warmth, safety, and nurturing. If a caregiver fails to provide adequate care and
love, the child will come to feel that they cannot trust or depend upon the adults in their life.

Outcomes

If a child successfully develops trust, the child will feel safe and secure in the world.2 Caregivers who are
inconsistent, emotionally unavailable, or rejecting contribute to feelings of mistrust in the children under their
care. Failure to develop trust will result in fear and a belief that the world is inconsistent and unpredictable.

During the first stage of psychosocial development, children develop a sense of trust when caregivers
provide reliability, care, and affection. A lack of this will lead to mistrust.

No child is going to develop a sense of 100% trust or 100% doubt. Erikson believed that successful
development was all about striking a balance between the two opposing sides. When this happens, children
acquire hope, which Erikson described as an openness to experience tempered by some wariness that
danger may be present.

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Subsequent work by researchers including John Bowlby and Mary Ainsworth demonstrated the importance
of trust in forming healthy attachments during childhood and adulthood.

STAGE 2: AUTONOMY VS. SHAME AND DOUBT

The second stage of Erikson's theory of psychosocial development takes place during early childhood and
is focused on children developing a greater sense of personal control.

The Role of Independence

At this point in development, children are just starting to gain a little independence. They are starting to
perform basic actions on their own and making simple decisions about what they prefer. By allowing kids to
make choices and gain control, parents and caregivers can help children develop a sense of autonomy.2

Potty Training

The essential theme of this stage is that children need to develop a sense of personal control over physical
skills and a sense of independence. Potty training plays an important role in helping children develop this
sense of autonomy.

Like Freud, Erikson believed that toilet training was a vital part of this process. However, Erikson's reasoning
was quite different than that of Freud's. Erikson believed that learning to control one's bodily functions leads
to a feeling of control and a sense of independence. Other important events include gaining more control
over food choices, toy preferences, and clothing selection.

Outcomes

Children who struggle and who are shamed for their accidents may be left without a sense of personal
control. Success during this stage of psychosocial development leads to feelings of autonomy; failure results
in feelings of shame and doubt.

Finding Balance

Children who successfully complete this stage feel secure and confident, while those who do not are left with
a sense of inadequacy and self-doubt. Erikson believed that achieving a balance between autonomy and
shame and doubt would lead to will, which is the belief that children can act with intention, within reason and
limits.

STAGE 3: INITIATIVE VS. GUILT

The third stage of psychosocial development takes place during the preschool years. At this point in
psychosocial development, children begin to assert their power and control over the world through directing
play and other social interactions.

Children who are successful at this stage feel capable and able to lead others. Those who fail to acquire
these skills are left with a sense of guilt, self-doubt, and lack of initiative.

Outcomes

The major theme of the third stage of psychosocial development is that children need to begin asserting
control and power over the environment. Success in this stage leads to a sense of purpose. Children who
try to exert too much power experience disapproval, resulting in a sense of guilt.

When an ideal balance of individual initiative and a willingness to work with others is achieved, the ego
quality known as purpose emerges.

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STAGE 4: INDUSTRY VS. INFERIORITY

The fourth psychosocial stage takes place during the early school years from approximately ages 5 to 11.
Through social interactions, children begin to develop a sense of pride in their accomplishments and abilities.

Children need to cope with new social and academic demands. Success leads to a sense of competence,
while failure results in feelings of inferiority.

Outcomes

Children who are encouraged and commended by parents and teachers develop a feeling of competence
and belief in their skills. Those who receive little or no encouragement from parents, teachers, or peers will
doubt their abilities to be successful.

Successfully finding a balance at this stage of psychosocial development leads to the strength known
as competence, in which children develop a belief in their abilities to handle the tasks set before them.

STAGE 5: IDENTITY VS. CONFUSION

The fifth psychosocial stage takes place during the often turbulent teenage years. This stage plays an
essential role in developing a sense of personal identity which will continue to influence behavior and
development for the rest of a person's life. Teens need to develop a sense of self and personal identity.
Success leads to an ability to stay true to yourself, while failure leads to role confusion and a weak sense of
self.

During adolescence, children explore their independence and develop a sense of self.2 Those who receive
proper encouragement and reinforcement through personal exploration will emerge from this stage with a
strong sense of self and feelings of independence and control. Those who remain unsure of their beliefs and
desires will feel insecure and confused about themselves and the future.

What Is Identity?

When psychologists talk about identity, they are referring to all of the beliefs, ideals, and values that help
shape and guide a person's behavior. Completing this stage successfully leads to fidelity, which Erikson
described as an ability to live by society's standards and expectations.

While Erikson believed that each stage of psychosocial development was important, he placed a particular
emphasis on the development of ego identity. Ego identity is the conscious sense of self that we develop
through social interaction and becomes a central focus during the identity versus confusion stage of
psychosocial development.

According to Erikson, our ego identity constantly changes due to new experiences and information we
acquire in our daily interactions with others. As we have new experiences, we also take on challenges that
can help or hinder the development of identity.

Why Identity Is Important

Our personal identity gives each of us an integrated and cohesive sense of self that endures through our
lives. Our sense of personal identity is shaped by our experiences and interactions with others, and it is this
identity that helps guide our actions, beliefs, and behaviors as we age.

STAGE 6: INTIMACY VS. ISOLATION

Young adults need to form intimate, loving relationships with other people. Success leads to strong
relationships, while failure results in loneliness and isolation. This stage covers the period of early adulthood
when people are exploring personal relationships.2

Erikson believed it was vital that people develop close, committed relationships with other people. Those
who are successful at this step will form relationships that are enduring and secure.
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Building On Earlier Stages

Remember that each step builds on skills learned in previous steps. Erikson believed that a strong sense of
personal identity was important for developing intimate relationships. Studies have demonstrated that those
with a poor sense of self tend to have less committed relationships and are more likely to struggler with
emotional isolation, loneliness, and depression.

Successful resolution of this stage results in the virtue known as love. It is marked by the ability to form
lasting, meaningful relationships with other people.

STAGE 7: GENERATIVITY VS. STAGNATION

Adults need to create or nurture things that will outlast them, often by having children or creating a positive
change that benefits other people. Success leads to feelings of usefulness and accomplishment, while failure
results in shallow involvement in the world.

During adulthood, we continue to build our lives, focusing on our career and family. Those who are successful
during this phase will feel that they are contributing to the world by being active in their home and
community.2 Those who fail to attain this skill will feel unproductive and uninvolved in the world.

Care is the virtue achieved when this stage is handled successfully. Being proud of your accomplishments,
watching your children grow into adults, and developing a sense of unity with your life partner are important
accomplishments of this stage.

STAGE 8: INTEGRITY VS. DESPAIR

The final psychosocial stage occurs during old age and is focused on reflecting back on life.2 At this point in
development, people look back on the events of their lives and determine if they are happy with the life that
they lived or if they regret the things they did or didn't do.

Erikson's theory differed from many others because it addressed development throughout the entire lifespan,
including old age. Older adults need to look back on life and feel a sense of fulfillment. Success at this stage
leads to feelings of wisdom, while failure results in regret, bitterness, and despair.

At this stage, people reflect back on the events of their lives and take stock. Those who look back on a life
they feel was well-lived will feel satisfied and ready to face the end of their lives with a sense of peace. Those
who look back and only feel regret will instead feel fearful that their lives will end without accomplishing the
things they feel they should have.

Outcomes

Those who are unsuccessful during this stage will feel that their life has been wasted and may experience
many regrets. The person will be left with feelings of bitterness and despair.

Those who feel proud of their accomplishments will feel a sense of integrity. Successfully completing this
phase means looking back with few regrets and a general feeling of satisfaction. These individuals will
attain wisdom, even when confronting death.

STRENGTHS AND WEAKNESSES OF ERIKSON'S THEORY

Erikson's theory also has its limitations and attracts valid criticisms. What kinds of experiences are necessary
to successfully complete each stage? How does a person move from one stage to the next?

Criticism

One major weakness of psychosocial theory is that the exact mechanisms for resolving conflicts and moving
from one stage to the next are not well described or developed. The theory fails to detail exactly what type

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of experiences are necessary at each stage in order to successfully resolve the conflicts and move to the
next stage.

Support

One of the strengths of psychosocial theory is that it provides a broad framework from which to view
development throughout the entire lifespan. It also allows us to emphasize the social nature of human beings
and the important influence that social relationships have on development.

Researchers have found evidence supporting Erikson's ideas about identity and have further identified
different sub-stages of identity formation.4 Some research also suggests that people who form strong
personal identities during adolescence are better capable of forming intimate relationships during early
adulthood. Other research suggests, however, that identity formation and development continues well into
adulthood.5

ELABORATE Activity 3: Know Thyself

Answer briefly what is being asked for.

At what stage of Psychosocial development are you in? Briefly discuss how you are
manifesting and coping with conflict, important event, and outcome.

EVALUATION

How are these 2 developmental theories applied in the teaching and learning process?

Create a powerpoint presentation and send it thru email at [email protected] with the filename
Module3_PED1_(FirstName)_(LastName)

References

https://www.verywellmind.com/child-development-theories-2795068

https://www.verywellmind.com/freuds-stages-of-psychosexual-development-2795962

https://www.verywellmind.com/erik-eriksons-stages-of-psychosocial-development-2795740

Module 3|Page 14
 Republic of the Philippines
POLYTECHNIC COLLEGE OF BOTOLAN
(Formerly Botolan Community College)
Botolan Zambales
E-mail: [email protected]
Website: www.pcbzambales.com
Contact #: 0949 155 3113

CHILD ADOLESCENT LEARNING AND LEARNING PRINCIPLES

MODULE 3

DEVELOPMENTAL THEORIES AND OTHER RELEVANT THEORIES

NAME: SCORE:
COURSE/ YR&SEC: DATE SUBMITTED:
NAME OF INSTRUCTOR: CHARLIE T. CARREON

ENGAGE: ACTIVITY 1: Activate Prior Knowledge

FREUD'S PSYCHOSEXUAL DEVELOPMENTAL THEORY

Stage Age range Erogenous Zone

Oral
Anal
Phallic
Latent
Genital

Birth to 1 year Maturing sexual interest

1 to 3 years Sexual feelings are inactive
3 to 6 years Genitals
6 years to puberty Bowel and bladder control
Puberty to death Mouth

ERIKSON'S PSYCHOSOCIAL DEVELOPMENTAL THEORY

Age Conflict
Infancy (birth to 18 months)
Early Childhood (2 to 3 years)
Preschool (3 to 5 years)
School Age (6 to 11 years)
Adolescence (12 to 18 years)
Young Adulthood (19 to 40 years)
Middle Adulthood (40 to 65 years)
Maturity (65 to death)

Identity vs. Role Confusion Trust vs. Mistrust

Intimacy vs. Isolation Autonomy vs. Shame and Doubt
Generativity vs. Stagnation Initiative vs. Guilt
Ego Integrity vs. Despair Industry vs. Inferiority

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EXPLORE: Activity 2: Prove Me
1. To back-up Sigmund Freud’s Theory, try to observe any one of the psychosexual stages living
with you in a day and list down all of the behaviors that are being manifested in such stage.

ELABORATE: Activity 3: Know Thyself

At what stage of Psychosocial development are you in? Briefly discuss how you are manifesting and
coping with conflict, important event, and outcome.

EVALUATION:
How are these 2 developmental theories applied in the teaching and learning process?

Create a powerpoint presentation and send it thru email at [email protected] with the filename
Module3_PED1_(FirstName)_(LastName)

FEEDBACK/ RECOMMENDATION/S:

Module 3|Page 16