FREUD STAGE OF PSYCHOSEXUAL DEVELOPMENT

Freud is the most Popular psychologist that studied the development of personality. His
theory of psychosexual development includes five distinct stages. According to Freud, a
person goes through the sequence of these five stages and along the way there are needs to
be met. Whether these needs are not met or not. Freud identified specific erogenous zone
for each stages of development. If needs are not met along the area, fixation occurs.

FREUD STAGE OF AGE MAJOR DEVELOPMENT FIXATION

PSYCHOSEXUAL
DEVELOPMENT

Oral Stage Birth to 18 The erogenous zone Oral receptive- have

months is the mouth. a stronger tendency
to smoke, drink
The child is focus on alcohol , and
oral pleasures overeat.

( sucking) Oral aggressive-

with a tendency to
bite his or her nails,
or use curse words
or even gossip.

Anal stage 18 months The child’s focus of Anal retentive- an

to 3 years pleasure in this obsession with
stage is the anus. cleanliness,
perfection and
The child needs to control.
work on toilet
training. Anal expulsive-
where the person
may become messy
and disorganized.
Phallic stage 3 to 6 The pleasure or the Oedipus complex-
years erogenous zone is boys develop
the genitals. unconscious sexual
desire for their
During the mother.
preschool age,
children become Electra complex-
interested in what developing
makes boys and unconscious sexual
girls different. attraction towards
their father.

Latency Stage 6 to Sexual urges

puberty remain repressed.
The children’s focus
is the acquisition of
physical and
academic skills.

Boys relate more

with boys and girls
with girls during this
stage.

Genital Stage Puberty Adolescents focus

onwards their sexual urges
toward the opposite
sex peers, with the
pleasure centered
on the genitals.
 FREUD’S COMPONENT OF DEVELOPMENT
Example

The Id The id plays a vital role in A baby is hungry. It’s

one’s personality because as I’d wants food or milk
a baby, it works so that the so the baby will cry.
baby’s essential needs are
met. The id operates on the I want it now
pleasure principle.

The Ego As the baby turns into toddler I need to do a bit of

and then into a preschooler, planning to get it
he/she relates more with the
environment, the ego slowly
begins to emerge. The ego
operates using the reality
principle.

The Super Ego Embodies a person's moral You can’t have it. Its
aspect. This develops from not right
what the parents, teachers
and other persons who exert
influence impart to be good or
moral.

TOPOGRAPHICAL MODEL

Example

Unconscious Freud said that most what If a person has fallen asleep or
we go through in our lives, been knocked out
emotions, beliefs, and
impulses deep within are
not available to us at a
conscious level.

Conscious Our conscious mind only You may become aware of

comprises a very small part feeling thirsty so you decide to
of who we are so that, in get a drink.
our everyday life, we are
only aware of a very small
part of what makes up our
personality.

Subconscious This is the part of us that “ what did I ate this morning?
we can reach if prompted, Oh I remember it was apple and
but is not in our active salad”
conscious.
 ERIKSON’S PSYCHO-SOCIAL THEORY OF DEVELOPMENT

Erikson’s “psychosocial” term is derived from the two source word which is psychological
and social.

Each stage involves a psychosocial crisis of two opposing emotional forces.

Malignancy involves too little of the positive and too much negative aspect of task, such
as a person who can’t trust others.

Maladaptation is quite as bad and involves to much of positive and too little of negative,
such as a person who trusts too much.

Virtue achieving a healthy ratio or balance between two opposing dispositions that
represent each crisis.

EIGHT PSYCHOLOGICAL STAGES OF DEVELOPMENT

STAGE 1. TRUST VS. MISTRUST

Psychosocial Crisis the first stage , Infancy from birth to 18 months .

Goal: to develop trust without completely eliminating the capacity for mistrust.

Maladaptation

Parents who are overly protected of the child. It will lead to maladaptive tendency
which Erikson calls sensory maladjustment.

Malignancy

If the child develop malignancy it is called withdrawal, characterize by depression,

paranoia, and possibly psychosis.

Virtue

If the proper balanced is achieved the child will develop the virtue of hope , the
strong belief that even the things are not going well, they will work out at the end.

STAGE 2.AUTONOMY VS. SHAME AND DOUBT.

Psychosocial crisis, from about 18 months to three or four years old.

Goal: to achieve autonomy and minimizing the shame and doubt.

Maladaptation
 Impulsiveness-a sort of shameless wilfullness leads you, in later childhood and even
adulthood, to jump into things without proper consideration of your abilities.

Malignancy

Compulsiveness- the compulsive person as if their entire being ride on evreythin

must be done perfectly.

Virtue

Will power and determination – Controlling deliberately exerted to do something

or restrain one’s impulse.

STAGE 3. INITIATIVE VS. GUILT

Psychosocial Crisis , Pre-school stage: Age three to five or six.

Goal: To learn Initiative without too much guilt.

Initiative – taking on responsibilities, learning new skills, feeling purposeful.

Maladaptation

Ruthlessness-being heartless or unfeeling or be “without mercy”.

Malignancy

Inhibition- too much guilt.

Virtue

Courage – the capacity for action despite a clear understanding of your limitations and past
failings.

STAGE 4.INDUSTRY VS. INFERIORITY

Psychosocial Crisis, Stage four is the school age when the child is about six to twelve.

Goal- to develop a capacity for industry while avoiding an excessive sense of inferiority.
Children must “tame the

imagination”.

Maladaptation

Narrow virtuosity – These are children who have been pushed hard into a single area of
competence, without being allowed to develop other interests or even to “just be a kid.”

Malignancy

Inertia – Inertia is defined as the tendency to do nothing or remain unchanged.

Virtue

Competency
STAGE 5. IDENTITY VS. ROLE CONFUSION

Puberty to ages 18 or 20.

Goal: To achieve EGO IDENTITY and avoid ROLE CONFUSION

Ego Identity- Knowing who you are and how you fit in to the rest of the society.

PSYCHOSOCIAL MORATORIUM- Taking a little “time out”.

Maladapptation

A Fanatic/Fanaticsm believes that his way is the only way.

Malignancy

Repudiation – State of rejection.

Virtue

Fidelity– Means loyalty, the ability to live by societies standards despite their imperfections
and incompleteness and inconsistencies.

STAGE 6. INTIMACY VS. ISOLATION

Young adulthood: 18-30 years old.

Goal- To achieve some degree of intimacy, as opposed remaining in isolation.

Intimacy – Ability to be close to others, as a lover, a friend, and as a particular

participant in society.

‘’Fear of Commitment’’ – An example of immaturity.

Maladaptation

Promiscuity – The tendency to become intimate too freely, too easy, and without any depth
to your intimacy.

Malignancy

Exclusion – The tendency to isolate oneself from love, friendship and community, and to
develop a certain hatefulness in compensation for one’s loneliness.

Virtue

Love – Being able to put aside differences and antagonism through ‘’mutuality of
devotion’’

STAGE 7.GENERATIVITY VS. STAGNATION

Middle Adulthood: The time when we are actively involved in raising children.

Goal: To cultivate the proper balance of generativity and stagnation.

GENERATIVITY- an extension of love into the future.

STAGNATION- Self absorption, caring for no one.

Maladaptation

Overextension- Some people try to be generative that they no longer allow time for
themselves, for rest and relaxation.

Malignancy

Rejectivity- Too little generativity and too much stagnation and you are no longer
participating in or contributing to society.

Virtue

Caring

STAGE 8.EGO INTEGRITY VS. DESPAIR

Ego Integrity- Coming to terms with your life, and thereby coming to terms with the end of
life.

Despair- The complete loss or absence of hope.

Late Adulthood/Maturity/Old Age

Goal-To develop ego integrity with a minimal amount of despair.

Women go through sometimes dramatic menopause; men often find they can no longer ‘rise
to the occasion’’.

Older people become depressed, spiteful, paranoid, hypochondriacal, or developing the

patterns of senility with or without physical basis.

Maladaptation

Presumption- happens when a person ‘’presumes’’ ego integrity without actually

facing the difficulties of old age.

Malignancy

Disdain- a contempt of life, one’s own, or anyone.

Virtue

Wisdom- Someone who approaches death without fear.

VYGOTSKY’S SOCIO-CULTURAL THEORY

Lev Vygotsky (1896-1934) was a Russian psychologist and teacher who developed a
theory about how our social interactions influence our cognitive development. This is known
as Lev Vygotsky's Sociocultural Theory of Cognitive Development.

Vygtsky worked on his theory araound the same time as piaget in between
The 1920’s ad 30’s but they had clear differences in their views aboutcognitive
development. Since Piaget was taken up already in the precceding module,

It would be easier now to see his views compare with Vygotsky

Social Interaction

Cultural

Language

Social interaction- Piagets theory was more individual, while Vygotsky was more social.

Cultural factors- Vygotsky believed in the crucial role that the culture played on the
cognitive development of children. Piaget believe that as the child develop and matures he
goes through universal stages of cognitive development that allows him to move from
simple explorations with senses and muscles to complex reasoning.

Language. Language opens the door for learners to acquire knowledge that others already
have.

JEAN PIAGET

is a psychologist who developed a theory of cognitive development focused on intellectual

development of children. Piaget called his general theoretical framework “genetic
epistemology”.

BASIC COGNITIVE KEY CONCEPTS

SCHEMA It is the basic building block of intelligence behavior.

ASSIMILATION Taking new experience into previously existing schema.

ACCOMMODATION Changing or altering of the existing schema in the life of new

information.

EQUILIBRATION Achieving proper balance between assimilation and

accommodation.

PIAGET’S STAGE OF COGNITIVE DEVELOPMENT

PIAGET’S STAGE OF AGE IMPORTANT EVENTS/ DEVELOPMENT

COGNITIVE DETAILS PHENOMENA
DEVELOPMENT
Stage 1. Sensori-motor 0-2 During this earliest stage infants Object permanence
Stage and toddlers acquire knowledge
through sensory experience and
manipulating object.

Child is initially reflexive in

grasping, sucking, and reaching
becomes more organized in his
movement and activity.

Stage 2. Pre-Operational 2-7 Begin to think symbolically and Pretend play

Stage learn to use words and pictures
to represent objects. egocentrism

Tend to be egocentric and

struggle to see things from the
perspective of others.

Getting better with language and

thinking, but still to think in very
concrete terms.

Kids learn through pretend play

but still struggle with logic and
taking the point of view of other
people.

Stage 3. Concrete- 8-11 Begin to think logically about Abstract ideas,

Operational Stage concrete events.
Hypothetical ideas
Begin to understand the concept
of conservation: that the amount
of liquid in a short wide cup is
equal to that in tall, skinny glass.

Begin using inductive logic, or

reasoning from specific
information to a general
principle.

Children become less egocentric

and begin to think about how
other people might think and
feel.

Stage 4. Formal 12-15 In the final stage of formal Potential for mature
Operational Stage operations, thinking becomes moral reasoning.
more logical. They can now solve
abstract problems and can
hypothesize, begin to think
abstractly and reason about
hypothetical problems.

Begins to use deductive logic.

Hypothetical Reasoning- This ability to come up with different hypothesis about a
problem and to gather and weigh data in order to make a final decision or judgment.

Analogical Reasoning- this ability to perceive relationship to narrow down the possible
answers in another similar situation or problem.

Deductive Reasoning- Is the ability to think logically by applying a general rule to a

particular instance or situation.

RESEARCH PERSPECTIVE ABOUT CHILD DEVELOPMENT

Maturationist

- Take the position that maturation

- is the central element in explaining how children grow and change

- focused on the physical and mental development of children.

Constructivist

- View young children as active participants in the learning process.

- influenced school and educators pay a lot of attention to the physical environment and the
curriculum of the early childhood classroom.

Behaviorist

- Sees development as continues, non stage and gradual development where environment
or nurture plays more important role than games.

- Focuses on the idea that all behaviors are learned through interaction with the
environment.

Psychoanalytic

- Considers both normal and abnormal human abilities and identifies the permanent effect of
early childhood experiences on adult personality and psychological development.

ETHICAL CONSIDERATIONS IN STUDIES WITH CHILDREN

Ethical considerations in child study:

 Children’s consent must always be sought, alongside parental consent and any other
requirements that are necessary for the research to proceed ethically.

WHAT ARE ETHICAL CONSIDERATIONS FOR KIDS?

Ethical Considerations

-Are essentially about avoiding any harm to children and young people as a result of
their participation in your organization’s decision making.

Ethical Research

-Is conducted with integrity and is respectful of children, their views and their culture.
Involving children respectfully requires that researchers recognize children’s status
and involving capacities and value their diverse contributions.

5 ETHICAL CONSIDERATIONS

•Voluntary participation

• Informed consent

• Anonymity

• Confidentiality

• Potential for harm

EXAMPLE OF UNETHICAL ISSUE IN EARLY CHILDHOOD:

•Treating children in different ways and not equally.

•Avoiding to help a child or young person because you don’t like them.

•Not giving certain children or families the help and advice they need.

•Buying gifts for children or young people.

8 ETHICAL PRACTICES TO CONSIDER IN YOUR CHILD CARE JOB:

Dress appropriately

Less chat

No profanity

Don’t take it personally

Smile

Work efficiently
Common sense

Health and safety

“THEORIES, RESEARCH AND ETHICS IN CHILD DEVELOPMENT”.

SOCIAL PERSPECTIVE ON CHILD DEVELOPMENT

According to Erik Erikson’s psychological stages of development:

ADOLESENCE is the point at which an individual faces a crisis of identity vs role confusion .
Identity begins to form.

12 years old – young teenager, the early adolescence

12 to 18 – growth spurt and puberty changes.

– childhood to adulthood, tremendous change and discovery

What is identity vs. role confusion

The Identity versus Role confusion (or diffusion) stage is characterized by the adolescent
question of “Who am I,” during which time they are conflicted with dozens of values and
ideas of who they should be and what they should think.

How does identity develop?

Identity development begins when individuals identify with role models who provide them
with options to explore for whom they can become. As identity development progresses,
adolescents are expected to make choices and commit to options within the confines of their
social contexts.
 STAGES OF SOCIAL DEVELOPMENT IN ADOLESCENCE

Diffusion Foreclosure Moratorium Achievements

Individual hasn’t identity development have adolescents have begun adolescents have
committed to an identity not gone through an the process of establishing learned to prioritize
and isn’t working to form identity crisis a clear identity for what is most important
one. themselves. to them and begun to
form an idea of their
goals, mission, and
purpose in life.

4 Factors Affecting Social Development in Adolescence

Identity exploration and a commitment to values are influenced by several different parts of
an adolescent's life including:

Family peers Social media culture

adolescents begin to pull An adolescent's peers Social media simply Individuals who grow up
away from their parents as reflects how powerful in an individualistic
they begin to discover can contribute to forming peer influence can be. culture may develop a
their own identities temperament deeper sense of
autonomy and clear
and personality separation from other
people.
differences where heredity
may not.

3 CHARACTERISTICS OF SOCIAL DEVELOPMENT IN ADOLESCENCE

Intemacy Self-steem Emerging adulthood

their capacity for intimacy begins as one begins to form their A new life stage extending from
to grow. Erikson referred to this as identity and sense of self, self- approximately ages 18 to 25, during
intimacy vs. isolation esteem may be impacted. Self- which the foundation of an adult life
esteem usually diminishes during is gradually constructed in love and
early- to mid-adolescence. work. Primary features include
identity explorations, instability,
focus on self-development, feeling
incompletely adult, and a broad
sense of possibilities.