Ch 1. Freud, Erickson and Piaget Flashcards
Freud’s First Stage (Birth to 1 1/2)
Oral Stage - Infant’s pleasure centers on the mouth.
Freud’s Second Stage (1 1/2 to 3)
Anal Stage - Child’s pleasure focuses on the anus.
Freud’s Third Stage (3 to 6)
Phallic Stage - Child’s pleasure focuses on the genitals.
Freud’s Fourth Stage (6 to Puberty)
Latency Stage - Child’s represses sexual interest and develops social and intellectual skills.
Freud’s Fifth Stage (Puberty Onward)
Genital Stage - A time of sexual reawakening; source of sexual pleasure becomes someone outside family.
Erikson’s Theory
Includes eight stages of human development. Each stage consists of a unique developmental task that confronts individuals with a crisis that must be resolved.
Erikson’s First Stage (Birth to 1)
Trust vs Mistrust
Erikson’s Second Stage (1 to 3)
Autonomy vs Shame and Doubt
Erikson’s Third Stage (3 to 5)
Initiative vs Guilt
Erikson’s Fourth Stage (6 to Puberty)
Industry vs Inferiority
Erikson’s Fifth Stage (Puberty to 20)
Identity vs Role confusion
Erikson’s Sixth Stage (20 to 40)
Intimacy vs Isolation
Erikson’s Seventh Stage (40 to 65)
Generativity vs Stagnation
Erikson’s Eighth Stage (65 Onward)
Integrity vs Despair
Trust vs Mistrust
The development of trust during infancy sets the stage for a lifelong expectation that the world will be a good and pleasant place to live.
Autonomy vs Shame and Doubt
After gaining trust in their caregivers, infants begin to discover that their behavior is their own. They start to assert their sense of independence or autonomy. They realize their will. If infants and toddlers are restrained too much or punished too harshly, they are likely to develop a sense of shame and doubt.
Initiative vs Guilt
As preschool children encounter a widening social world, they face new challenges that require active, purposeful, responsible behavior. Feelings of guilt may arise, though, if the child is irresponsible and is made to feel too anxious.
Industry vs Inferiority
Children now need to direct their energy toward mastering knowledge and intellectual skills. The negative outcome is that the child may develop a sense of inferiority—feeling incompetent and unproductive.
Intimacy vs Isolation
At this time, individuals face the developmental task of forming intimate relationships. If young adults form healthy friendships and an intimate relationship with another, intimacy will be achieved; if not, isolation will result.
Generativity vs Isolation
By generativity Erikson means primarily a concern for helping the younger generation to develop and lead useful lives. The feeling of having done nothing to help the next generation is stagnation.
Integrity vs Despair
During this stage, a person reflects on the past. If the person’s life review reveals a life well spent, integrity will be achieved; if not, the retrospective glances likely will yield doubt or gloom—the despair Erikson described.
Piaget’s Theory
Theory stating that children actively construct their understanding of the world and go through four stages of cognitive development.
Piaget’s First Stage (Birth to 2)
Sensorimotor Stage
Piaget’s Second Stage (2 to 7)
Preoperational Stage
Piaget’s Third Stage (7 to 11)
Concrete Operational Stage
Piaget’s Fourth Stage (11 Onward)
Formal Operational Stage
Sensorimotor Stage
In this stage, infants construct an understanding of the world by coordinating sensory experiences (such as seeing and hearing) with physical, motoric actions—hence the term sensorimotor.
Preoperational Stage
In this stage, children begin to go beyond simply connecting sensory information with physical action and represent the world with words, images, and drawings. However, according to Piaget, preschool children still lack the ability to perform what he calls operations, which are internalized mental actions that allow children to do mentally what they previously could only do physically. For example, if you imagine putting two sticks together to see whether they would be as long as another stick, without actually moving the sticks, you are performing a concrete operation.
Concrete Operational Stage
In this stage, children can perform operations that involve objects, and they can reason logically when the reasoning can be applied to specific or concrete examples. For instance, concrete operational thinkers cannot imagine the steps necessary to complete an algebraic equation, which is too abstract for thinking at this stage of development.
Formal Operational Phase
In this stage, individuals move beyond concrete experiences and begin to think in abstract and more logical terms. As part of thinking more abstractly, adolescents develop images of ideal circumstances. They might think about what an ideal parent would be like and compare their parents to this ideal standard. They begin to entertain possibilities for the future and are fascinated with what they can be. In solving problems, they become more systematic, developing hypotheses about why something is happening the way it is and then testing these hypotheses.
