Development

Question 1

Oral Stage

Answer 1

(birth-1 year) an infant’s primary interaction with the world is through the mouth. The mouth is vital for eating and the infant derives pleasure from oral stimulation through gratifying activities such as tasting and sucking.

Question 2

Anal Stage

Answer 2

(1-3 years) Freud believed that the primary ficus of the libido was on controlling bladder and bowel movements. Toilet training is a primary issue with children and parents. Too much pressure can result in an excessive need for order and cleanliness later in life, while too little pressure from parents can lead to messy or destructive behavior later in life.

Question 3

Phallic Stage

Answer 3

(3-6 years old) Freud suggested that the primary focus of the id’s energy is on the genitals. At this stage children become aware of their gender identity.

Question 4

Latent Stage

Answer 4

(6-puberty) sexual feelings are dormant. Children develope social skills values and relationships with peers and adults outside of the family.

Question 5

Genital Stage

Answer 5

(puberty-adult) the onset of puberty causes the libido to become active once again. During this stage, people develop sexual interests in others. If development has been successful to this point, the individual will continue to develop into a well-balanced person.

Question 6

Piaget’s Developmental Theory

Answer 6

• Based on the premise that people actively construct higher levels of knowledge
• Motivation for cognitive development occurs when there is a state of disequilibrium brought on by a discrepancy between the person’s current understanding of the world and reality.
• Equilibrium is then achieved through a combination of assimilation and accommodation which both lead to adaptation.

Question 7

assimilation

Answer 7

incorporation of new information into existing schemas

Question 8

Sensorimotor Stage

Answer 8

(Piaget birth to 2 years): Infants and young children learn primarily through sensory input and action. There are 3 achievements during this stage:

1. object permanence
2. causality
3. symbolic thought

Question 9

Object permanence

Answer 9

Allows the child to recognize that objects continue to exist even when they are out of sight.

Question 10

Causality

Answer 10

When the child to recognizes certain events cause other events.

Question 11

Symbolic thought

Answer 11

When the child begins to use language (symbols) to think about actions before performing them.

Question 12

Preoperational Stage

Answer 12

(Piaget 2-7 years) A key characteristic of this stage is the symbolic function which allows the child to learn through the use of mental images, languages, and other symbols that represent objects that aren’t present. Children during this stage engage in symbolic play and can solve problems mentally.

Question 13

Concrete Operational Stage

Answer 13

(Piaget 7 to 11 years) Children are capable of performing mental operations using logic and abstract thinking. This allows children to classify and problem-solve in more sophisticated ways.

Question 14

Formal Operational Stage

Answer 14

(Piaget 11+ years) During this stage, the adolescent or young adult is able to think abstractly, hypothetically, and in a relativistic way. Adolescents can develop competing hypotheses about a problem and strategies for testing the hypotheses. There is an increase in “thinking about thinking” and some retune to egocentrism during this stage.

Question 15

Erikson’s Developmental Theory

Answer 15

• Based on Freud’s emphasis on unconscious motivation
  -Greater emphasis on the ego
  -Assumes that people are basically rational and that behavior is largely due to ego functioning.
  Each of the 8 stages involves a psychosocial task that is to be mastered. If not mastered, the person still continues to develop, but the ego is damaged and subsequent stages will be affected.

Question 16

Trust vs. Mistrust

Answer 16

(Erikson 0-18 months) The psychosocial task during this stage is to achieve a balance between trust and mistrust. Basic trust is developed in the context of the relationship between the infant and the primary caregiver and forms the foundation of all other stages of development. Failure to master the task can result in pervasive mistrust of others or dependent, unthinking, rigid adulation of others.

Question 17

Autonomy vs. Shame and Doubt

Answer 17

(Erikson 18 months to 3 years) The toddler’s psychosocial task during this stage is to achieve a sense of independence over her own body in the context of relationships with primary caregivers. If a child experiences autonomy she will gain confidence and pride, which then become ego strengths. Of the child is overcontrolled or prohibited from exploring or becoming autonomous, she is likely to feel doubtful of her own abilities and excessive shame.

Question 18

Initiative vs. Guilt

Answer 18

(Erikson 3-6 years) The child’s psychosocial task is to set goals and carry out plans without infringing on the rights of others. Exerting too much control(or taking action that does infringe on the rights of others) results in disapproval from adults and subsequent feelings of guilt. Those feelings of guilt, then, then prohibit the child (or adult) from effectively making plans or setting goals in the future.

Question 19

Industry vs. Inferiority

Answer 19

(Erickson 6-12 years) The child’s psychosocial task is to develop sense of competence by beginning school and learning to do things on his own which instills a sense of pride and confidence. A child;s peer group also begins to be of greater significance in this stage and contributes to a child’s self-esteem. If adults do not support the child in his initiative, then a sense of inferiority is likely to develop where the child doubts his own abilities, making it more difficult to reach his potential.

Question 20

Identity vs. Role Confusion

Answer 20

(Erikson 12-18 years) The adolescent’s task is to learn the roles that they will occupy as an adult while developing a sense of personal identity. Peer relationships help them to explore various identities. Success in this stage leads to fidelity where the adolescent feels comfortable with others who have varying values, while remaining true to own identify . If the adolescent fails to develop a sense of identity, than she may feel role confusion or a weakened sense of self.

Question 21

Intimacy vs. Isolation

Answer 21

(Erikson 18-40 years) The task at this stage is to being forming intimate relationships with other people. An individual develops comfortable relationships with a sense of commitment and care. Failure to develop intimacy can lead to isolation, loneliness, and a feeling of exclusion.

Question 22

Generativity vs Stagnation

Answer 22

(Erikson 40-65) the task during this stage is to participate in activities that five the individual sense of purpose such as a career, raising children, and creating positive changes that benefits others. Of an adult does not feel this sense of purpose, he may then feel little connection to others and a sense of uselessness or rejection.

Question 23

Ego Integrity vs. Despair

Answer 23

(65-death) the task is for older adults to look back on life and feel a sense of fulfillment and accomplishment. This wisdom allows for them to face the end of life and accept successes and failures, aging, and loss. Those who see their lives as unproductive or with many regrets may develop a sense of despair and guilt that can lead to depression and hopelessness.

Question 24

Mahler Stages of Development

Answer 24

A child’s ego becomes organized over the first 3 1/2 years of life. During this time the child struggles between the self and others. Focuses on the reciprocal relationship between a mother and her infant and its effect on the infant’s development of sense of self that occurs in three stages. Individuals are born with the drive to develop a sense of self and other along with the motivation to build interpersonal relationships.

Question 25

Autistic Stage

Answer 25

(Mahler new born to 1 month) infant is focused purely on his/herself; unresponsive to external stimuli.

Question 26

Symbiotic Stage

Answer 26

(Mahler 1-5 months) infant begins to perceive the need satisfying object. During this stage, the mother’s ego functions for the infant. Begins to understand that the mother as a separate being.

Question 27

Separation-Individuation Stage

Answer 27

(Mahler 5-24 months+) During separation, the infant begins to develop an understanding of the boundaries of self and they start to see their mother as a separate individual. The child begins to develop a sense of self. 4 sub stages.

Question 28

Separation-Individuation Substage: Differentiation

Answer 28

(5-9 months) infants attention shifts from being inwardly focused to outwardly focused.(ex. crawling)

Question 29

Separation-Individuation Substage: Practicing

Answer 29

(9-14 months) infant continues to separate from caretaker, his/her autonomous ego functions become more apparent (walking and playing)

Question 30

Separation-Individuation Substage: Rapprochment

Answer 30

(14 to 24 months) The infant begins to want to act independently. Moves away from mother regularly comes back to ensure she is still there.

Question 31

Separation-Individuation Substage: Object Constancy Stage

Answer 31

(After 24 months) infant internalizes their mother begins to understand that their mother still exists for them despite her absence.