Developmental Stages

Question 1

Birth-1 y/o

Interaction with world through mouth - derives pleasure through oral stimulation

Answer 1

Oral Stage

Question 2

1-3 y/o - focus on controlling bladder/bowel. Too much pressure can result in excessive need for order later in life - too little pressure can lead to messy bx later in life

Answer 2

Anal Stage

Question 3

3-6 y/o - energy focused on genitals - become aware of gender identity

Answer 3

Phallic Stage

Question 4

6 - Puberty - sexual feeling dormant. Children develop social skills, values, and relationships outside of family

Answer 4

Latent Stage

Question 5

Puberty-Adult - people develop sexual interests in others. If development has been successful, person becomes well-balanced

Answer 5

Genital Stage

Question 6

Assimilation (Piaget Development Theory)

Answer 6

Incorporation or new information into existing schemas

Question 7

Accommodation (Piaget Developmental Theory)

Answer 7

Modification of existing schemas

Question 8

Sensorimotor Stage (Piaget)

Answer 8

Birth-2 y/o

• object permanence
• causality
• symbolic thought (using language to think about actions before doing them)

Question 9

Pre-operational Stage (Piaget)

Answer 9

2-7 y/o

• symbolic function (child learns through mental images, language, other symbols that represent objects no present)
• symbolic play and problem solving

Question 10

Concrete Operational Stage (Piaget)

Answer 10

7-11 y/o

• kids capable of performing mental operations using logic and abstract thinking
• more mature problem solving

Question 11

Formal Operational Stage (Piaget)

Answer 11

11+ y/o

• able to think abstractly, hypothetically, and realistically
• increase in “thinking about thinking”

Question 12

0-18 mos

• task to achieve balance between trust/mistrust
• failure to master task = pervasive mistrust of others OR dependency

Answer 12

Trust vs. Mistrust (Erikson)

Question 13

18 mo - 3 y/o

• task to achieve sense of independence over own body in relation to primary caregivers (helps gain confidence)
• failure if over-controlled leads to limited autonomy (child will likely feel doubtful of abilities and experience shame)

Answer 13

Autonomy vs. Shame and Doubt (Erikson)

Question 14

3-6 y/o

• task to set goals and carry out plans w/o infringing on rights of others
• failure leads to guilt and challenges in making plans/setting goals in future

Answer 14

Initiative vs. Guilt (Erikson)

Question 15

6-12 y/o

• task to develop sense of competence by starting school and learning to do things on own
• peer groups get more important
• failure leads to doubting own abilities

Answer 15

Industry vs. Inferiority (Erikson)

Question 16

12-18 y/o

• tasks to learn the roles they’ll occupy as adult and developing sense of personal identity
• failure leads to weak sense of self

Answer 16

Identity vs. Role Confusion (Erikson)

Question 17

18-40 y/o

• task to form intimate relationships with sense of commitment and care
• failure leads ot isolation, loneliness, and feeling of exclusion

Answer 17

Intimacy vs. Isolation (Erikson)

Question 18

40-65 y/o

• task to participate in activities that give sense of purpose (e.g. career, children)
• failure leads to little connection with others, sense of uselessness, and rejection

Answer 18

Generatively vs. Stagnation (Erikson)

Question 19

65-death

• task to look back on life and feel sense of fulfillment and accomplishment
• failure can lead to depression and hopelessness

Answer 19

Ego Integrity vs. Despair (Erikson)

Question 20

Autistic Stage (Mahler)

Answer 20

newborn - 1 mo

• focused on self
• unresponsive to external stimuli

Question 21

Symbolic Stage (Mahler)

Answer 21

1-5 mos

• begins to perceive the “need-satisfying” object
• mother as separate being

Question 22

Separation-Individuation Stage (Mahler)

Answer 22

5-24 mos

• differentiation (5-9 mos) ex. crawling
• practicing (9-14 mos) ex. walking/playing
• rapporachment (12-24 mos) ex. wants to act independently
• object constancy (after 24 mos) ex. object permanence