Psychological Development Childhood Theories

Question 1

What are the five stages in Freud Theory?

Answer 1

1. Oral
2. Anal
3. Phallic
4. Latency
5. Genital

Question 2

Oral and Anal

Answer 2

Oral- Preoccupation with feeding

Anal-Preoccupation with toileting -self control

Question 3

Latency occurs when?

Answer 3

Middle Childhood-

Sexual impulses goes on the “ backburner: and children learn about peer relationships and school.

Question 4

Piaget theory is revolved around?

Answer 4

Cognitive development that goes together with language development.

Question 5

Piaget- 1 stages

Answer 5

1-sensorimotor- sense and movements-Baby stares at toys and wants to touch it
Accomplishments made during this stage:
• Children learn that they have various senses through which they can receive information.
• Goal-directed behavior: instead of displaying simple responses randomly, the child will purposefully put together several behaviors in order to accomplish a simple goal.
• Object permanence: the ability to understand that an object or person exits even when they don’t see it.

Question 6

Erikson-Infancy (birth to 1 yr)

*(birth-18 mo)

Answer 6

Infancy (birth to 1 yr)
*(birth-18 mo)
Basic Trust vs. Basic Mistrust

Infants must form trusting relationships with caregivers or they will learn to distrust the world.

*Learning to trust others is the overriding crisis. To develop trust, one must understand that some people and some things can be depended on. Parents provide a major variable for such learning.

Question 7

Erikson-Toddlerhood (1-3 yrs)

*(18mo-3yrs)

Answer 7

Autonomy vs. Shame and Doubt

Toddlers must develop self-confidence and a sense of mastery over themselves and their worlds and they must use newly developed motor skills, or they will develop shame and doubt and their inability to develop control.

• Children strive to accomplish things independently. They learn to feed themselves and to use the toilet. Accomplishing various tasks provides children with feelings of self-worth and self-confidence. On the other hand, if children are constantly downtrodden, restricted, or punished, shame and doubt will emerge.

Question 8

Erikson-Early Childhood (3-5 yrs)

*(3-6yrs)

Answer 8

Initiative vs. Guilt
Young children must develop a growing capacity to plan and initiate actions or they may feel guilt about their taking initiative.

• Crisis of taking their own initiative. Children are very active, fascinated by the world, and eager to learn. Preschoolers who are encouraged to take initiative to explore and learn are likely to assimilate this concept later in life. They will feel more confident in initiating relationships, pursuing a career, and developing recreational interests. If restricted, punished, or treated harshly they will feel guilt. They want to explore but they are not allowed to and feel guilt for their desires to explore. They become passive observers who are followers.

Question 9

Erikson-Middle Childhood (6-11)

*(6-12)

Answer 9

Industry vs. inferiority

School-aged children must develop a sense of competence to master and complete tasks or they learn to feel inferior or incompetent. 

• Children need to be productive and succeed in their activities. In addition to play, a major focus of their lives is school. Mastering academic skills is important. Those who learn to be industrious master activities. Comparison with peers is important. Children who experience failure in school or in peer relationships may develop a sense of inferiority.

Question 10

Erikson-Adolescence (11-20)

Answer 10

Identity vs. Role Diffusion Adolescents must develop a sense of who they are and where they are going in life or they become confused about their identity.

• Adolescence is a time when young people explore who they are and establish their identity. It’s a transitional period from childhood to adulthood when people examine the various roles they play and integrate these roles into a perception of self. Some people are unable to integrate their many roles and have difficulty coping with conflicting roles (suffer from role diffusion). They feel uncertain and confused about their identity.

Question 11

Erikson-Young Adulthood (21-40)

Answer 11

Intimacy vs. Isolation Young Adults

must develop the capacity to commit to deep associations with others or they feel a sense of isolation.

• Young adulthood is characterized by a quest for intimacy, more than establishing a sexual relationship. Intimacy includes the ability to share with and give to another person without being afraid of sacrificing one’s own identify. People who do not attain intimacy are likely to suffer isolation.

Question 12

Erikson-Middle Adulthood (40-65)

Answer 12

Generativity vs. Stagnation Midlife

adults must develop the capacity to transcend self-interest to guide the next generation or they feel stagnated.

• During this time of life, people become concerned with helping, producing for, or guiding the following generation. Generativity involves the genuine concern for the future beyond one’s own life (does not involve procreating). Those who lack generativity become self-absorbed. It results in stagnation – a fixed, discouraging lack of progress and productivity.

Question 13

Erikson- Late Adulthood (over 65)

Answer 13

Ego Integrity vs. Despair

Older adults must find integrity and contentment in their final years by accepting their life as it has been or they feel a sense of despair.

• During this time of life, people tend to look back over their years and reflect. If they appreciate their life and are content with their accomplishments, they have ego integrity – the ultimate form of identity integration. They enjoy a sense of peace and accept that life will soon be over. Others who have failed to cope successfully with past life crises and have many regrets experience despair.

Question 14

Piaget 2-Pre-occupation-magical thinking- I’m the center of the universe.

Answer 14

Obstacles to developing logical thinking:
• * Egocentrism: a child is unable to see things from other’s point of view. They are only aware of himself or herself and the needs and perspectives of others don’t exit.
• Centration: a child’s tendency to concentrate on only one detail of an object or situation and ignore all other aspects. Ex. Two containers of water. Child can only focus on height or width, but not both.
• Irreversibility: a child’s ability to follow and think something through in one direction without being able to imagine the relationship in reverse.

Question 15

Piaget 3-3- concrete Operations-Child understands immediate/tangible cause and effects.- If Child is told no good–then he or she will believe it is true.

Answer 15

• The child can solve concrete problems through the application of logical problem-solving strategies.
• Child can see things from other’s point of view.
• Situations and events can be viewed and examined in terms of many variables. (Child less limited by centration).
• Ability to conceptualize in terms of reversibility.
• Children develop their use of symbols to represent events in the real world.
• Inductive reasoning: specific experience to a general principle.
• Improvement in math and language.
{Developing cognitive ability (developed gradually between preoperational thought period and the culmination of adult logical thinking):
• Classification: a child’s ability to sort items into various categories according to certain characteristics, such as shape, color, texture, or size.
• Seriation: a child’s ability to arrange objects in order according to a certain characteristic, such as size, weight, volume, or length.
• Conservation: a child’s ability to grasp the idea that while one aspect of a substance (e.g. quantity or weight) remains the same, another aspect of that same substance (e.g. shape or position) can be changed. Ex. Silly putty.}

Question 16

Piaget 4- Formal operations-Child applies logic to operations- uses symbols and abstract thinking. Child can understand beyond immediate reality.

Answer 16

• The person becomes able to solve real and hypothetical problems using abstract concepts.
• Adolescent is able to identify numerous variables that affect a situation – an issue can be viewed from many perspectives.
• They can analyze the effects of one variable on another – can hypothesize about relationships and think about changing conditions.
• Hypothetical-deduction reasoning: an adolescent can systematically and logically evaluate many possible relationships in order to arrive at a conclusion.

Children gain the capacity to apply logic to various situations and to use symbols to solve problems. The adolescent not only has the ability to understand the observed movie but also to add or change characters and create an additional plot or staging plan.