social development Flashcards
how do the theories of social development differ from each other?
differ in focus on internal vs external influences in development, discontinuous or continuous progression
basis of Freud’s Psychosexual theory
born with powerful urges (sexual, aggressive, these are unconsious), biological drives in conflict with reality & societal expectations, how conflict is resolved leaves imprint
(discontinuous) stages of Freud’s psychosexual theory
-Oral (0-2yrs) - id (pleasure principle)
-ego (reality principle)
-Anal (2-3yrs)
-Phallic (3-6yrs) - superego (morality principles)
-Latency (6-12yrs)
-Genital (12+yrs)
legacy of freud’s psychosexual theory
most ideas not supported by current research, many ideas too vague to test; role of early experience, parent-child relationships important, influenced development of other theories
basics of Erikson’s Psychosocial theory
focused on ego, societal & environmental factors interact with ego to shape development, each period of life has a central psychosocial crisis
Erikson’s Psychosocial theory stages
Trust vs Mistrust (infancy)
Autonomy vs Shame & Doubt (toddlerhood)
Initiative vs Guilt (early childhood)
Industry vs Inferiority (middle childhood)
Identity vs Role Confusion (adolescence)
Intimacy vs Isolation (young adult)
Generativity vs Stagnation (middle age)
Integrity vs Despair (old age)
can i trust the world?
Trust vs Mistrust (infancy)
can i control my behaviours?
Autonomy vs Shame & Doubt (toddlerhood)
can i become independent of my parents
Initiative vs Guilt (early childhood)
can i master the skills i need to adapt?
Industry vs Inferiority (middle childhood) (schooling)
who am i?
Identity vs Role Confusion (adolescence)
can i give myself fully to another?
Intimacy vs Isolation (young adult)
what can i offer generations to follow?
Generativity vs Stagnation (middle age)
have i found contentment & satisfaction?
Integrity vs Despair (old age)
legacy of Erikson’s psychosocial theory
-what happens to you at all stages of life matters (development beyond childhood- in addition to Freud’s theory)
-importance of identity development (especially adolescence)
-underestimates cultural influences
-often vague
basics of Bronfenbrenner’s bioecological model
ecological perspective (need to take into account context) (e.g. examining soil of a plant)
Bronfenbrenner’s bioecological model
The child: biologically-based dispositions, actively influencing development
Microsystem: immediate environment
Mesosystem: connections between microsystem
Exosystem: indirect environments (child has no contact with it, but it influences their experiences)
Macrosystem: cultural values, laws, customs, resources
Chronosystem: time period, age of child
The Child Bronfenbrenner’s bioecological model
biologically-based dispositions which actively influence development
Microsystem Bronfenbrenner’s bioecological model
immediate environment around the child (e.g. parents, friends, school)
Mesosystem Bronfenbrenner’s bioecological model
connections between the microsystem (e.g. relationships between parents)
Exosystem Bronfenbrenner’s bioecological model
indirect environments; child does not come into contact with it but it influences (e.g. how many hours parents are required to work)
Macrosystem
cultural values, laws, customs, resources
Chronosystem
time period, age of child
examples of Covid impacts and Bronfenbrenner’s mioecological model
e.g. parent gets covid, parent sleeps more, child affected; Mesosystem: parents’ relationships changed due to being at home, Macrosystem: laws on covid, cultural values/outlook on illness, conflict
Bronfenbrenner’s bioecological model legacy
-broad role of context beyond immediate environment, influence on policy
-vague, little emphasis on individual biology
