stages of development Flashcards
Freud stages of development
Oral Stage birth-1year Anal Stage: (1-3 years) Phallic Stage: (3-6 years) Latent Stage: (6-Puberty) Genital Stage: (Puberty-Adult)
Piaget’s Stages of Development
Sensorimotor Stage
birth to 2 years
1. Object Permanence allows the child to recognize that objects continue to exist even when they are out of sight. Ex: A child searches for a toy that is hidden under a blanket, even if the toy cannot be seen.
2. Causality is when the child to recognize that certain events cause other
events. Ex: A child realizes that they can use their hand to pick up and move a
toy to a different spot.
3. Symbolic Thought is when the child begins to use language (symbols) to
think about actions before performing them. Ex: A child begins to understand
that words represent an object such as a dog or cat.
Preoperational Stage: (2 to 7 years)
Piaget
A key characteristic of this stage is
the symbolic function, which allows the child to learn through the use of mental
images, language and other symbols that represent objects that aren’t present.
Children during this stage engage in symbolic play and can solve problems mentally.
Concrete Operational Stage: (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.
Formal Operational Stage: (11+ years)
Piaget
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 return to egocentrism during this stage.
Trust vs. Mistrust: (0-18 months) Erickson
The psychosocial task during this stage is to
achieve a balance between trust and mistrust. Basic trust develops in the context of
the relationship between the infant and the primary caregiver and forms the
foundation for all other stages of development. Failure to master the task can result in pervasive mistrust of others OR dependent, unthinking, rigid adulation of others.
Autonomy vs. Shame and Doubt: (18 months to 3 years)
The toddler’s
psychosocial task during this stage is to achieve a sense of independence over herown body in the context of relationships with primary caregivers. If a child
experiences autonomy (in walking, exploring, etc.), she will gain confidence and
pride, which then become ego strengths. If the child is overcontrolled or prohibited from exploring or becoming autonomous, she is likely to feel doubtful of her own abilities and excessive shame
Initiative vs. Guilt: (3-6 years)
The child’s psychosocial task during this stage 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, prohibit the child (or adult) from effectively making plans or setting goals in the future.
Industry vs. Inferiority: (6-12 years)
The child’s psychosocial task during this
stage is to develop a 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 as well 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.
Identity vs. Role Confusion: (12-18 years)
The adolescent’s task is to learn the
roles that s/he 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 her own identity. If the adolescent fails to develop a sense of identity, than she may feel role confusion or a weakened sense of self
Intimacy vs. Isolation: (18-40 years)
The task during this stage is to begin
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.
Generativity vs. Stagnation: (40-65 years)
The psychosocial task during this
stage is to participate in activities that give the individual a sense of purpose such as a career, raising children, and creating positive changes that benefit others. If an adult does not feel this sense of purpose, he may then feel little connection to others and a sense of uselessness or rejection.
Ego Integrity vs. Despair: (65-death)
he psychosocial task during this stage 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.
