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32 Cards in this Set
- Front
- Back
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Freud's Theory of Developmental Stages |
Psychoanalytic Psychosexual stages early childhood - impulses of id challenge at each stages satisfy urge optimally to move to next stage |
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Fixation |
Freud too much/little satisfaction of urge failure to move to next stage permanent aspect of personality related to urge problem later in life |
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Oral stage |
Freud Infancy, 1st year sucking/biting, nursing trust and capacity delayed gratification if moved on |
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Anal stage |
Freud
2nd stage Young child, 2nd year conflict between child and adult child wants bowel control parents impose toilet training self control if moved on |
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Phallic stage |
Freud 3rd stage 3-6 years old focus sexual impulses on parent of opposite sex (oedipal/electra complex) ID with parent of same sex Dramatic Sexual/gender ID, internalize society's rules, superego development if moved on |
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Latent stage |
Freud 4th stage 7-12 years old sexual impulses suppressed calm other developmental tasks, social development |
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Genital stage |
Freud 5th stage Adolescence and older return of sexual urges matures to adult sexuality |
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Erik Erikson |
Psychoanalytic Psychosocial instead of psychosexual crises in each stage, failure to overcome -> fixation experiences of interaction b/w self and society decision across spectrum between 2 opposing worldviews success = healthier option within spectrum -> ID formation of individual stages 1-4 develop personal attributes involved in ID formation |
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Stage 1 |
Erikson 1 yrs trust vs mistrust ideas about trust according to action of parents Oral |
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Stage 2 |
Erikson 2 yrs autonomy vs shame and doubt growing sense of whether self is competent at self-care Anal |
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Stage 3 |
Erikson 3-6 yrs Initiative vs guilt develop ability to plan e.g. play activities Phallic |
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Stage 4 |
Erikson 7-12 yrs industry vs inferiority when children immersed in complex social environment is self capable of mastering skills that are societally valued (self efficacy) Latent |
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Stage 5 |
Erikson Adolescent Identity vs role confusion Identity formation, adolescent exploration of societal roles, personal beliefs, and goals ideally -> stable sense of ID or unclear ideas about self and social belonging Genital |
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Stage 6 |
Erikson Young Adulthood Intimacy vs isolation Develop ability to form emotionally significant relationship |
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Stage 7 |
Erikson Adulthood Generativity vs stagnation give back to family, work, community vs care for own needs |
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Stage 8 |
Erikson Maturity Integrity vs despair evaluate lifetime -> develop sense of how well lived |
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Lev Vygotsky |
Social + cultural factors -> development interactions with others promote acquisition of culturally valued behaviors and beliefs contrasts gradual and constant growth, every kid goes through different things Not sequential, not discrete stages children attain higher levels of development w/ guidance of adults/peers development of child = current and potential levels of achievement at any point in time |
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Current developmental level |
Vygotsky tasks that a child can perform w/o help from others |
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Zone of proximal development |
Vygotsky all skills accomplish-able w/ help |
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Potential developmental level |
Vygotsky most advanced tasks a child can do with guidance from more knowledgeable ppl surrounds zone of primal development |
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Beyond current potential |
Vygotsky beyond potential developmental level |
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Development fosters when... |
Vygotsky Demands in the zone of zone of proximal development more knowledgeable ppl present thought process to be internalized by learning child potential development level becomes current development Performance of social roles -> ID formation requires self control inselecting socially appropriate actions socialization and social interaction (learning and culture) -> ID |
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Kohlberg's theory of moral development |
children progress through predictable sequences of stages of moral reasoning parallel to piaget |
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Level 1 - Preconventional Morality |
Kohlberg Stage 1 - punishment Stage 2 - reward moral judgement based only on anticipated consequences of behavior |
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Level 2 - Conventional Morality |
Kohlberg Stage 3 - Social disapproval Stage 4 - Rule following Social Judgement, will follow law not b/c it's right thing to do, b/c it's established by society ID foreclosure (commitment to something without considering self-exploration) |
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Level 3 - Postconventional Morality |
Kohlberg Stage 5 - social contract (good for society) Stage 6 - universal ethics beyond personal/interpersonal, universal principles, fully developed ideas about right/wrong Transition from 2 -> 3 develop identity ID achievement, but not everyone at ID achievement may have reached postconventional morality |
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Jean Piaget |
reconciled nature and nurture determinants of child development children develop cognitively by experimenting with environment -> assimilate results into preexisting schemas or schema changed to accommodate into new info (that doesn't fit into preexisting schema) 4 stages of cognitive development |
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Stages of Cognitive Development |
Piaget all children go through these discrete stages not accurate and uniform for all cultures children could be underestimated |
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Sensorimotor |
Piaget birth to 2yrs separate self from objects ability to act on/affect outside world Object permanence (things continue to exist even when out of sight) |
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Preoperational |
Piaget 2-7yrs use language think literally egocentric worldview difficulty taking POV of others |
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Concrete operational |
Piaget 7-11yrs more logical and concrete thinking inductive reasoning (reason from specific to general) deductive reasoning not developed yet conservation developed (quantity remains same despite changes in shape or container) |
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Formal Operational |
Piaget 11yrs+ think logically in the abstract deductive reasoning (apply general to specific) theoretical/philosophical thinking post-conventional moral reasoning (help others, moral acting) |
