Name: Mata, Jyra Allison N.

Section: CIV143

1. Piaget’s Cognitive DevelopmentSensori-motor (birth-2 yrs) – differentiates self from objects, recognizes self as

agent of action and begins to act intentionally,nachieves object permanence: realizes that things continue to exist even when no longer present to the sensee.g. pulls a string to set mobile in motion or shakes a rattle to make a noise

Pre-operational (2-7 yrs) – learns to use language and to represent objects by images and words, thinking is still egocentric: has difficulty understanding the viewpoint of others, classifies objects by a single featuree.g. groups together all the red blocks regardless of shape or all the square blocks regardless of color

Concrete Operational (7-11 yrs) – can think logically about objects and events, achieves conservation of number (age 6), mass(age 7), and weight (age 9)e.g. classifies objects according to several characteristics such as color and shapes

Formal Operational (11 yrs and up) – can think logically about abstract propositions and test hypotheses systematically, becomes concerned with hypothetical, the future, and ideological

2. Erikson’s Psychosocial TheoryTrust vs. Mistrust (birth- 1 year) – the development of trust is based on the

dependability and quality of the child’s caregivers, the child is depending upon adult caregiver for everything-food, love, warmth, safety and nurturing.

Autonomy vs. Shame and Doubt (early childhood) – focused on children developing a great sense of personal control, starting to gain a little bit of independence and perform basic actions on their own and making simple decisions about what they refer.

Initiative vs. Guilt (preschool years) – children begin to assert their power and control over the world through directing play and other social interactions. Children who are successful at this stage feel capable and able to lead others.

Industry vs. Inferiority (5-11 years) – through social interactions, children begin to develop a sense of pride in their accomplishments and abilities. Children who are encouraged and commended by parents and teachers develop a feeling of competence and belief in their skills.

Identity vs. Confusion (adolescence) – children explore their independence and develop a sense of self. Those who receive proper encouragement and reinforcement will emerge with strong sense of self and a feeling of independence and control.

Intimacy vs. Isolation (early adulthood) – people are exploring personal relationships. Those who are successful at this step will form relationships that are committed and secure.

Generativity vs. Stagnation (adulthood) – continue to build lives, focusing on career and family. Those who are successful in this stage will feel that they are contributing to the world by being active in their home and community.

Integrity vs. Despair (old age) – focused on reflecting back on life. Successfully completing this phase means looking back with few regrets and a general feeling of satisfaction.

Integrity vs. Despair SocietyGenerativity vs. Stagnation Kids

Intimacy vs. Isolation PartnerIdentity vs. Confusion PeersIndustry vs. Inferiority School

Initiative vs. Guilt Other familyAutonomy vs. Shame and Doubt Siblings

Trust vs. Mistrust Parents

3. Freud’s Psychosexual TheoryOral (birth to 1 year) – the infant’s primary source of interaction occurs through

the mouth which is vital for eating and the infant derives pleasure from oral stimulation through gratifying activities such as tasting and sucking.

Anal (1-3 years) - the primary focus of the libido was on controlling bladder and bowel movements. The major conflict at this stage is toilet training, the child has to learn to control his or her bodily needs. Developing this control leads to a sense of accomplishment and independence.

Phallic (3-6 years) – the primary focus of the libido is on the genitals. At this age,children also begin to discover the differences between males and females. The child begins to identify with the same-sex parets as a means of vicariously possessing the other parent.

Latency (6 years- puberty) – the libido interests are suppressed. The developmentof the ego and superego contribute to this period of calm. The stage begins around the time that children enter into school and become more concerned with peer relationships, hobbies, and other interests.

Genital (puberty to death) – the individual develops a strong sexual interest in theopposite sex. The goal of this stage is to establish a balance between the various life areas.

Donaldson M. (1984). Children’s Minds London FontanaCherry K. (2015). Psychology(Stages of Psychosocial Development)Brauchli D. (2015). Theories of Personality