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Stages of Psychosexual Development

Stage Characteristics Major Event/Problem/Conflict


The infant's primary source of interaction occurs
through the mouth, so the rooting and sucking The primary conflict at this stage is the
reflex is especially important. The mouth is vital weaning process--the child must become less
for eating, and the infant derives pleasure from dependent upon caretakers. If fixation occurs
oral stimulation through gratifying activities such at this stage, Freud believed the individual
ORAL STAGE
as tasting and sucking. Because the infant is would have issues with dependency or
entirely dependent upon caretakers (who are aggression. Oral fixation can result in
responsible for feeding the child), the infant also problems with drinking, eating, smoking, or nail
develops a sense of trust and comfort through this biting.
oral stimulation.
Parents who utilize praise and rewards for
using the toilet at the appropriate time
encourage positive outcomes and help
children feel capable and productive. Freud
believed that positive experiences during this
stage served as the basis for people to
The primary focus of the libido was on controlling
become competent, productive, and creative
bladder and bowel movements. The major conflict
adults.
at this stage is toilet training--the child has to learn
According to Freud, inappropriate parental
to control his or her bodily needs. Developing this
ANAL STAGE responses can result in negative outcomes. If
control leads to a sense of accomplishment and
parents take an approach that is too lenient,
independence. According to Freud, success at
Freud suggested that an anal-expulsive
this stage is dependent upon the way in which
personality could develop in which the
parents approach toilet training.
individual has a messy, wasteful, or
destructive personality. If parents are too strict
or begin toilet training too early, Freud
believed that an anal-retentive personality
develops in which the individual is stringent,
orderly, rigid, and obsessive.
PHALLIC STAGE The primary focus of the libido is on the genitals. The Oedipus complex describes these feelings
Children also discover the differences between of wanting to possess the mother and the
males and females. desire to replace the father. However, the child
also fears that he will be punished by the

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father for these feelings, a fear Freud termed


castration anxiety.
The term Electra complex has been used to
described a similar set of feelings experienced
by young girls. Freud, however, believed that
girls instead experience penis envy.
Eventually, the child realizes begins to identify
with the same-sex parent as a means of
vicariously possessing the other parent. For
girls, however, Freud believed that penis envy
was never fully resolved and that all women
remain somewhat fixated on this stage.
The libido interests are suppressed. The A time of exploration in which the sexual
development of the ego and superego contribute energy is still present, but it is directed into
to this period of calm. The stage begins around other areas such as intellectual pursuits and
LATENT PERIOD
the time that children enter into school and social interactions. This stage is important in
become more concerned with peer relationships, the development of social and communication
hobbies, and other interests. skills and self-confidence.
Where in earlier stages the focus was solely
on individual needs, interest in the welfare of
others grows during this stage. If the other
The individual develops a strong sexual interest in stages have been completed successfully, the
GENITAL STAGE
the opposite sex. individual should now be well-balanced, warm,
and caring. The goal of this stage is to
establish a balance between the various life
areas.

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Stages of Psychosocial Development

Stage Characteristics Major Event/Problem/Conflict


From ages birth to one year, children begin
Unsuccessful completion of this stage can
to learn the ability to trust others based upon
result in an inability to trust, and therefore a
the consistency of their caregiver(s). If trust
sense of fear about the inconsistent world. It
TRUST vs. MISTRUST develops successfully, the child gains
may result in anxiety, heightened
confidence and security in the world around
insecurities, and an over feeling of mistrust
him and is able to feel secure even when
in the world around them.
threatened.
If children in this stage are encouraged and
supported in their increased independence,
they become more confident and secure in
Between the ages of one and three, children their own ability to survive in the world. If
begin to assert their independence, by children are criticized, overly controlled, or
AUTONOMY vs. SHAME and DOUBT walking away from their mother, picking not given the opportunity to assert
which toy to play with, and making choices themselves, they begin to feel inadequate in
about what they like to wear, to eat, etc. their ability to survive, and may then become
overly dependent upon others, lack self-
esteem, and feel a sense of shame or doubt
in their own abilities.
If given this opportunity, children develop a
sense of initiative, and feel secure in their
Around age three and continuing to age six, ability to lead others and make decisions.
children assert themselves more frequently. Conversely, if this tendency is squelched,
INITIATIVE vs. GUILT
They begin to plan activities, make up either through criticism or control, children
games, and initiate activities with others. develop a sense of guilt. They may feel like
a nuisance to others and will therefore
remain followers, lacking in self-initiative.
INDUSTRY vs. INFERIORITY From age six years to puberty, children If children are encouraged and reinforced for
begin to develop a sense of pride in their their initiative, they begin to feel industrious
accomplishments. They initiate projects, see and feel confident in their ability to achieve
them through to completion, and feel good goals. If this initiative is not encouraged, if it
about what they have achieved. During this is restricted by parents or teacher, then the
time, teachers play an increased role in the child begins to feel inferior, doubting his own
child’s development. abilities and therefore may not reach his

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potential.
During adolescence, the transition from During adolescence, the transition from
childhood to adulthood is most important. childhood to adulthood is most important.
IDENTITY vs. ROLE CONFUSION Children are becoming more independent, Children are becoming more independent,
and begin to look at the future in terms of and begin to look at the future in terms of
career, relationships, families, housing, etc. career, relationships, families, housing, etc.
Successful completion can lead to
Occurring in Young adulthood, we begin to comfortable relationships and a sense of
share ourselves more intimately with others. commitment, safety, and care within a
INTIMACY vs. ISOLATION We explore relationships leading toward relationship. Avoiding intimacy, fearing
longer term commitments with someone commitment and relationships can lead to
other than a family member. isolation, loneliness, and sometimes
depression.
Those who are successful during this phase
During middle adulthood, we establish our will feel that they are contributing to the
careers, settle down within a relationship, world by being active in their home and
GENERATIVITY vs. STAGNATION
begin our own families and develop a sense community. Those who fail to attain this skill
of being a part of the bigger picture. will feel unproductive and uninvolved in the
world.
As we grow older and become senior
If we see our lives as unproductive, feel guilt
citizens, we tend to slow down our
about our pasts, or feel that we did not
productivity, and explore life as a retired
accomplish our life goals, we become
INTEGRITY vs. DESPAIR person. It is during this time that we
dissatisfied with life and develop despair,
contemplate our accomplishments and are
often leading to depression and
able to develop integrity if we see ourselves
hopelessness.
as leading a successful life.

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Stages of Cognitive Development

Stage Characteristics Major Event/Problem/Conflict


This stage occurs between the ages of birth
The major achievement during this stage is
and two years of age, as infants begin to
that of Object Permanency, or the ability to
understand the information entering their
understand that these objects do in fact
sense and their ability to interact with the
continue to exist. This includes his ability to
world. During this stage, the child learns to
understand that when mom leaves the room,
manipulate objects although they fail to
SENSORIMOTOR STAGE she will eventually return, resulting in an
understand the permanency of these
increased sense of safety and security. Object
objects if they are not within their current
Permanency occurs during the end of this
sensory perception. In other words, once an
stage and represents the child’s ability to
object is removed from the child’s view, he
maintain a mental image of the object (or
or she is unable to understand that the
person) without the actual perception.
object still exists.
This stage is marked by Egocentrism, or the
child’s belief that everyone sees the world the
same way that she does. The fail to
understand the differences in perception and
believe that inanimate objects have the same
The second stage begins after Object
perceptions they do, such as seeing things,
Permanency is achieved and occurs
feeling, hearing and their sense of touch.
between the ages of two to seven years of
age. During this stage, the development of
PREOPERATIONAL STAGE A second important factor in this stage is that
language occurs at a rapid pace. Children
of Conservation, which is the ability to
learn how to interact with their environment
understand that quantity does not change if
in a more complex manner through the use
the shape changes. This is due to the
of words and images.
children’s inability to understand reversibility
and to focus on only one aspect of a stimulus
(called centration), such as height, as opposed
to understanding other aspects, such as glass
width.
CONCRETE OPERATIONS STAGE Occurring between ages 7 and about 12, They can understand the concept of grouping,
the third stage of cognitive development is knowing that a small dog and a large dog are
marked by a gradual decrease in centristic still both dogs, or that pennies, quarters, and
thought and the increased ability to focus dollar bills are part of the bigger concept of

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money. They can only apply this new


understanding to concrete objects ( those they
have actually experienced). In other words,
on more than one aspect of a stimulus. imagined objects or those they have not seen,
heard, or touched, continue to remain
somewhat mystical to these children, and
abstract thinking has yet to develop.
They are able to apply reversibility and
conservation to both real and imagined
situations. They also develop an increased
In the final stage of cognitive development understanding of the world and the idea of
FORMAL OPERATIONS STAGE (from age 12 and beyond), children begin to cause and effect. By the teenage years, they
develop a more abstract view of the world. are able to develop their own theories about
the world. This stage is achieved by most
children, although failure to do so has been
associated with lower intelligence.

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Assignment in Social Science 4

Submitted by: Jose dennio p. lim jr.


Submitted to: mrs. Edna liza M. victoria

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