Sept 5, 2018

A. Freud’s Components of the Personality

Sigmund Freud’s concept about ones personality says that you can’t judge a book by its
cover and there’s more to a person than what you see. There are a lot and a wide scope
of what comes into a mind of a persona. We cannot depict right away on what’s the
motive of one. He emphasized three components that make up one’s personality.
These are: id, ego, and superego. Id is pleasure centered while ego is reality centered.
Meaning id is focused on what a person wills and ego is about its limits and boundaries
of wanted pleasures in life that he/she is bound not to step unto the line of others’
belongings. One’s cravings can’t always be provided by nature since some may need it
and sometimes the situation can’t just permit it to happen. To simplify it, one can’t just
have it all or get it all. Superego is related to ego, ideal or conscience. Freud also
believed that there are five psychosexual stages of development.

B. Freud’s Psycho-Sexual Stages of Development

Freud categorized the psycho-sexual stages of development into five segments namely:
Oral (from birth- 1 year), Anal (1-3 years), Phallic (3-6years), Larency (6-puberty),
Genital (puberty-death). These stages demands satisfaction of needs and failure to do so
results in fixations. In this theory he elaborated how a person grows sexually from birth
to death. He explained how one displays as he/she continues to grow and the effects on
a person when satisfaction is deprived.

C. Erikson’s Psycho-social Stages of Development

He believed that, “healthy children will not fear life if their elders have integrity to fear
death”. He is also one of those who primarily believed the impact of significant others in
the development of one’s view of himself, life and of the world. He as well presented
the 8 Psycho-social stages of development with psychosocial crises during a specific
stage accompanied with various virtues and the radius of significant relations. Stages are
as follows: Infancy until age 2, early childhood age 2-3, school age 6-12, adolescence 12-
18, young adulthood 19-35, old age, after 65. He described in the psychological crisis by
giving the opposite polarities wherein a certain virtue is attained when balance and
resolution emerges. This is actually true and I believe in what Erikson has presented.
There are two things which could happen to a person as he grows. Whether he lacks or
accepts abundant amount of one specific need there would always be either a positive
result to his development or worse may suffer as he grows.

D. Kohlberg’s Stages of Moral Development

Righteousness according to Kohlberg’s belief is imposed by the society we grow up with.

Ones action is judged by the morality standards of a specific place and the culture you
are exposed to. He divided the stages of moral development in three parts namely: Pre-
conventional, wherein moral codes is shaped by the standards of adults and the
consequences of following or breaking their rules; conventional, we begin to internalize
the moral standards of valued adult role models; post conventional, individual judgment
 is based on self-chosen principles and moral reasoning is based on individual rights and
justice.

E. Vygotsky’s Socio-Cultural Theory

According to him, “the teacher must orient his work not on yesterday’s development in
the child but on tomorrow’s”. He emphasized the role of social interaction in learning
and development. We acquire knowledge by interacting and conversing with people and
these learnings will actually help us with our future self. He as well believed that the
guidance from a more knowledgeable other would lead a learner to a higher level of
performance then eventually it becomes the learner’s actual performance as he
observes the knowledgeable other and can wok independently in the future.

F. Bronfenbrenner’s Bio- Ecological Theory

His theory simply implies that a child’s own biological make-up impacts as a key factor in
one’s development. To study the development of a child, we should look at is interaction
with a larger environment and not just his direct contact as he grows. He also explained that
a child’s development within the context of relationship systems is comprised of:
microsystem, mesosystem, exosystem, macrosystem, chronosystem.

G. Jean Piaget

The great Jean Piaget was the one who said that, “the principal goal of education is to
create man who is capable of doing new things, not simply repeating what other
generations have done – men who are creative, inventive and discovers.” He also had his
stages of cognitive development in four stages namely: sensory motor, pre-operational,
concrete-operational and formal operational. I guess his belief is primarily correct. We are
educated to learn more and to thirst about learning more as learning is the only thing that
should never stop.