Psychoanalytic Theory of Sigmund Freud For Education Majors

Developmental
Theories and Other

Relevant Theories
(Part1 and 2)
Developmental Theories and Other
Relevant Theories (Part1)
❑Sigmund Freud’s Psychoanalytic Theory.

❑Jean Piaget’s Stages of Cognitive
Development.
❑Eric Erikson’s Psycho-Social Theory of
Development (Semi-Finals).
Story time..
•A young doctor is in search for some magic panacea or
potion to lessen pain or enhance performance.
•The young doctor discovered the drug through research
and heard that the drug was used successfully to energize
soldiers suffering from exhaustion.
Story time..
•The young doctor tried the drug to his patients,
colleagues, and friends.
•The young doctor discovered that the miracle drug was
successful in use with heart disease, nervous exhaustion,
addiction to alcohol, and morphine, and several other
psychological and physical problems.
Story time..
•The young doctor tried the drug himself because he is
suffering from depression.
•The young doctor wrote a letter to his fiancée about the
drug, its effects and marvelous impact. The young doctor
told his fiancée that he would give some small amounts to
her for good health and weight gain.
Story time..
•The young doctor wrote a pamphlet about everything
related to the miracle drug.
•The young doctor is impatient to meet her fiancée and
decided to delay his writing to visit her.
•A colleague completed the study about the miracle drug
and published the results and gain all the recognition for
it.
Sigmund Freud’s Psychoanalytic
Theory.
1. Sigmund Freud’s
Psychoanalytic Theory
Learning outcomes of section 1.
At the end of this section, you should be able to:
•Explain Freud’s views about child and adolescent development.
•Draw implications of Freud’s theory to education.
Sigismund(Sigmund)
Freud
•Born on either
March 6 or May 6,
1856 in Frieberg,
Moravia which is
now part of Czech
Republic.
•Mother’s boy
Sigmund Freud
•Most controversial psychologist
•His theory is the most influential in psychology because:
• The twin cornerstones of psychoanalysis, sex, and aggression are two
continuing popularity.
• The theory was popularized beyond its Viennese origins by dedicated group
of followers.
• Freud's brilliant command of language enabled him to present his theories
in a stimulating and exciting manner.
Key terms in Psychoanalytic
theory:
•Erogenous zones •Anal stage •Latency stage
•Fixation •Anal retentive •Genital stage
•Drives •Anal expulsive •Id, Ego, and
Superego
•Oral stage •Phallic stage
•The conscious and
•Oral receptive •Oedipus Complex
unconscious
•Oral aggressive •Electra Complex
Psychoanalysis
•A theory or therapeutic method that believes that all people
posses' unconscious thoughts, feelings, desires, and memories.
•The most famous personality theory.
•Method of investigation discovered by Sigmund Freud
Psychoanalytic theory dynamics
of personality
•The discussion under dynamics/ motivational principle of
personality seek to explain the driving forces behind people's
actions.
•According to Freud, people are motivated to seek pleasure and to
reduce tension and anxiety.
of personality
•Drives – Freud used the German word Trieb to refer to a drive or a
stimulus within the person.
• Often translated as “instincts”.
• Drives operate as a constant motivational force.
• Drives are classified into two: sex or Eros, and aggression, distraction, or
Thanatos.
• Drives originate from the id but come under the control of the ego.
• Freud used the word libido for sex drive.
of personality
•Sex – the aim of sexual drive is pleasure, but the pleasure is not limited
to genital satisfaction.
• Pertains to life instincts.
• Freud believed that the entire body is invested with libido.
•Aggression – the aim of aggressive drive is to return the organism to an
inorganic state.
• The ultimate inorganic condition is death, the final aim of the aggressive
drive is self-destruction.
Psychosexual
stages of
development
Freud’s stages of Psychosexual
Development
•According to Freud, a person goes through the sequence of five
phases/stages and along the way there are needs to be met.
•Whether these needs are met or not, determines whether the
person will develop a healthy personality or not.
Development
•Erogenous zones – parts of the body invested with libido.
• Pleasure areas that become focal points for each stage of
development.
• Examples of erogenous zones: mouth, anus, and genitals.
•Fixation – a defense/behavior that occurs when a need is over

gratified or under gratified.
• As an adult, the person will now manifest behaviors related to this erogenous
zones.
Development
1. Oral stage
2. Anal stage
3. Phallic stage
4. Latency stage
5. Genital stage
1. Oral stage (Ages 0 – 18 moths)
▪The erogenous zone is the mouth.
▪The child is focused on oral pleasures (sucking).
▪Too much or too little satisfaction can lead to an Oral Fixation or
Oral Personality which is an increased focus on oral activities.
▪Two types of oral fixation: oral receptive and oral aggressive.
1. Oral stage (Ages 0 – 18 moths)
▪Two types of oral fixation: oral receptive and oral aggressive.
▪Oral receptive – strong tendency to smoke, drink alcohol, overeat.
▪Oral aggressive – tendency to bite his or her nails or use curse
words or even gossip.
2. Anal stage (Ages 18mo – 3yrs)
•The child’s focus of pleasure in this stage is the anus.
•The child finds satisfaction in eliminating and retaining feces.
•Through societies expectations, particularly the parents, the child
needs to work on toilet training.
•Between 1 year and a half to three years the child’s favorite word
might be “No”.
2. Anal stage (Ages 18mo – 3yrs)
•A struggle might exist in the toilet training process when the child
retains feces when asked to eliminate or may choose to defecate
when asked to hold feces for some reason.
•Two types of anal fixation: anal retentive and anal expulsive
•Anal retentive – obsession with cleanliness, perfection, and
control.
•Anal expulsive – a person may become messy and disorganized.
3. Phallic stage (Ages 3 - 6 yrs.)
▪The erogenous zone is underdeveloped genitals.
▪During the preschool age, children become interested in what
makes boys and girls different.
▪Preschoolers will sometimes be seen fondling their genitals.
▪Freuds studies led him to believe that during this stage boys
develop unconscious sexual desire for their mother.
▪Boys then see their father as rival for her mother’s affection and
attention.
▪Boys during this stage may fear that their father will punish them
for having sexual desire with his mother. (Castration anxiety)
▪Oedipus Complex – boy's feelings of sexual desire with their
mother and hatred towards their father. (In Greek Mythology, Oedipus
unintentionally killed his father and married his mother Jocasta).
▪Girls may also have a similar experience, developing unconscious
sexual attraction towards their father. (This is called Electra
Complex).
▪Penis envy – experiences of envy and jealousy of young girls
towards boys because of mere observation that boys have an
“extra” organ.
▪According to Freud, out of fear of castration and due to the strong
competition of their father, boys eventually decide to identify with
them rather than fight them.
▪By identifying with their father, the boys develop masculine
characteristics and identify themselves as males and repress their
sexual feelings towards their mother.
▪A fixation at this stage could result in sexual deviances (both
overindulging and avoidance) and weak or confused sexual
identity according to psychoanalysis.
4. Latency stage (Ages 6 to
puberty)
▪During this stage sexual urges remain repressed.
▪Children’s focus is the acquisition of physical and academic skills.
▪Boys relate more with boys and girls with girls.
5. Genital stage (Puberty onwards)
▪The fifth stage of psychosexual development begins at the start of
puberty when sexual urges are once again awakened.
▪In the earlier stages, adolescents focus their sexual urges towards
the opposite sex peers, with the pleasure centered on the genitals.
Freud’s Personality
Components
Freud’s Personality Components
▪The components of personality (Provinces of the mind):
▪ID (Instinctual desire)
▪Ego
▪Superego (Conscience)
❑The first to emerge among the three components is the id (Ages 0 -3
yrs.) followed by the ego (Ages 3 -4 yrs.), and last to develop is the
superego (Ages 5-6 yrs.).
▪The id (das Es or the “It”) – the most primitive part of the mind.
▪Freud says that, a child is born with the id.
▪The id plays a vital role in one’s personality because as a baby, it
functions so that the baby’s essential needs are met.
▪The id operates on the pleasure principle.
▪Focuses on immediate gratification or satisfaction of needs.
▪The id (das Es or the “It”)
▪ Indicates that whatever feels good now is what it will pursue with no
consideration for the reality, logicality, or practicality of the situation.
▪ Nothing else matters to the id except the satisfaction of its own needs.
▪ The id is not oriented towards considering reality nor the needs of others.
▪ When the id wants something, it wants it now and wants it fast.
▪The ego (das Ich or the “I”)
▪ As the baby turns into a toddler and then into a preschooler, he/she relates more
with the environment.
▪ The ego operates using the reality principle.
▪ The ego is aware that others also have needs to be met.
▪ The ego is practical because it knows that being impulsive or selfish can result to
negative consequences later, so it reasons and considers the best response to
situations.
▪The ego (das Ich or the “I”)
▪ It is the deciding agent of the personality.
▪ It functions to help the id meet its needs; it always takes into account the reality of
the situation.
▪The superego (das Uber-Ich, or the “Over-I)
▪ Emerge near the end of the preschool years, of the end of the phallic stage.
▪ Embodies a person’s moral aspect.
▪ It develops from what the parents, teachers and other persons who exert
influence impart to be good or moral.
▪ It likened to conscience because it exerts influence on what one considers reight
and wrong.
▪ It represents the moral and ideal aspects of personality and is guided by the
moralistic and idealistic principle.
▪ It grows out of the ego, and like the ego, it has no energy of its own.
▪ It has no contact with the outside world and therefore is unrealistic in its demands
for perfection.
▪ There are two subsystems of the superego:
A. Conscience – results from experiences with punishments for improper behavior
and tells us what we should not do.
B. Ego-ideal – develops from experiences with rewards for proper behavior and
tells us what we should do.
What does it look like
if a person/learner is
well adjusted?
The three components and
personality adjustment
▪Freud said that a well-adjusted person is one who has strong ego,
who can satisfy the needs of the id without going against the
superego while maintaining the person’s sense of what is logical,
practical and real.
The three components and
personality adjustment
▪The ability of a learner to be well-adjusted is largely influenced by
how the learner was brought up. His experiences about how his
parents met his needs, the extent to which he was allowed to do
the things he wanted to do, and also how he was taught about
right and wrong, all figures to the type of personality and
consequent adjustment that a person will make.
Topographic model of
personality (Three
levels of the mind)
Topographic model
▪The unconscious – Freud said that most what we go through in our
lives, emotions, beliefs, feelings, and impulses deep within are not
available to us at a conscious level.
▪ Freud believed that most of what influence us is in our unconscious.
▪The Oedipus and Electra Complex mentioned earlier were both buried
down into the unconscious, out of awareness due to the extreme
anxiety they cause.
How do unconscious
thoughts reach
consciousness?
Unconscious drives may appear in consciousness, but only after undergoing
certain transformations. A person may express either erotic or hostile urges,
for example, by teasing or joking with another person.
The original drive (sex or aggression) is thus disguised and hidden from the
conscious minds of both persons. The unconscious of the first person,
however, has directly influenced the unconscious of the second.
Both people gain some satisfaction of either sexual or aggressive urges, but
neither conscious of the underlying motive behind the teasing and joking.
Topographic model
▪The Conscious – Freud also said that all we are aware of are
stored in our conscious mind.
▪Our conscious mind only comprises a very small part of who we
are so that, in our daily life, we are only aware of a very small part
of what makes up our personality; most of what we are is hidden
and out of reach.
Topographic model
▪The Pre-Conscious (Subconscious) – The part of us that we can
reach if prompted but is not in our conscious.
▪At below the surface, but still hidden unless we search for it.
Activity (20Pts)
From section 1 Freud’s Psychoanalytic Theory, I learned that…
Done with
Psychoanalysis…
“The principal goal of education is to
create men/women who are capable of
doing new things, not simply of
repeating what other generations have
done- men and women who are
creative, inventive and discoverers”
- Jean Piaget
Piaget’s Stages of Cognitive
Development
Learning outcomes
At the end of section 2, you should be able to:
▪Describe Piaget’s stages in your own words.
▪Research or conduct about a simple Piagetian Task interview with
children.
▪Match learning activities to the learners’ cognitive stage.
Jean Piaget (1896 – 1980)
▪Born on August 9, 1896 in Neuchatel, Switzerland and died on
September 16, 1980.
▪Swiss psychologist who was the first to make a systematic
study of the acquisition of understanding in children.
▪Thought by many to have been the major figure in 20 th-
century developmental psychology.
▪Famous for his study of children’s intellectual development.
Jean Piaget
▪His research method involved observing a small number of
individuals as they responded to cognitive tasks that he
designed. (The cognitive tasks are called Piagetian task).
▪He called his general theoretical framework “genetic
epistemology” because he was interested in how knowledge
developed in human organisms.
Jean Piaget
▪Examined the implications of his theory not only to aspects of
cognition but also to intelligence and moral development.
▪His theory has been applied widely to teaching and curriculum
design specially in the preschool and elementary curricula.
Cognitive Concepts (Terms and
definitions)
▪Schema – refer to the cognitive structures by which individuals
intellectually adapt to and organize their environment.
▪Mental shortcuts
▪An individual’s way to understand or create meaning about a thing or
experience.
▪“It is like the mind has a filing cabinet and each drawer has folders
that contain files of things he has had an experience with.
definitions)
▪Assimilation – the process of fitting a new experience into an
existing or previously created cognitive structure or schema.
definitions)
▪Accommodation – the process of creating new schema.
definitions)
▪Equilibration
▪Piaget believed that people have the natural need to understand how
the world works and to find order, structure, and predictability in their
life.
▪Equilibration is achieving proper balance between assimilation and
accommodation.
▪When our experiences do not match our schemata (plural for
schema) or cognitive structures, we experience cognitive
disequilibrium.
definitions)
▪Equilibration
▪Disequilibrium means that there is aa discrepancy between what is
perceived and what is understood.
▪People exert effort through assimilation and accommodation to
establish equilibrium once more.
“ Cognitive development involves a continuous effort
to adapt to the environment in terms of assimilation
and accommodation.”
Piaget’s Stages of
Cognitive
Development
Piaget’s Stages of Cognitive
Development in a nutshell:
1. Sensorimotor stage (Ages Birth to 2 Years)
2. Pre-Operational Stage (Ages 2 to 7 Years)
3. Concrete-Operational Stage (Ages 7 to 11 Years)
4. Formal Operational Stage (Ages 12 and Up)
Stage 1- Sensorimotor Stage (Age
birth to 2 Years)
▪The stage that corresponds from birth to infancy.
▪Stage when a child who is initially reflexive in grasping, sucking,
and reaching becomes more organized in his movement and
activity.
▪Sensorimotor – the term focuses on the prominence of the senses
and muscle movement through which the infant come to learn about
himself and the world.
Stage 1- Sensorimotor Stage (Age
birth to 2 Years)
▪On this stage, teachers should aim to provide a rich and
stimulating environment with appropriate objects to play with.
▪Object permanence – the ability of the child to know that an
object still exist even when the object is out of sight.
Stage 2 – Pre-Operational Stage
(Ages 2- 7 Years)
▪Correspond to preschool years.
▪Intelligence at this stage is intuitive in nature.
▪Child can now make mental representations and is able to
pretend, pretend.
▪Child is now ever closer to the use of symbols.
(Ages 2- 7 Years)
Highlights of Pre-Operational Stage:
▪Symbolic Function – the ability to represent objects and events.
- A symbol is a thing that represents something else. (Drawing, a
written word, or a spoken word comes to be understood as
representing a real object)
(Ages 2- 7 Years)
Example of symbolic function:
▪Theme: drinking water
▪Age three: Angela a three-year-old child pretends to drink water from
an empty glass during tea party play.
▪Age four: Angela when she was four years old pretend to drink water
from an empty glass during tea party time then turn the glass into a
telephone to pretend, she is inviting his mom to join.
(Ages 2- 7 Years)
Example of symbolic function:
▪Theme: drinking water
▪Age seven: Angela when she was seven years old during her
class was assigned to demonstrate drinking water without
props in relation to Nutrition month.
(Ages 2- 7 Years)
▪Egocentrism – tendency of the child to only see his point of view and
to assume that everyone also has his point of view.
▪ The child cannot take the perspective of others.
(Ages 2- 7 Years)
▪Centration – refers to the tendency of the child to only focus on one
aspect of a thing or event and exclude other aspects.
(Ages 2- 7 Years)
▪Irreversibility – children on this stage still have the inability to reverse
their thinking. (2+3 = 5, 5-3= 2)
▪Animism – tendency of the child to attribute human like traits or

characteristics to inanimate objects. (Mommy, the sun is sleeping,
and the moon is now awake)
(Ages 2- 7 Years)
▪Transductive reasoning – child’s type of reasoning that is neither
inductive nor deductive. (For example: Since her mommy comes
home everyday at 7:00 in the evening, when asked why it is already
night, the child will say, “because my mom is already home”)
Stage 3. Concrete-Operational
Stage (Ages 7- 11Years)
▪Characterized by the ability of the child to think logically but only
in terms of concrete objects.
Highlights of Concrete-Operational Stage:
▪Decentering – refers to the ability of the child to perceive the different
features of objects and situations.
- The child is no longer focused or limited to one aspect or dimension.
- Allows the child to be more logical when dealing with concrete objects and
situations.
▪Reversibility – the child can now follow that certain operations can be
done in reverse.
- Children can already comprehend the communicative property of
addition, and the subtraction is the reverse of addition.
▪Conservation – the ability to know that certain properties of objects
like number, mass, volume, or area do not change even if there is a
change in appearance.
▪Seriation – refers to the ability to order or arrange things in a series
based on one dimension such as weight, volume or size.
Stage 4. Formal Operational Stage
(Age 12 and Up)
▪Children can now solve abstract problems and can hypothesize.
Highlights of Formal Operational Stage:
A. Hypothetical Reasoning – ability to come up with different
hypothesis about a problem and to gather and weight data in
order to make a final decision or judgment. (Individuals can
now deal with “What if” questions)
(Age 12 and Up)
B. Analogical reasoning – ability of the child to perceive the
relationship in one instance and then use that relationship to
narrow down possible answers in another similar situation or
problem. (Battery: flashlight :: hard drive: computer)
(Age 12 and Up)
B. Deductive Reasoning: the ability to think logically by applying a
general rule to a particular instance or situation.
Principles from
Piaget’s Theory
Principles from Piaget’s Theory
1. Children will provide different explanations of reality at different
stages of cognitive development.
2. Cognitive development is facilitated by providing activities or
situations that engage learners and require adaptation.
Principles from Piaget’s Theory
3. Learning materials and activities should involve the appropriate
level of motor or mental operations for a child of given age;
avoid asking students to perform tasks that are beyond their
current cognitive capabilities.
4. Use teaching methods that actively involve students and
present challenges.

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Developmental

Theories and Other

❑Sigmund Freud’s Psychoanalytic Theory.

•Fixation – a defense/behavior that occurs when a need is over

▪Animism – tendency of the child to attribute human like traits or

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