30/08/2021

Personality Development
Lesson 1: Human Development (Part 2)

Let’s have an overview

about Lesson 1 Part 1

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Freud’s RESULT Erikson’s RESULT

Psychosexual
Oral Stage Problems with this stage can
(Mouth) result in what Freud referred to
as an oral fixation like drinking,
smoking, over-eating, nail-biting,
cursing or gossiping.
Anal Stage Children who succeed at this
Bladder and stage develop a sense of
Bowel capability and productivity.
Control Those who have problems at
this stage may develop an anal
fixation. As adults, they might be
excessively orderly (anal
retentiveness) or messy (anal
expulsive)
Psychosocial
Trust vs The care that adults provide
Mistrust determines whether children develop
this sense of trust in the world around
them. Children who do not receive
adequate and dependable care may
develop a sense of mistrust of others
and the world.
Autonomy vs Children who are supported in this
Doubt and stage become more confident and
Shame independent. Those who are
criticized or overly controlled are left
doubting themselves.

Freud’s RESULT Erikson’s RESULT

Psychosexual Psychosocial
Phallic Stage Children become aware of their Initiative vs Those who are successful at this
(Genitals) anatomical sex differences Guilt stage develop a sense of purpose
which leads boys to experience while those who struggle are left with
the Oedipus complex while girls feelings of guilt.
experience the Electra complex.
Latency Freud believed this stage was Industry vs Kids who succeed at this stage
Period important for developing social Inferiority develop pride in their
(Sexual skills and self-confidence. accomplishments while those who
feelings are struggle may be left feeling
inactive) incompetent.

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Freud’s RESULT Erikson’s RESULT

Psychosexual Psychosocial
Genital Those who have successfully Identity vs With proper encouragement, children
(Maturing completed the earlier stages are Role confusion will emerge from this stage with a
sexual now warm, caring, and well- strong sense of self and what they
interests) adjusted. want to accomplish. Those who
struggle will remain confused about
who they are and their place in
society.
Intimacy vs Young adults seek out romantic love
isolation and companionship.
Generativity vs Middle-aged adults nurture others
Stagnation and contribute to society.
Integrity vs Older adults reflect on their lives,
Despair looking back with a sense of
fulfillment or bitterness.

Cognitive Development
Jean Piaget
Jean Piaget was a Swiss psychologist and genetic
epistemologist. He is most famously known for his theory of
cognitive development that looked at how children develop
intellectually throughout the course of childhood.

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Terms to remember:
SCHEMAS
A schema describes both the mental and physical actions involved in
understanding and knowing. Schemas are categories of knowledge that
help us to interpret and understand the world. Also called the “building
blocks of knowledge”.

Terms to remember:
ASSIMILATION
The process of taking in new information into our already existing
schemas is known as assimilation. The process is somewhat subjective
because we tend to modify experiences and information slightly to fit in
with our preexisting beliefs.

ACCOMMODATION
Another part of adaptation involves changing or altering our existing
schemas in light of new information, a process known as
accommodation. Accommodation involves modifying existing schemas,
or ideas, as a result of new information or new experiences.5 New
schemas may also be developed during this process.

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Terms to remember:
EQUILIBRATION
As children progress through the stages of cognitive development, it is
important to maintain a balance between applying previous knowledge
(assimilation) and changing behavior to account for new knowledge
(accommodation). Equilibration helps explain how children can move
from one stage of thought to the next

PIAGET’S COGNITIVE DEVELOPMENT

STAGE AGE CHARACTERISTICS GOAL
Sensorimotor Birth to 18– Motor activity without use of symbols. All things learned Object
24 months are based on experiences, or trial and error. permanence
old
Preoperational 2 to 7 years Development of language, memory, and imagination. Symbolic
old Intelligence is both egocentric and intuitive. thought
Concrete 7 to 11 years More logical and methodical manipulation of symbols. Concrete
operational old Less egocentric, and more aware of the outside world Operational
and events. thought
Formal Adolescence Use of symbols to relate to abstract concepts. Able to Abstract
operational to adulthood make hypotheses and grasp abstract concepts and concepts /
relationships. Formal
Operaitonal
thought

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OBJECT PERMANENCE
The main development during
the sensorimotor stage is the
understanding that objects exist,
and events occur in the world
independently of one's own
actions. Object permanence
means knowing that an object
still exists, even if it is hidden. The
attainment of object permanence
generally signals the transition to
the next stage of development.

SYMBOLIC THOUGHT
Symbolic thought is the human
ability to visualize shape and
function and then to render those
visions into a physical form
(paintings. models, etc.) This ability
is believed to have co-evolved with
human language use as language
is essentially using symbols to
represent objects and ideas.

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CONCRETE OPERATIONAL THOUGHT

This stage lasts around seven to eleven years of age and is characterized
by the development of organized and rational thinking. Piaget considered
the concrete stage a major turning point in the child's cognitive
development, because it marks the beginning of logical or operational
thought. Children gain the abilities of conservation (number, area, volume,
orientation), reversibility, seriation, transitivity and class inclusion.
However, although children can solve problems in a logical fashion, they
are typically not able to think abstractly or hypothetically.

FORMAL OPERATIONAL THOUGHT

The formal operational stage begins
at approximately age twelve and
lasts into adulthood. As adolescents
enter this stage, they gain the ability
to think in an abstract manner by
manipulating ideas in their head,
without any dependence on concrete
manipulation. He/she can do
mathematical calculations, think
creatively, use abstract reasoning,
and imagine the outcome of actions.

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Cognitive Development
Jean Piaget
“If you want to be creative,
stay in part a child, with the
creativity and the intervention
that characterizes children
before they are deformed with
adult society.”

Moral Development
Lawrence Kohlberg
Lawrence Kohlberg is an American psychologist and educator known for
his theory of moral development. He agreed with Piaget's (1932) theory
of moral development in principle but wanted to develop his ideas
further. He used Piaget’s storytelling technique to tell people stories
involving moral dilemmas. In each case, he presented a choice to be
considered, for example, between the rights of some authority and the
needs of some deserving individual who is being unfairly treated.

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Moral Development
Lawrence Kohlberg

Level and stages of Moral Development

Level STAGES Orientation
Stage 1: Decide what is right or wrong is based on what action is
Punishment/Obedience punished. The child obeys to avoid punishment.
Preconventional Orientation
Level Stage 2: Deciding what is right or wrong based on what is
There is Mutual Benefit rewarded.
recognition of “Reward Orientation”
authority who
gives
punishment or
reward

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Level and stages of Moral Development

Level STAGES Orientation
Stage 3: Social Approval Deciding what is right or wrong based on what other
“Good boy – Good Girl approve or disapprove of.
Conventional Orientation”
Level Stage 4: Deciding on what is right or wrong based on the rules
There is Law and Order that should be followed.
understanding “Authority Orientation”
that there are
rules to follow to
be accepted and
to maintain
order

Level and stages of Moral Development

Level STAGES Orientation
Stage 5: “Social Deciding what is right or wrong is based on laws;
Contract Orientation” however, one recognizes that they can change. An
Post Conventional individual acts based on what will be good for the
majority.
Level
Stage 6: Deciding on what is right or wrong is based on
There is flexibility in Universal Ethical universal principles. One looks into one’s conscience,
accepting rules. An Principles pursues justice and seeks equality at all cost.
individual may not
necessarily accept or
follow given rules as
he/she develops
his/her own personal
code of ethics

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Moral Development
Lawrence Kohlberg
“Morality is the ability to see
an issue from points of view of
others than just your own.”

References:
https://www.youtube.com/watch?v=IhcgYgx7aAA

https://www.youtube.com/watch?v=bounwXLkme4&t=20s

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