CHILD DEVELOPMENT AND FAMILY STUDIES

UNIT OF DEVELOPMENT
STAGES
2
PT.2

SEPARATION-INDIVIDUATION THEORY OF CHILD DEVELOPMENT

(MAHLER)
Mahler is regarded as one of the main contributors to the field of ‘ego psychology’, a
school of thought which evolved from Sigmund Freud’s Structural Model (id-ego-superego). Her
aim was not to develop a novel theory, but to broaden the scope of pre-existing theories. Her
studies focus primarily on mother-infant interactions within the first three years of life, thereby
filling a void in psychodynamic stage theories, such as Freud’s psychosexual stages of
development, and Erikson’s psychosocial stages of development. Although this article will refer
to mother-infant relations, the theory holds true for any primary caregiver.

According to Mahler, successful completion of the developmental stages in the first few
years of life results in separation and individuation. Separation refers to an internal process of
mental separation from the mother, while individuation refers to a developing self-concept.
Although interrelated, it is possible for one to develop more than the other, largely depending
on the mother’s attitude towards the child.

Stages of Development

1. Normal autistic stage: (0-1 month)

At the very beginning of life, the infant is primarily focused on himself/herself,

uninterested in external stimuli. The mother is viewed as an intrinsic part of the infant,
devoid of a separate existence. The primary goal at this point, is to achieve a state of
equilibrium, while lacking the understanding that the satisfaction of needs may come
from an external source.

2. Normal symbiotic stage: (1-5 months)

At this phase, the infant vaguely acknowledges the mother’s existence, not as a unique
entity, but as the main source of need-satisfaction. The fulfilment of the infant’s
physiological needs becomes intertwined with psychological desires and thus serves as
the basis upon which future relationships will be formed. Crucial to successful
progression through the next stages are the availability and the ability of the mother to
adapt successfully to the infant’s needs.

PHILIPPINE WOMEN’S UNIVERSITY CDCEC Page 1

 CHILD DEVELOPMENT AND FAMILY STUDIES

3. Separation-Individuation stage: (5-24 months)

In this final stage a significant transition occurs in two overlapping realms. In separation,
the infant develops an understanding of boundaries of the self, and thus the mother is
increasingly viewed as an individual. Meanwhile, individuation marks the development
of a sense of self. This consists of four sub-stages:

a) Differentiation/Hatching: (5-9 months)

The infant’s primary focus begins to transform from internally focused to

externally focused, although the primary point of reference continues to be
the mother. This internal process is exemplified by milestones in motor
development which physically allow increased separation, such as crawling.
The infant becomes increasingly interested in discovering his mother (e.g.
how she looks or smells) rather than trying to become symbiotically unified
with her.

b) Practicing: (9-14 months)

Capacity for separation continues to develop with increased autonomous

functions, particularly walking. Although able to explore freely, the child still
regards the mother as unified with him/her and thus explores his/her
surroundings while keeping within an optimal distance. The child’s
experience of the world he or she discovers is influenced by the mother’s
reactions and by her availability to sooth when experiences may be
frightening or painful.

c) Rapprochement: (14-24 months)

At this point the child’s desire to achieve independence is marred by a fear of

abandonment. Therefore, the child seeks to maintain proximity to the
caretaker while engaging in exploration. This stage is essential to the
development of a stable sense of self. This includes three sub- stages:

 Beginning: The child returns to the caretaker in order to share

experiences and excitement. There is an overarching felon of
omnipotence and exuberance.

 Crisis: The child recognizes his/her limitations versus the desire to be all
powerful and self-sufficient. The child is torn in choosing between
physical and emotional proximity to the caretaker or independence. This

PHILIPPINE WOMEN’S UNIVERSITY CDCEC Page 2

 CHILD DEVELOPMENT AND FAMILY STUDIES

stage is characterized by temper tantrums and helplessness and thus the

need for emotional availability of the mother increases.

 Solution: The child reaches a healthy medium between the two extremes
due to language and superego development. If the crisis is not resolved
well, there will be an increase in extreme clinging or shunning behavior.

d) Object constancy: (24+ months)

Successful completion of this phase marks the development of an

internalized mental model of the mother, which unconsciously accompanies
and supports the child even when they are physically separated. In addition,
a sense of individuality begins to develop. The degree of ambivalence in the
internalized model implicates the formation of a healthy self-concept and
self-confidence.

PIAGET STAGES OF DEVELOPMENT

Piaget's stages of development are part of a theory about the phases of normal
intellectual development, from infancy through adulthood. This includes thought, judgment,
and knowledge. The stages were named after psychologist and developmental biologist Jean
Piaget, who recorded the intellectual development and abilities of infants, children, and teens.

Piaget's four stages of intellectual (or cognitive) development are:

 Sensorimotor. Birth through ages 18-24 months

 Preoperational. Toddlerhood (18-24 months) through early childhood (age 7)

 Concrete operational. Ages 7 to 11

 Formal operational. Adolescence through adulthood

Piaget acknowledged that some children may pass through the stages at different ages
than the averages noted above. He also said some children may show characteristics of more
than one stage at a given time.

But he insisted that:

 Cognitive development always follows this sequence.

 Stages cannot be skipped.

PHILIPPINE WOMEN’S UNIVERSITY CDCEC Page 3

 CHILD DEVELOPMENT AND FAMILY STUDIES

 Each stage is marked by new intellectual abilities and a more complex understanding
of the world.

1. Sensorimotor Stage

During the early stages, according to Piaget, infants are only aware of what is right in
front of them. They focus on what they see, what they are doing, and physical
interactions with their immediate environment.

Because they don't yet know how things react, they're constantly experimenting. They
shake or throw things, put things in their mouth, and learn about the world through trial
and error. The later stages include goal-oriented behavior that leads to a desired result.

Between ages 7 and 9 months, infants begin to realize that an object exists even though
they can no longer see it. This important milestone -- known as object permanence -- is
a sign that memory is developing.

After infants start crawling, standing, and walking, their increased physical mobility
leads to more cognitive development. Near the end of the sensorimotor stage (18-24
months), infants reach another important milestone -- early language development, a
sign that they are developing some symbolic abilities.

2. Preoperational Stage

During this stage (toddler through age 7), young children are able to think about things
symbolically. Their language use becomes more mature. They also develop memory and
imagination, which allows them to understand the difference between past and future,
and engage in make-believe.

But their thinking is based on intuition and still not completely logical. They cannot yet
grasp more complex concepts such as cause and effect, time, and comparison.

3. Concrete Operational Stage

At this time, elementary-age and preadolescent children -- ages 7 to 11 -- show logical,

concrete reasoning.

Children's thinking becomes less focused on themselves. They're increasingly aware of

external events. They begin to realize that their own thoughts and feelings are unique
and may not be shared by others or may not even be part of reality.

PHILIPPINE WOMEN’S UNIVERSITY CDCEC Page 4

 CHILD DEVELOPMENT AND FAMILY STUDIES

But during this stage, most children still can't think abstractly or hypothetically.

4. Formal Operational Stage

Adolescents who reach this fourth stage of intellectual development -- usually at age 11-
plus -- are able to use symbols related to abstract concepts, such as algebra and science.
They can think about things in systematic ways, come up with theories, and consider
possibilities. They also can ponder abstract relationships and concepts such as justice.

Although Piaget believed in lifelong intellectual growth, he insisted that the formal
operational stage is the final stage of cognitive development. He also said that
continued intellectual development in adults depends on the buildup of knowledge.

Concepts of Piaget's Stages of Development

Along with the stages of development, Piaget's theory has several other main concepts.

 Schemas are thought processes that are essentially building blocks of knowledge. A baby,
for example, knows that it must make a sucking motion to eat. That's a schema.

 Assimilation is how you use your existing schemas to interpret a new situation or object.
For example, a child seeing a skunk for the first time might call it a cat.

 Accommodation is what happens when you change a schema, or create a new one, to fit
new information you learn. The child accommodates when they understand that not all
furry, four-legged creatures are cats.

 Equilibrium happens when you're able to use assimilation to fit in most of the new
information you learn. So you're not constantly adding new schemas.

Using Piaget's Stages of Development

Piaget's theory has influenced education and parenting. Here are some practical ways
teachers and parents can put his ideas to work:

 Remember that kids often learn best by doing things, rather than hearing about them.
Learning to solve problems isn't something that can be taught. It must be discovered.

 The process of learning is as important (or more so) than the end result.

PHILIPPINE WOMEN’S UNIVERSITY CDCEC Page 5

 CHILD DEVELOPMENT AND FAMILY STUDIES

 Don't try to teach a child something they aren’t ready to learn. According to Piaget's stages,
kids must master one level before they move on to the next.

 Kids learn as much from each other as from parents or teachers. Give them projects to do
together, as well as individual tasks.

PHILIPPINE WOMEN’S UNIVERSITY CDCEC Page 6