Jean Piaget’s Stage of Cognitive Development

The Sensorimotor stage

(Birth to 2 years)
 Learning occurs in six substages
Substage 1. Practice with Reflexes;
 reflex accommodation is a result of experience

Substage 2. Primary circular reactions;

 change movements lead to interesting result, which the child reproduced by trial and error.
 the infant does not distinguish between body and outside events.

Substage 3. Secondary Circular Reaction;

 the child makes an interesting thing happen
 He or she begins to coordinate two types of sensory information
 The connection between action and result are perceived and the action is repeated.

Substage 4. Coordination Secondary Schemes;12 to 8 mos

 The infant combines action to attain goal.
 Familial strategies are used in combination and in new situations.

Substage 5. Experimentation;
 the infants try new ways of playing, moving, and manipulating objects and begins
to understand the concept of cause and effect.

Substage 6. Beginning of Thought;

 object now have permanence
 the child uses image, words or actions to represent objects.

Preoperational stage
(2 to 6 years)
 The child uses symbols and internalized actions in everyday activity and thinks that images.
 the content of though is magical.
 In the beginning of this stage the child is “centered”, he or she can focus on only one aspect
of a thought or situation at a time.
ex; The newborn acts as if the world is centered about himself;
Similarity, to a child thinks from a limited perspective and must widen

Concrete operational Stage

(6 to 12 years)
 The child logic is basic and inductive.
 He/ she is still tied to a specific experience but can do mental manipulations as well as
physical ones.
Formal Operation (12 Years)
 Abstract and hypothetical deductive reasoning emerges.
 The child can manipulate images and objects in the mind and can think about things that
have not been experienced.
 the child can organize and systemized thought deductively.
Eric Ericson’s Stages of Psychosocial Development

Stages Age (years)

1. Trust – mistrust 0-1

2. Autonomy vs. Shame and doubt 1-3
3. Initiative vs. Guilt 4-5
4. Industry vs. Inferiority Complex 6-11
5. Identity vs Role Confusion 12-18
6. Intimacy vs isolation young Adult
7. Generativity vs Stagnation Middle Adulthood
8. Ego integrity vs despair Later Adult

Sigmund Freud stages of Psychosocial Development

Stages Age (years)

1. Oral 0-1
2. Anal 2-3
3. Phallic 4-5
4. Latency 6-12
5. Genital 13-18 and adulthood

Sullivan’s Stages of Personality Development

Ages Stage Child’s Social Needs

Birth-2 years Infancy ---------------security

2-6 Childhood ---------------Adult attention and validation of experiences
6-10 Juvenile ----------------Peer relationship
10-12 Preadolescence ---------------- Interpersonal intimacy an isophilic
relationship
12-16 Early Adolescence -----------------Intimacy; sexual gratification, personal
security in heterophilic relationship
16-20 Late adolescent --------------- “Special’ Heterophilic reltionship and place in
the society

Hierarchical View of Normal Sequence Development

Level of CNS Maturation Corresponding Level of Resulting Level of Motor Development
Reflex Development
1. Spinal and/or Brainstem Apedal Lying Prone
Primitive Reflexes Lying Prone
2. Midbrain Quadrupedal Crawling
Righting Reaction Sitting
3. cortical Bipedal Standing
Equilibrium Reactions walking
Kohlberg’s Six Stages of Moral Reasoning

LEVEL I Pre- Moral (4 to 10 years).

 Primary emphasis is on external control and ideas of others.
 These standards are followed either to avoid punishment or gain a reward.

Type I- Punishment and Obedience; The Childs obeys to avoid punishment.

Type II- Naive Instrumental Dedonism; Conformity to rules is out of self- interest.

Level II Morality of Conventional Role Conformity (10 to 13 Years).

 The child wishes to please other and internalizes of the standards of those people deemed
important to him or her.
 The child now decides if some action is good by his or her standards.
Type III- Maintaining approval of others.
 The child judges the intentions of others and yield an opinion.

Type IV- Authority Maintaining Morality;

 The child shows respect for authority and maintenance of social order.

Level III Morality of Self-accepted Moral Principle; (13 years to adulthood)

 True Morality: The person recognizes the possible conflict between standards and realizes
that conduct and reasoning about right and wrong are result of internal control.

Type V- Morality of Contract of individual rights and of accepted democratic law.

 People think is logical term.
 Valuing the will of society as a whole
 Values are the most part substantiated by obeying the law.

Type VI- Morality of Individual Principle of Conscience:

 The individual does what he or she thinks is right as a result of his or her internalized
values.