Reviewer: Piaget’s Cognitive o Animism – Belief that

Development Theory inanimate objects have

life.
 Jean William Fritz Piaget
- Also known as Jean Piaget o Symbols in Artwork –
- Swiss psychologist the increasing ability to
- Intellectual development of use mental representation
children is also seen in artworks
- Cognition – it is the mental children produce.
activity that occurs when a o Pretend/Symbolic Play –
person is presented with
toddlers often pretend to
information – organizing,
be people they are not
understanding/processing,
(e.g., superheroes,
and communicating it to
policeman). Children may
others.
also invent an imaginary
Cognitive Development Theory playmate.

- it is believed that children o Artificialism – Belief that

“construct” their natural events are created
understanding of the world by people.
through their active
o Irreversibility – Difficulty
involvement and interactions.
in reversing actions
- Piaget studied his three (3)
mentally.
children to focus not on what
they knew, but how they o Centration – Focusing on
knew it. only one aspect of a
Four Stages of Cognitive situation.
Development: 3. Concrete Operational Stage (7 to
1. Sensorimotor Stage (Birth to 2 12 years old)
years old)  Logical thinking develops but is
 Infants learn through sensory limited to concrete objects.
experiences and movement.  Features:
 Object Permanence – o Conservation –
Understanding that objects exist Understanding that
even when out of sight. quantity remains the same
2. Pre-Operational Stage (2 to 7 despite changes in
years old) appearance.

 Rapid language development and o Decentration – Ability to

use of symbols. focus on multiple aspects
of a situation.
 The child us now capable of more
complex mental representations o Reversibility –
(i.e., words and images), but Understanding that
he/she still unable to use actions can be reversed.
“operations” (i.e., arithmetic).
4. Formal Operational Stage (12
 Features: years old to adulthood)

o Egocentrism – Inability to  This is the most complete stage.

see things from another’s  Development of abstract, logical,
perspective. According to and systematic thinking.
Piaget, the egocentric
child assumes that other  Ability to reason about moral,
people see, hear, and feel philosophical, and hypothetical
exactly the same as the concepts.
child does.
 Use of deductive logic (general to  Virtue: A strength developed
specific reasoning). when a crisis is successfully
resolved.

Eight Stages of Psychosocial

Development
Reviewer: Erikson’s 1. Infancy (Birth to 1 year)
Psychosocial Development
 Trust vs. Mistrust
Theory
 Most fundamental stage in life.
 Erik Homburger Erikson
 Key Challenge: Developing trust
- German-American child
for caregivers.
psychoanalyst
- Coined the term “identity
crisis”
- It is a state of dilemma and
confusion. It makes you
question your true sense of
self and social standing with
respect to others (Erikson,
1968).

 Psychosocial Development:
This theory is all about the
understanding of various
environmental factors that affect  Core Question: "Can I trust the
a child’s personality and people around me?"
behavior. It is based on the idea
that development through life is a  Virtue: Hope
series of stages which are each  Maladaptation: Sensory
Maladjustment – Overly-trusting,
gullibility.
 Malignancy: Withdrawal –
characterized by depression,
paranoia, and possibly, psychosis.
 Outcome: Reliable caregiving
fosters trust; neglect leads to
mistrust.
2. Early Childhood (2 to 3 years)
 Autonomy vs. Shame and Doubt
defined by a crisis or challenge.
 Key Challenge: Seeking
autonomy and discovery.
 Core Question: "Can I do things
myself, or am I reliant on others?"
 Virtue: Will
 Maladaptation: Impulsiveness –
Acting without considering
consequences.
 Malignancy: Compulsiveness –
Overly controlled, perfectionist.
  Outcome: Encouragement fosters  Virtue: Fidelity
autonomy; over-control leads to
shame.  Maladaptation: Fanaticism –
Extreme adherence to identity or
3. Preschool (4 to 5 years) ideology.
 Initiative vs. Guilt  Malignancy: Repudiation –
Rejection of identity or roles.
 Focused on children developing a
greater sense of personal control.  Outcome: Self-exploration fosters
identity; uncertainty leads to
 Play and imagination take on an confusion.
important role. 6. Young Adulthood (19 to 40 years)
 Key Challenge: Developing  Intimacy vs. Isolation
initiative.
 Key Challenge: Developing
 Core Question: "Am I good or intimate relationships.
bad?"  Core Question: "Will I be loved
 Virtue: Purpose or will I be alone?"

 Maladaptation: Ruthlessness –  Virtue: Love

Lack of concern for others.  Maladaptation: Promiscuity –
 Malignancy: Inhibition – Fear of Shallow, numerous relationships.
trying new things.  Malignancy: Exclusion –
 Outcome: Support fosters Avoiding close relationships.
confidence; restriction leads to  Outcome: Deep relationships
guilt. bring intimacy; fear leads to
4. School Age (7 to 12 years) isolation.

 Industry vs. Inferiority 7. Adulthood (40 to 65 years)

 Key Challenge: Developing  Generativity vs. Stagnation

industriousness.  Key Challenge: Giving back to
 Core Question: "How can I be community.
good?"  Core Question: "How can I
 Virtue: Competence contribute to the world?"

 Maladaptation: Narrow  Virtue: Care

Virtuosity – children who aren’t  Maladaptation: Overextension –
allowed to be children. Obsession Overcommitting without self-care.
with work or skill.
 Malignancy: Rejectivity –
 Malignancy: Inertia – inferiority Indifference or lack of
complex, lack of motivation or contribution.
ambition.
 Outcome: Productivity leads to
 Outcome: Encouragement leads fulfillment; selfishness leads to
to competence; failure leads to stagnation.
inferiority.
8. Old Age (65 years to death)
5. Adolescence (13 to 18 years)
 Ego Integrity vs. Despair
 Identity vs. Role Confusion
 Key Challenge: Developing a  In this last stage, a person comes
sense of personal identity. to to terms with the temporal
limits of his/her life.
 Core Question: "Who am I?"
 Key Challenge: Sense of
fulfillment.
 Core Question: "Did I live a
meaningful life?"
 Virtue: Wisdom
 Maladaptation: Presumption –
when a person “presumes” ego
integrity without actually facing
the difficulties of old age.
 Malignancy: Disdain – Contempt
of life – one’s own or anyone’s.
 Outcome: Acceptance brings
integrity; regret leads to despair.