NAME: VILLANUEVA, JONAVER C.

OCTOBER 18, 2023

COURSE/YR./SEC: BTVTED 2-J FSM-B. PROF.: MS. MHARIANNE BARBOSA

EDUC 2

THE CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES

Act 3: Theories

Search for the theories of the following proponents.

(Theories that is best related to our course subject)

1. Lev Vygotsky
2. Jean Piaget
3. Sigmund Freud

1. Lev Vygotsky
LEV VYGOTSKY'S SOCIO-CULTURAL THEORY

The work of Lev Vygotsky (1934) has become the foundation of much research and theory in
cognitive development over the past several decades, particularly of what has become known as
sociocultural theory. Sociocultural theory views human development as a socially mediated
process in which children acquire their cultural values, beliefs, and problem-solving strategies
through collaborative dialogues with more knowledgeable members of society. Vygotsky's
theories stress the fundamental role of social interaction in the development of cognition
(Vygotsky, 1978), as he believed strongly that community plays a central role in the process of
making meaning." Unlike Piaget's notion that childrens development must necessarily precede
their learning. Vygotsky argued. "leaming is a necessary and universal aspect of the process of
developing culturally organized, specifically human psychological function" (1978, p. 90). In
other words, social learning tends to precede (le., come before) development. Vygotsky has
developed a sociocultural approach to cognitive development. He developed his theories at
around the same time as Jean Plaget was starting to develop his Ideas (1920's and 30's), but he
died at the age of 38, and so his theories are incomplete although some of his writings are still
being translated from Russian.
 VYGOTSKY'S THEORY VS. PIAGET'S THEORY

Vygotsky's theory differs from that of Piaget in a number of important ways:

1. Vygotsky places more emphasis on culture affecting cognitive development. This contradicts Plagets
view of universal stages and content of development (Vygotsky does not refer to stages in the way that
Plaget does). Hence Vygotsky assumes cognitive development varies across cultures, whereas Piaget
states cognitive development is mostly universal across cultures.

2. Vygotsky places considerably more emphasis on social factors contributing to cognitive development

Vygotsky states the importance of cultural and social context for leaming. Cognitive development stems
from social Interactions from guided learning within the zone of proximal development as children and
their partner's co-construct knowledge. In contrast. Piaget maintains that cognitive development stems
largely from Independent explorations in which children construct knowledge of their own. For Vygotsky,
the environment in which children grow up will influence how they think and what they think about.

3. Vygotsky places more (and different) emphasis on the role of language in cognitive development

According to Piaget language depends on thought for its development (ie., thought comes before
language). For Vygotsky, thought and language are initially separate systems from the beginning of life,
merging at around three years of age, producing verbal thought (inner speech). For Vygotsky, cognitive
development results from an internalization of language.

4. According to Vygotsky adults are important source of cognitive development.

Adults transmit their culture's tools of intellectual adaptation that children internalize. In contrast, Plaget
emphasizes the importance of peers. as peer interaction promotes social perspective taking.
 EFFECTS OF CULTURE- TOOLS OF INTELLECTUAL ADAPTATION

Vygotsky claimed that infants are born with the basic abilities for Intellectual development called
elementary mental functions (Piaget focuses on motor reflexes and sensory abilities).

Elementary mental functions includes: Attention, Sensation, Perception, Memory. Eventually, through
interaction within the sociocultural environment. these are developed into more sophisticated and
effective mental processes which Vygotsky refers to as 'higher mental functions.

Each culture provides its children tools of intellectual adaptation that allow them to use the basic mental
functions more effectively/adaptively. Tools of intellectual adaptation is Vygotsky's term for methods of
thinking and problem-solving strategies that children internalize through social interactions with the more
knowledgeable members of society.

For example, memory in young children this is limited by biological factors. However, culture determines
the type of memory strategy we develop. For example, in westem culture, children learn note-taking to aid
memory, but in pre-literate societies, other strategies must be developed, such as tying knots in a string to
remember, or carrying pebbles, or repetition of the names of ancestors until large numbers can be
repeated.

Vygotsky, therefore, sees cognitive functions, even those carried out alone, as affected by the beliefs,
values, and tools of intellectual adaptation of the culture in which a person develops and therefore socio-
culturally determined. The tools of intellectual adaptation, therefore, vary from culture to culture - as in
the memory example.

SOCIAL INFLUENCES ON COGNITIVE DEVELOPMENT

Like Piaget, Vygotsky believes that young children are curious and actively involved in their own
learning and the discovery and development of new understandings/schema. However, Vygotsky placed
more emphasis on social contributions to the process of development, whereas Piaget emphasized self-
initiated discovery.

According to Vygotsky much important learning by the child occurs through social interaction with a
skillful tutor. The tutor may model behaviors and/or provide verbal instructions for the child. Vygotsky
refers to this as cooperative or collaborative dialogue. The child seeks to understand the actions or
instructions provided by the tutor (often the parent or teacher) then internalizes the information, using it to
guide or regulate their own performance.

Effects Of Culture
Vygotsky emphasized the role of the social environment in the child’s cognitive development.

Vygotsky claimed that infants are born with the basic abilities for intellectual development called
“elementary mental functions” (Piaget focuses on motor reflexes and sensory abilities). These develop
throughout the first two years of life due to direct environmental contact.

2. Jean Piaget
JEAN PIAGET'S STAGES OF COGNITIVE DEVELOPMENT
"The principle goal of education is to create men who are capable of doing new things, not simply or
repeating what other generations have done -men who are creative, inventive and discoverers"

Jean Piaget's Cognitive Theory of Development is truly a classic in the field of educational psychology.
His theory focuses on how individuals construct knowledge.

For sixty years, Jean Piaget conducted research on cognitive development. His research method involved
observing a small number of individuals as they responded to cognitive tasks that he designed. These
tasks were later known as Plagetian tasks.

Plaget called his general theoretical framework "genetic epistemology" because he was interested in how
knowledge developed in human organism. Plaget was initially into biology and he also had a background
in philosophy. Knowledge from both these disciplines influenced his theories and research of child
development. Out of his researches, Plaget came up with the stages of cognitive development.

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 especially in
the preschool and elementary curricula.

BASIC COGNITIVE CONCEPTS

Schema. He used the term to refer to the cognitive structures by which Individuals Intellectually adopt to
and organize their environment. It is 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 had an experience with. For instance. If a child sees a dog for the first time, he creates his own schema
of what a dog is. It has four legs and a fail. If barks and is furry. The child then puts this description of a
dog "on file" on his mind. When he sees another similar dog, he "pulls out" the file (his schema of a dog)
in his mind, looks at the animal, and says, "four legs, tail, barks, and furry, That's a dog.

Assimilation. This is the process of fitting new experience into an existing or previously created cognitive
structure or schema. If the child sees another dog, this time a little smaller one, he would make sense of
what he is seeing by adding new information (a different looking dog) into his schema of a dog.

Accommodation. This is the process of creating a new schema. If the same child now sees another animal
that looks a little bit like a dog, but somehow different. He might try to fit it into is schema of a dog, and
say, "look Mommy. what a funny looking dog. Its bark is funny tool" then the mommy explains, "That's
not a funny looking dog. That's a goat!" with mommy's further descriptions, the child will now create a
new schema, that of a goat. He now adds a new file in his filing cabinet.

Equilibration. Plaget 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 of schema) or
cognitive structures, we experience cognitive disequilibrium. This means there is a discrepancy between
what is perceived and what is understood. We then exert effort through assimilation and accommodation
to establish equilibrium.

Cognitive development involves a continuous effort to adapt to the environment in terms of assimilation
and accommodation. In this sense, Piaget's theory is similar in nature to other constructivist perspectives
of learning like Bruner. and Vygotsky.

PIAGET'S STAGES OF COGNITIVE DEVELOPMENT

Stage 1. Sensori-motor Stage (birth to Infancy)

This is the stage when a child who is initially reflexive in grasping, sucking and reaching becomes more
organized in his movement and activity. The term sensori-motor focuses on the prominence of the senses
and muscle movement through which the infant comes to leam about himself and the world.

In working with children in the sensor-motor stage, teachers should aim to provide a rich and stimulating
environment with appropriate objects to play with. Object permanence. This is the ability of the child to
know that an object still exists even when out of sight. This ability is attained in the sensory motor stage.

Stage 2. Pre-operational Stage (two to seven years old)

During this stage, children begin to engage in symbolic play and leam to manipulate symbols. However.
Plaget noted that they do not yet understand concrete logic.

His stage is highlighted by the following:

a. Symbolic Function. Develops in the period between 2 to 7 years. This is the ability to represent object
and events. Example, a 2 year old child pretend that she is drinking from a glass which is really empty.

b. Egocentrism. This is the tendency of the child to only see his point of view and to assume that
everyone also has his same point of view. Example. a three year old girl who cannot understand why her
cousins call her daddy "uncle" and not daday.

c. Centration. This refers to the tendency of the child to only focus on the aspect of a thing or event and
exclude other aspects. The child only focused or centered only one aspect. Example, when a child is
presented with two identical glasses with the same amount of water, the child will say that they have the
same amount of water. However, once water from one of the glasses is transferred to an obviously taller
but narrower glass, the child might say that there is more water in the taller glass.

d. Irreversibility. Pre-operational children still have the inability to reverse their thinking. They can
understand that 2+3 is 5, but cannot understand that 5-3 is 2.

e. Animism. This is the tendency of children to attribute human like traits or characteristics to inanimate
object. Example: When at night, the child is asked, where the sun is, she will reply. "Mr. Sun is asleep."
Plaget has identified four stages of animism:

1. Up to the ages 4 or 5 years. the child believes that almost everything is alive and has a purpose.

2. During the second stage (5-7 years) only objects that move have a purpose.

3. In the next stage (7-9 years), only objects that move spontaneously are thought to be alive.

4. In the last stage (9-12 years), the child understands that only plants and animals are alive.

f. Transductive reasoning. This refers to the pre-operational child's type of reasoning that is neither
inductive nor deductive. For example: since her mommy comes home every day around six o' clock in the
evening. when asked why it is already night, the child will say "because my mom is already home."

g. Play. At the beginning of this stage you often find children engaging in parallel play. That is to say
they often play in the same room as other children but they play next to others rather than with them. Each
child is absorbed in its own private world and speech is egocentric. That is to say the main function of
speech at this stage is to externalize the child's thinking rather than to communicate with others. As yet
the child has not grasped the social function of either language or rules.

h. Pretend or Symbolic Play. Toddlers often pretend to be people they are not (e.g. superheroes,
policeman), and may play these roles with props that symbolize real life objects. Children may also invent
an imaginary playmate. In symbolic play, young children advance upon their cognitions about people,
objects and actions and in this way construct increasingly sophisticated representations of the world
(Bornstein, 1996. p. 293). As the pre-operational stage develops egocentrism declines and children begin
to enjoy the participation of another child in their games and "let's pretend play becomes more important.
For this to work there is going to be a need for some way of regulating each child's relations with the
other and out of this need we see the beginnings of an orientation to others in terms of rules.

Stage 3, Concrete-Operational Stage

This stage lasts between eight to eleven years of age, and is characterized by the development of
organized and rational thinking. Plaget considered the concrete stage a major turning point in the child's
cognitive development. because it marks the beginning of logical or operational thought. The child is now
mature enough to use logical thought or operations (ie. rules) but can only apply logic to physical objects
(hence concrete operational). 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.

a. Decentering. This refers to the ability of the child to perceive the different features of objects and
situations. No longer is the child focused or limited to one aspect or dimension. This allows the child to be
more logical when dealing with concrete objects and situations.

b. Reversibility. During the stage of concrete operations, the child can now follow that certain operations
can be done in reverse. For example, they can already comprehend the commutative property of addition,
and that subtraction is the reverse of addition. They can also understand that a ball of clay shaped Into a
dinosaur can again be rolled back into a ball of clay.

c. Conservation. This is the ability to know that certain properties of objects like numbers, mass, volume,
or area do not change even it there is a change in appearance. Because of the development of the child's
ability of decentering and also reversibility, the concrete operational child can now judge rightly that the
amount of water in a faller but narrower container is still the same as when the water was in a shorter but
wider glass. He children progress to attain conservation abilities gradually being a pre-conserver, a
transitional thinker and then a conserver.

d. Seriation. This 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.

In the final stage of formal operations covering ages between 12 and 15 years, thinking becomes more
logical. They can now solve obstract problems and can hypothesize.

This stage is characterized by the following:

a. Hypothetical Reasoning. This is the ability to come up with different hypothesis about a problem and
to gather and weigh data in order to make a final decision or judgment. This can be done in the absence of
concrete objects. The Individuals can now deal with "What if" questions.

b. Analogical Reasoning. This is the ability to perceive the relationship in one instance and then use that
relationship to narrow down possible answers in another similar situation or problem. The Individual in
the formal operations stage can make an analogy. If United Kingdom is to Europe, then the Philippines is
to The individual will reason that since UK is found in the continent of Europe then the Philippines is
found In what continent? Then Asia is his answer. Through reflective thought and even in the absence of
concrete objects, the individual can now understand relationships and do analogical reasoning
c. Deductive Reasoning. This is the ability to think logically by applying a general rule to a particular
instance or situation. For example, all countries near the North Pole have cold temperatures. Greenland is
near the North Pole. Therefore, Greenland has cold temperature.

From Piaget's findings and comprehensive theory, we can derive the following principles:

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 [le.. assimilation and accommodation).

3. Learning materials and activities should involve appropriate level of motor and 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.

3. Sigmund Freud

FREUD'S STAGES OF PSYCHOSEXUAL DEVELOPMENT

Sigmund Freud (1856-1939) was a Viennese doctor who came to believe that the way
parents dealt with children's basic sexual and aggressive desires would determine how
their personalities developed and whether or not they would end up well-adjusted as
adults.

Freud is the most popular and most controversial psychologist that studies the
development of personality. His theory of psychosexual development Includes five
stages.

According to him, a person goes through the sequence of these five 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.

The theory identifies specific erogenous zones for each stage of development. These are
specific "pleasure areas" that become focal points for the particular stage. If needs are
not met along the area, a fixation occurs. As an adult, the person will now manifest
behaviors related to this erogenous zones.

1. Oral stage (birth to 18 months). The erogenous zone is the mouth. During the oral
stage, the child is focused on oral pleasures (sucking). Too much or too little satisfaction
can lead to Oral Fixation or Oral Personality which is shown in an increased focus on
oral activities. This type of personality may be oral receptive, which is, have a stronger
tendency to smoke, drink alcohol, overeat, or oral aggressive, that is. with a tendency to
bite his or her nails, or curse words or even gossip. As a result, these persons may
become too dependent on others, easily fooled, and lack leadership traits. On the other
hand, they may also fight these tendencies and become pessimistic and aggressive in
relating with people.

2. Anal Stage (18 months to 3 years) The child's focus of pleasure in this stage is the
anus. The child finds satisfaction in eliminating and retaining feces. Through society's
expectations. particularly the parents, the child needs to work on toilet training. Let us
remember that between one year and a half to three years the child's favorite word
might be "Nol" Therefore a struggle might exist in the tolet training process when the
child retains feces when asked to eliminate, or may choose to defecate when asked to
hold feces for some reason, In terms of personality, fixation during this stage can result
in being anal retentive, an obsession with cleanliness, perfection, and control; or anal
expulsive where the person may become messy and disorganized.

3. Phallic Stage (ages 3 to 6)

The pleasure or erogenous zone is the genitals. During the preschool age. children
become interested in what makes boys and girls different. Preschoolers will sometimes
be seen fondling their genitals. Freud's studies led him to believe that during this stage
boys develop unconscious sexual desire for their mothers. Boys then see their father as a
rival for her mother's affection. Boys may fear that their father will punish them for
these feelings, thus, the castration anxiety. These feelings comprise what Freud called
Oedipus Complex. In Greek Mythology, Oedipus unintentionally killed his father and
married his mother Jocasta.

Psychoanalysts also believed that girls may also have a similar experience. developing
unconscious sexual attraction towards their father. This is what is referred to as the
Electra Complex.

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 toward their mother. A fixation at
this stage could result in sexual deviancies (both overindulging and avoidance) and
weak or confused sexual Identity according to psychoanalysis.

4. Latency Stage (age 6 to puberty) It's during this stage that sexual urges remain
repressed. The children's focus Is the acquisition of physical and academic skills. Boys
usually relate more with boys and girls with girls during this stage.

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 described the personality structures as having three components, the id, the ego
and the superego. For each person, the first to emerge is the id, followed by the ego, and
the last to develop is the superego.
1. The id

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 works so that the baby's essential needs are met. The id operates on the pleasure
principle. It focuses on immediate gratification or satisfaction of its needs. So whatever feels
good now is what it will pursue with no consideration for the reality, logicality or practicality of
the situation.

For example, a baby is hungry. His or her id wants food or milk so the baby will cry. When the
child needs to be changed, the id cries. When the child is uncomfortable, in pain, too hot, too
cold, or just wants attention, the id speaks up until his or her needs are met.

Nothing else matters to the id except the satisfaction of its own needs. It is not onented
towards considering reality nor the needs of others. When the id wants something. It wants it
now and it wants it fast.

2. The Ego

As the baby turns into a toddler and then into a preschooler, he/she relates more with the
environment, the ego slowly begins to emerge. The ego operates using the reality principle. It is
aware that others also have needs to be met. It 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. As such, it is the deciding agent of the personality. Although it
functions to help the id meet its needs, it always takes into account the reality of the situation.

3. The Superego Near the end of the preschool years, or the end of the phallic stage. the
superego develops. The superego embodies a person's moral aspect. This develops from what
the parents, teachers and other persons who exert influence impart to be good or moral. The
superego Is likened to conscience because it exerts influence on what one considers right and
wrong.

THE THREE COMPONENTS AND PERSONALITY ADJUSTMENT

Freud said that a well-adjusted person is one who has strong ego, who can help satisfy the needs of the id
without going against the superego while maintaining the person's sense of what is logical, practical and
real. Of course, it is not easy for the ego to do all that and strike a balance.

If the id exerts too much power over the ego, the person becomes too impulsive and pleasure-seeking
behavior takes over one's life. On the opposite direction, one may find the superego so strong that the ego
is overpowered. The person becomes so harsh and judgmental to himself and others action. The person's
best effort to be good may still fall short of the superego's expectation.
The ability of the leamer 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 so, 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. Freud believed that the personality of an individual is
formed early during the childhood years.

TOPOGRAPHICAL MODEL OF THE MIND

Freud (1900, 1905) developed a topographical model of the mind, whereby he described the features of
the mind's structure and function. Freud used the analogy of an iceberg to describe the three levels of the
mind.

1. Conscious

Freud (1915) described the conscious mind, which consists of all the mental processes of which we are
aware, and this is seen as the tip of the Iceberg. For example, you may be feeling thirsty at this moment
and decide to get a drink.

2. Preconscious/ Subconscious

The preconscious contains thoughts and feelings that a person is not currently aware of, but which can
easily be brought to consciousness (1924). It exists just below the level of consciousness, before the
unconscious mind. The preconscious is like a mental waiting room; in which thoughts remain until they
'succeed in attracting the eye of the conscious" (Freud, 1924, p. 306).

This is what we mean in our everyday usage of the word available memory. For example, you are
presently not thinking about your mobile telephone number. but now it is mentioned you can recall it with
ease. Mild emotional experiences may be in the preconscious but sometimes traumatic and powerful
negative emotions are repressed and hence not available in the preconscious.

3. Unconscious

The unconscious mind comprises mental processes that are inaccessible to consciousness but that
influence judgments, feelings, or behavior (Wilson, 2002). According to Freud the unconscious mind is
the primary source of human behavior. Like an Iceberg, the most important part of the mind is the part
you cannot see.

Our feelings, motives and decisions are actually powerfully influenced by our past experiences, and stored
in the unconscious. Freud applied these three systems to his structure of the personality, or psyche - the id,
ego and superego. Here the id is regarded as entirely unconscious whilst the ego and superego have
conscious, preconscious, and unconscious aspects. The unconscious contains all sorts of significant and
disturbing material which we need to keep out of awareness because they are too threatening to
acknowledge fully.

The unconscious mind acts as a repository, a 'cauldron of primitive wishes and impulse kept at bay and
mediated by the preconscious area. For example, Freud found that some events and desires were often too
frightening or painful for his patients to acknowledge, and believed such information was locked away In
the unconscious mind. This can happen through the process of repression.

The unconscious mind contains our biologically based instincts (eros and hanatos) for the primitive urges
for sex and aggression, Freud argued that our primitive urges often do not reach consciousness because
they are unacceptable to our rational, conscious selves.

People use a range of defense mechanisms (such as repression) to avoid knowing what their unconscious
motives and feelings are. Freud emphasized the importance of the unconscious mind, and a primary
assumption of Freudian theory is that the unconscious mind governs behavior to a greater degree than
people suspect. Indeed, the goal of psychoanalysis is to reveal the use of such defense mechanisms and
thus make the unconscious conscious.

Freud believed that the influences of the unconscious reveal themselves in a variety of ways, including
dreams, and in slips of the tongue, now popularly known as 'Freudian slips. Freud gave an example of
such a slip when a British Member of Parliament referred to a colleague with whom he was imitated as
'the honorable member from Hell' instead of from Hull.

4. Nonconscious

The water, may represent all that we are not aware of, have not experienced, and that has not been made
part of our personalities, referred to as the nonconscious.

Other sources:

Theories of Child and Adolescent Development

Three Parts of Personality

● id- Present at birth while unconscious. It represents biological drives and demands instant
gratification, like how the baby cries.
● Ego- The conscious sense of self, begins to develop when children learn to get gratification for
themselves, without screaming or crying. Makes plans to keep up with social gatherings so one
can find gratification but avoid disapproval of others to hold back the hunger of the id
● Superego- Develops throughout infancy and early childhood. Throughout the rest of the child's
life it will monitor the intentions and behavior of the ego and give judgements of right and wrong.
If they misbehave, the superego floods them with guilt.

Sigmund Freud (1856-1939)

Praised as the greatest thinker of the 20th century, he was a mass of contradictions. He mainly
focused on the learner's emotional and social development and the origins of psychological traits
He believed that most minds lies beneath the consciousness. He theorized that because of people's
childhood experiences, they are only aware of the ideas and impulses that occupy the depths of
their minds.

Psychoanalytic Theory
 Making the unconscious conscious

Psychoanalytic Theory
Our childhood experiences and unconscious desires influence behavior. Sigmund Freud, the
founder of Psychoanalysis, views children and adults as caught in the conflict.
Stages of Psychosexual Development
Each stage of development is marked by conflicts that can help build growth or stifle
development, depending upon how they are resolved. If these psychosexual stages are completed
successfully, a healthy personality is the result. If certain issues are not resolved at the appropriate
stage, fixations can occur. A fixation is a persistent focus on an earlier psychosexual stage. Until
this conflict is resolved, the individual will remain "stuck" in this stage.

5 Stages of Psychosexual Development

1st stage - Oral (0-8 months)

If a child receives too little or too much gratification during a phase, the child can become fixated.
Activities like sucking and tasting bring pleasure and gratification. The child that is weaned early
or breast-fed for too long could become fixated an result in problems like nail-biting and
smoking.
2nd stage-Anal (13-36 months)
Gratification is gained through control and elimination of waste Excessively strict or
nonrestrictive toilet training can result in development of anal-retentive traits like perfectionism
or anal-expulsive traits like carelessness.
3rd stage - Phallic (3-6 years)
When children can develop strong sexual attachment to their parent of the other gender and
begins to view their parent of the same gender as their rival. Oedipus Complex (son vs, father)
Electra Complex (daughter vs. mother).
4th stage-Latency (6 years to puberty)
Sexual feelings become unconscious Children tum to schoolwork and typically prefer playmates
of their own gender.
5th stage - Genital (puberty)
Biological changes start to manifest in adolescence and generally desires sexual gratification
through intercourse with the member of the opposite gender. Freud believes that the attraction of
same sex sexual activity are immature forms of sexual act that reflect fixations at early stages of
development.

● https://www.studocu.com/ph/document/president-ramon-magsaysay-state-university/bachelor-of-
secondary-education/the-child-and-learning-principles-module-6/15010294
● https://www.studocu.com/ph/document/president-ramon-magsaysay-state-university/bachelor-of-
secondary-education/the-child-and-adolescent-and-learning-principles-module-5/15010280
● https://www.studocu.com/ph/document/university-of-southeastern-philippines/the-child-and-
adolescent-learners-and-learning-principles/theories-of-child-and-adolescent-development/
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