Objectives

At the end of this lecture, the learner will be

able to define.
•Describe theories of development(
• freud,
•erikson,
• paiget)
 Stage Theorists
• These psychologists
believe that we
travel from stage to
stage throughout
our lifetimes.
 Sigmund Freud
• We all have a libido
(sexual drive).
• If we become
preoccupied with any one
area, Freud said we
have become fixated on
• it.
Together Freud called
these stages our
Psychosexual Stages of
• Development.
 Oral Stage

• Seek pleasure through out mouths.

• Babies put everything in their mouths (0-2).
• People fixated in this stage tend to overeat,
smoke or have a childhood dependence on
things.
 Anal Stage

• Develops during toilet training (2-4).

• Libido is focused on controlling waste
and expelling waste.
• A person fixated may become overly
controlling
(retentive) or out of control
(expulsive).
 Phallic Stage
• Children first recognize
their gender (4-7).
• Causes conflict in families with
the Oedipus and Electra
Complexes.
• Fixation can cause later
problems in relationships.
 Latency Stage
• Libido is hidden (7-11).
• Freud believed that fixation in this stage
could lead to sexual issues.
 Genital Stage
• Libido is focused on their genitals
(12- death).
• Freud thought fixation in this stage
is normal.
 Erik Erikson
• A neo-Freudian
• Life span
developmental
stages
• Thought our personality
was influenced by our
experiences with others.
• Stages of Psychosocial
Development.
• Each stage centers on a
social conflict.
 Trust v. Mistrust
0 to 1.5y

• Can a baby trust the world to fulfill its

needs?
• The trust or mistrust they develop can
carry on with the child for the rest of
their lives.
Autonomy V. Shame & Doubt
1.5 to 3y
• Toddlers begin to control their bodies
(toilet training).
• Control Temper Tantrums
• Big word is “NO”
• Can they learn control or will they
doubt themselves?
 Initiative V. Guilt
3 to 6y

• Word turns from “NO” to “WHY?”

• Want to understand the world and ask
questions.
• Is there curiosity encouraged or
scolded?
 Industry v. Inferiority
• School begins
• We are for the first
time evaluated by a
formal system and our
peers.
• Do we feel good or bad
about our
accomplishments?
• Can lead to us feeling
bad about ourselves for
the rest of our lives…
inferiority complex.
Identity v. Role Confusion
• In our teenage years we try out
different roles.
• Who am I?
• What group do I fit in with?
• If I do not find myself I may develop
an identity crisis.
 Intimacy v. Isolation

• Have to balance work and

relationships.
• What are my priorities?
 Generativity v. Stagnation

• Is everything going as planned?

• Am I happy with what I created?
• Mid –life crisis!!!
 Integrity v. Despair

• Look back on life.

• Was my life meaningful or do I have
regret?
Cognitive Development
• It was thought that
kids were just stupid
versions of adults.
• Then came along
Jean Piaget
• Kids learn
differently than
adults
Stages of Cognitive Development

Sensorimotor
Stage
• Experience the world through our
senses.
• Do NOT have object permanence.
• 0-2
Preoperational Stage
• 2-7
• Have object
permanence
• Begin to use language to
represent objects and
ideas
• Egocentric: cannot look
at the world through
anyone’s eyes but their
own.
• Do NOT understand
concepts of
conservation.
 Conservation
• Conservation refers to the idea
that a quantity remains the same
despite changes in appearance and
is part of logical thinking.
Concrete Operational Stage

• Can demonstrate concept of

conservation.
• Learn to think logically
 Formal Operational Stage
• What would the • Abstract reasoning
world look like with • Manipulate objects
• no light? in our minds without
• Picture god seeing them
What way do you • Hypothesis testing
best learn? • Trial and Error
• Metacognition
• Not every adult gets
to this stage
 Criticisms of Piaget
• Some say he underestimates the
abilities of children.
Information- Processing Model says
• children to not learn in stages but rather
a gradual continuous growth.
Studies show that our attention span
grows gradually over time.