Freud's Stages of Psycho Sexual Development:



Freud's Stages of Psycho Sexual Development:

 

|Psycho sexual stage |Age |Description |

|Oral |Birth - 1 year |Pleasure is derived from oral activities such as sucking, biting and chewing.  |

|Anal |1-3 years |Pleasure come from issues surrounding voluntary urination and defecation. Toilet|

| | |training becomes a major conflict between parents and children and parental |

| | |reaction to toilet training has a lasting effect on the child's personality. |

|Phallic |3-6 years |Pleasure comes from direct genital stimulation. Children develop an incestuous |

| | |desired for the opposite sex parent. This is where the Oedipus and Electra |

| | |complex develops. |

|Latency |6-11 years |Sexual conflicts and desires are repressed due to trauma and guilt surrounding |

| | |the Phallic stage. The ego and superego develop during this stage as children |

| | |make gains in problem solving and internalizing societal values. |

|Genital |12 onward |Sexual urges become dominate in the individuals life. Adolescence is |

| | |characterized by learning how to express these urges in socially acceptable |

| | |ways. |

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Erikson's Stages of Psycho Social Development

|Psycho Social Crisis |Age |Description |

|Trust vs. Mistrust |Birth - 1 year|Infants learn to trust others to care for them and meet their basic needs.  |

| | |Inconsistent child rearing may lead the child to view the world as a dangerous |

| | |place with untrustworthy people  |

|Autonomy vs. Shame and Doubt |1-3 years |Child learn basic skills to care for themselves.  Failure to learn these skills may|

| | |make the child dependent on others and become shameful of him or herself.  |

|Initiative vs. Guilt |3- 6 years |Child will take on responsibilities beyond their capacity.  These activities may |

| | |conflict with the parents and cause the child to feel guilty about their behavior. |

| | |The key in this stage is to achieve a balance between initiative and not infringing|

| | |on the rights and privileges of others. |

|Industry vs. Inferiority |6-12 years |Child acquire social and academic skills.  They begin to compare themselves with |

| | |other peers.  If they feel they are lacking in industry (skills) as compared to |

| | |peers, they may develop inferiority complexes that could interfere with |

| | |functioning.  |

|Identity vs. Role Confusion |12-20 years |The major issues in this stage center around the adolescence's question of "who am |

| | |I?"  This is a transition stage between childhood and adulthood where the child |

| | |experiments with roles.  If the child does not establish an identity then they may |

| | |be confused as adults about the roles they should be playing. |

|Intimacy vs. Isolation |20-40 years |The task at this age is to form strong social relationships and establish intimate |

| | |relationships.  Without these relationships the individual may feel lonely and |

| | |isolated which may interfere with the person's ability to form lasting |

| | |relationships in the future. |

|Generativity vs. Stagnation |40-65 years |Adults face the task of becoming productive members of society and nurturing the |

| | |younger generations.  Those unwilling or unable to assume these roles become |

| | |stagnant and self-centered. |

|Ego Integrity vs. Despair |Old age |The older adult assessed their life as either meaningful and productive or as a |

| | |life full of disappointments.  Life experiences determine how the adult will deal |

| | |with this life crisis. |

Piaget's Stages of Development

|Stage |Age Range |Description |

|Sensorimotor Stage |Birth - 2 yrs|Children begin to understand objects first by reflexive reactions to them, then by |

| | |interacting with them purposefully. Through these interactions children learn to make mental|

| | |symbols of objects. |

|Pre-Operational Stage |2 - 7 yrs |Children begin to use mental symbols to represent objects (words, images) and begin to gain |

| | |representational understanding. However they are not engaged in cognitive operations such as|

| | |conservation and higher order perspective taking.  |

|Concrete-Operational |7 - 11 yrs |Children become less egocentric in their thinking and reasoning and begin to understand |

|Stage | |conservation concepts such as reversibility. However, children at this age still lack the |

| | |ability to reason abstractly. |

|Formal Operational |11, 12 yrs |This is when children begin to reason abstractly, and rationally. The formal operational |

|Stage |and beyond |stage is not necessarily obtained by all individuals and may not permeate to all areas of |

| | |reasoning. |

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Kohlberg's Stages of Moral Development

|Level  |Stage  |Description |

|Preconventional Morality |  |Rules governing moral life are external to the self.  Child use rule imposed by |

|  | |authority figure to guide their moral reasoning.  Morality is guided by a desire |

|  | |to avoid punishment and is self serving. |

| |Stage 1:  Punishment|The moral judgment of an act (good or bad) is measured by its consequences.  The |

| |and Obedience |act isn't bad if you don't get caught. |

| |Orientation  | |

| |Stage 2:  Naive |Moral judgment is oriented towards personal gain.  A "you scratch my back, I'll |

| |Hedonism |scratch yours" orientation guides moral judgment. |

|Conventional Morality |  |Social norms and rules are obeyed in order to maintain and win other's approval. |

|  | |Social praise and the avoidance of punishment have become tangible rewards for |

|  | |moral behavior. |

| |Stage 3:  "Good |Moral behavior is that which pleases, helps, or is approved by others. Other's |

| |Boy/Girl" |perspectives are taken into account when making a moral judgement. |

| |Orientation | |

| |Stage 4:  Social |Moral behavior may be dictated after the individual account for the perspective |

| |Order Maintaining |of the greater good of society as reflected by the law or known social mores.  |

| |Morality |Moral behavior is motivated by a want to maintain social order.  |

|Postconventional |  |Morality is defined in terms of a broader sense of Justice that may or may not be|

|Morality  | |reflected in societal law.  |

|  | | |

|  | | |

| |Stage 5:  Social |Moral thought makes a distinction between what is legal and what is just.  The |

| |Contact Orientation |individual sees that laws are important for maintaining social norms, but may be |

| | |unjust or unfair. |

| |Stage 6:  Morality |The individual defines their own concepts of right and wrong based on self-chosen|

| |of Individual |ethical principles that reflects the individuals conscience.  Moral guidelines |

| |Principles of |are not concrete rules but abstract moral concepts. |

| |Conscience | |

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