DEVELOPMENTAL STAGES AND TASKS



DEVELOPMENTAL STAGES AND TASKS

OF INFANCY, CHILDHOOD & ADOLESCENCE

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|INFANCY – BIRTH TO 1 YEAR |

|PSYCHOSOCIAL STAGE |DEVELOPMENTAL TASKS |COGNITIVE DEVELOPMENT |LANGUAGE |PSYCHOSEXUAL STAGE |

|[ERIKSON] |[HAVIGHURST] |[PIAGET] |DEVELOPMENT |[FREUD] |

|Trust vs. Mistrust | |Sensorimotor | |Oral - Sensory |

| |[Note: Havighurst described tasks of | | | |

|Basic Trust – a sense of the world as a |birth to 6 years as a single period. |*[up to 1½ to 2 years of age] | |Pleasures center around gratification |

|safe place, people as dependable and |They are divided here for convenience | | |found in use of mouth & lips. |

|helpful. Consistent, loving care by |only] |Thought derives from sensation and | |Oral activities include sucking, biting,|

|nurturing person is essential. Outcomes:| |movement. Progress occurs from reflex | |chewing, vocalizing |

|hope, faith, drive, optimism | |activity to simple repetitive | | |

| |Learning to: |behaviours. Develop early sense of | | |

|Mistrust – develops when nurturing care |Achieve physiological stability |cause/effect, time, space. | | |

|is absent, deficient, inconsistent or |Take solid foods |Concept of object permanence | | |

|rejecting | | | | |

|Outcomes: suspicion, insecurity, | |Task: differentiation of self from | | |

|pessimism | |objects; locating self in physical space| | |

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|TODDLER – 12 to 36 MONTHS |

|PSYCHOSOCIAL STAGE |DEVELOPMENTAL TASKS |COGNITIVE DEVELOPMENT |LANGUAGE |PSYCHOSEXUAL STAGE |

|[ERIKSON] |[HAVIGHURST] |[PIAGET] |DEVELOPMENT |[FREUD] |

|Autonomy vs. Shame & Doubt | | | |Anal - Urethral |

| |Learning to: |Sensorimotor [to age 1½ to 2] | | |

|Autonomy – centers around increasing |walk | | |Interest centers around anal sphincter. |

|ability to control body, self and |talk |-uses active experimentation to achieve | |Develop ability to withold or expel |

|environment. Want to “do” for self. |control elimination of body wastes |goals | |fecal material at will. Climate |

|Sense of self-reliancy & adequacy | |-awareness of cause/effect | |surrounding toilet training influences |

|develops from being permitted to make | |-awareness of spatial relationships | |child’s personality. |

|choices. | |-imitation, domestic mimicry | |Associated traits include |

|Outcomes: willpower, self-control | | | |possessiveness, retentiveness, |

| | |Preconceptual [age 2-4 years] | |aggressiveness, pronounced messiness or |

|Shame & Doubt – arises when child is | |-egocentric thought – self as standard | |tidiness, punctuality or shame. |

|made to feel self-conscious, ashamed or | |of judgment –unable to take viewpoint of| | |

|is made dependent in areas in which is | |others | | |

|capable of taking control. | |-begin to think & reason conceptually | | |

|Outcomes: self-consciousness, lack of | |–increasing use of language –thinking is| | |

|control | |transductive (relating particular to | | |

| | |particular) | | |

| |

|PRESCHOOL – AGE 3-5 YEARS |

|PSYCHOSOCIAL STAGE |DEVELOPMENTAL TASKS |COGNITIVE DEVELOPMENT |LANGUAGE |PSYCHOSEXUAL STAGE |

|[ERIKSON] |[HAVIGHURST] |[PIAGET] |DEVELOPMENT |[FREUD] |

|Initiative vs. Guilt |Learning to: |Preconceptual [to 4 yr.] | |Phallic – Locomotion |

| | |as above | | |

|Initiative: sense of confidence that |learn sex differences & sexual modesty | | |-interest focussed around genital area |

|allows child to plan, take action & test|relate oneself emotionally to parents, |Pre-operational or Intuitive [ 4-7 yr.] | |-recognize differences between sexes |

|what kind of person he/she can be. |siblings & other people |-transition to increased symbolic | |-identification with parent of same sex |

|Reinforced by freedom, opportunity, |form simple concepts of social & |functioning | |-Oedipal or Electra complexes, penis |

|encouragement |physical reality |-ability to think in terms of classes, | |envy, castration fears |

|Outcome: purpose & direction |learning to distinguish right & wrong, |see relationships, deal with number | | |

| |developing a conscience |concepts | | |

|Guilt: occurs when made to feel bad | |-defines objects in terms of their use | | |

|about initiatives made | |-still egocentric; unable to see | | |

|Outcomes: guilt, anxiety, fear, | |another’s point of view | | |

|dependence | | | | |

|SCHOOL AGE – 6 – 12 YEARS |

|PSYCHOSOCIAL STAGE |DEVELOPMENTAL TASKS |COGNITIVE DEVELOPMENT |LANGUAGE |PSYCHOSEXUAL STAGE |

|[ERIKSON] |[HAVIGHURST] |[PIAGET] |DEVELOPMENT |[FREUD] |

| | | | |Latency |

|Industry vs. Inferiority |learning physical skills necessary for |Pre-operational [to 7 yr] | | |

| |ordinary games |as above | |-resolution of phallic conflicts |

|Industry: characterized by sense of |building wholesome attitudes toward self| | |-attention turned from sexuality to |

|confidence and competence in ability to |as growing person |Concrete Operational | |tasks of socialization |

|produce, build, make. Needs & wants real|learning to get along with age-mates |-development of logical reasoning | |-quiescent period of sexuality |

|achievement. |learning appropriate masculine or |-thinking is tied to what is observable | | |

|Child learns to compete & cooperate and |feminine roles |-concepts of reversability, conservation| | |

|to use rules. |developing fundamental skills in |-thinks in terms of numbers, classes, | | |

|Outcomes: method, competency |reading, writing, calculating |relations | | |

| |developing conscience, morality, scale |-beginning deductive reasoning | | |

|Inferiority: may feel inadequate if too |of values |-overcoming ego-centrism | | |

|much or too little is expected of child |developing concepts necessary for |-no longer fooled by appearances | | |

|or if they feel they cannot live up to |everyday living | | | |

|standards set for them |developing attitudes toward social | | | |

|Outcomes: feelings of inadequacy |groups and institutions | | | |

| |achieving personal independence | | | |

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