DEVELOPMENTAL STAGES AND TASKS
DEVELOPMENTAL STAGES AND TASKS
OF INFANCY, CHILDHOOD & ADOLESCENCE
| |
|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| | |
| |
|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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