Today in ClassToday in Class

Notes – Stages of Notes – Stages of DevelopmentDevelopment

Take out your notebookTake out your notebook

In your down time work on In your down time work on your note cardsyour note cards

Meet the Two JimsMeet the Two Jims

Are their similarities Are their similarities hereditary or luck? hereditary or luck?

More of a CoincidenceMore of a Coincidence

Psychologists say that while some of the Psychologists say that while some of the Jims’ similarities are due to hereditary, Jims’ similarities are due to hereditary, many are not.many are not.

If you took two strangers together who If you took two strangers together who were born on the same day, in the same were born on the same day, in the same country and ask them to find similarities, country and ask them to find similarities, you might find a lot of astounding you might find a lot of astounding coincidences.coincidences.

Identical TwinsIdentical Twins

Identical twins do show remarkable Identical twins do show remarkable similarities, but only in similarities, but only in characteristics you would expect: characteristics you would expect: intelligence, temperament, gestures, intelligence, temperament, gestures, posture and pace of speech.posture and pace of speech.

However, environment plays a big However, environment plays a big role too.role too.

increase in age = greater difference in increase in age = greater difference in personalitypersonality

twins often treated aliketwins often treated alike

Problems with Twin Problems with Twin StudiesStudies

Expectancy biases has Expectancy biases has proven to be a big challenge proven to be a big challenge for these studies.for these studies.

Investigators of identical Investigators of identical twins expect to find some twins expect to find some hereditary influences so hereditary influences so they often pay more they often pay more attention to the similarities attention to the similarities than differences. than differences.

Developmental Developmental PsychologyPsychology

Developmental psychology Developmental psychology is the psychology of is the psychology of growth, change and growth, change and consistency though the consistency though the lifespan. lifespan. Developmental psychology Developmental psychology

looks at how thinking, looks at how thinking, feeling, and behavior feeling, and behavior change throughout a change throughout a person’s life.person’s life.

It looks at three debates:It looks at three debates: Nature vs. NurtureNature vs. Nurture Continuity vs. Continuity vs.

DiscontinuityDiscontinuity Stability vs. ChangeStability vs. Change

Nature vs. Nurture Nature vs. Nurture IssueIssue

Developmental psychology Developmental psychology seeks to answer two big seeks to answer two big questions about heredity questions about heredity and environment:and environment:

1.1. How much weight does each How much weight does each wield?wield?

2.2. How do they interact?How do they interact?

Nature refers to the Nature refers to the effects of heredity and effects of heredity and nurture to the influence of nurture to the influence of environment.environment.

How to Study the Nature-Nurture How to Study the Nature-Nurture InteractionInteraction

There are two effective There are two effective ways to study nature-ways to study nature-nurture.nurture.

Twin studies: Twin studies: Identical twins Identical twins have the same genotype, and have the same genotype, and fraternal twins have an fraternal twins have an average of 50% of their genes average of 50% of their genes in common.in common.

Adoption studies: Adoption studies: Similarities Similarities with the biological family with the biological family support nature, while support nature, while similarities with the adoptive similarities with the adoptive family support nurture.family support nurture.

Gradual vs. Abrupt Gradual vs. Abrupt ChangeChange

Think about how children become Think about how children become adults. Is there a predictable pattern adults. Is there a predictable pattern they follow regarding thought and they follow regarding thought and language and social development?language and social development?

Do children go through gradual Do children go through gradual changes or are they abrupt changes?changes or are they abrupt changes?

Continuity ViewContinuity View

The The continuity view continuity view says says that change is gradual. that change is gradual. Children become more Children become more

skillful in thinking, talking skillful in thinking, talking or acting much the same or acting much the same way as they get taller.way as they get taller.

We know that skilled We know that skilled behaviors often happen in behaviors often happen in this way as with the trial this way as with the trial and error method of and error method of learning to walk or eat with learning to walk or eat with a spoon. (Observable a spoon. (Observable skills…what about mental skills…what about mental processes?)processes?)

Discontinuity ViewDiscontinuity View

The The discontinuity view discontinuity view sees development as more sees development as more abrupt-a succession of abrupt-a succession of changes that produce changes that produce different behaviors in different behaviors in different age-specific life different age-specific life periods called stages.periods called stages.

This is evident in This is evident in beginning readers who beginning readers who suddenly discover the suddenly discover the connection between letters connection between letters and sounds.and sounds.

Discontinuity ViewDiscontinuity View

We often hear people taking about children going We often hear people taking about children going through “stages” in life (i.e. “terrible twos.”)through “stages” in life (i.e. “terrible twos.”)

These are called These are called developmental stagesdevelopmental stages-periods of -periods of life initiated by distinct transitions in physical or life initiated by distinct transitions in physical or psychological functioning.psychological functioning.

Psychologists of the discontinuity view believe Psychologists of the discontinuity view believe that people go through the same stages, in the that people go through the same stages, in the same order, but not necessarily at the same rate.same order, but not necessarily at the same rate.

However, if a person misses a stage, it can have However, if a person misses a stage, it can have lasting consequences.lasting consequences.

Capabilities of Capabilities of NewbornsNewborns

People used to think that People used to think that newborns began life as a newborns began life as a “blank slate”-an empty brain “blank slate”-an empty brain and no abilities.and no abilities. Tabula rasaTabula rasa

Studies have shown that Studies have shown that newborns have innate abilities newborns have innate abilities to find nourishment, interact to find nourishment, interact with others and avoid harmful with others and avoid harmful situations.situations.

https://www.youtube.com/https://www.youtube.com/watch?v=_JVINnp7NZ0watch?v=_JVINnp7NZ0

Developmental Periods to Developmental Periods to KnowKnow

Prenatal Period:Prenatal Period: The developmental period The developmental period before birth.before birth.

Neonatal Period:Neonatal Period: Birth-1 month. Birth-1 month.

Infancy:Infancy: 1 month-18/24 months. 1 month-18/24 months.

Three Developmental Three Developmental PeriodsPeriods

Prenatal Period:Prenatal Period: 9 month 9 month developmental period before birth.developmental period before birth. During this time, the genetic plan During this time, the genetic plan

determines how all of the organs that will determines how all of the organs that will be formed later begin to form.be formed later begin to form.

Here we get differentiation (cells forming Here we get differentiation (cells forming specific organs). Before we differentiation, specific organs). Before we differentiation, cells are “stem cells” and are capable of cells are “stem cells” and are capable of forming into any organ in the body.forming into any organ in the body.

One concern during this time are One concern during this time are teratogensteratogens, or substances from the , or substances from the environment that can damage the environment that can damage the developing baby.developing baby.

A Tough DiscussionA Tough Discussion

Thirteen states can terminate parental Thirteen states can terminate parental rights if evidence of substance abuse exists rights if evidence of substance abuse exists during pregnancy. Eight states require during pregnancy. Eight states require doctors to report if evidence of parental doctors to report if evidence of parental substance abuse exists.substance abuse exists. How do you think the criminal justice system How do you think the criminal justice system

should deal with mothers who abuse drugs should deal with mothers who abuse drugs during pregnancy?during pregnancy?

If states pursue offenders of this crime, how If states pursue offenders of this crime, how do you think society, in general would be do you think society, in general would be affected?affected?

Prenatal Stages of Prenatal Stages of DevelopmentDevelopment

• ZygoteZygote• The fertilized eggThe fertilized egg• Enters a 2 week period of rapid cell divisionEnters a 2 week period of rapid cell division• Develops into an embryoDevelops into an embryo

• EmbryoEmbryo• The developing human organism from 2 The developing human organism from 2

weeks through 2weeks through 2ndnd month month

• FetusFetus• The developing human organism from 9 The developing human organism from 9

weeks after conception to birthweeks after conception to birth

Three Developmental Three Developmental PeriodsPeriods

Neonatal Period:Neonatal Period: Birth to one month Birth to one month old.old. During this stage babies are capable of During this stage babies are capable of

responding to stimulation from all of their responding to stimulation from all of their senses. senses.

Infancy Period:Infancy Period: 1 mo. to 24 mo. 1 mo. to 24 mo. This is a period of rapid development, but is still This is a period of rapid development, but is still

heavily reliant on reflexive behavior.heavily reliant on reflexive behavior. Part of the reason we remember very little Part of the reason we remember very little

between birth and age 3 ½ is that our brain between birth and age 3 ½ is that our brain circuits are not fully developed circuits are not fully developed

Learning in Learning in DevelopmentDevelopment

During infancy, youngsters begin to exploit During infancy, youngsters begin to exploit their abilities for learning.their abilities for learning. Crying, cooing, smiling, etc.Crying, cooing, smiling, etc.

Classical conditioning in newborns.Classical conditioning in newborns. Stroking forehead and giving sweets: Newborns Stroking forehead and giving sweets: Newborns

who were stroked on the forehead were classically who were stroked on the forehead were classically conditioned to turn their head toward the side conditioned to turn their head toward the side where the sweetened water was provided, even if where the sweetened water was provided, even if the bottle of water wasn’t present.the bottle of water wasn’t present.

Social AbilitiesSocial Abilities

During infancy we also see babies engage During infancy we also see babies engage in a lot of social interaction. in a lot of social interaction.

Synchronicity: Synchronicity: close coordination close coordination between the gazing, vocalizing, touching between the gazing, vocalizing, touching and smiling of mothers and infants.and smiling of mothers and infants.

Babies are preprogrammed to their mother’s Babies are preprogrammed to their mother’s voicevoice

Babies are preprogrammed to recognize Babies are preprogrammed to recognize facesfaces

This is so strong that we will see infants This is so strong that we will see infants engage in the same behavior as their engage in the same behavior as their mother.mother. Laugh when she laughs/cry when she Laugh when she laughs/cry when she

displays negative emotion.displays negative emotion.

MimickingMimicking

The idea that babies will mimic is not The idea that babies will mimic is not something that is unique to human babies.something that is unique to human babies.

Makak Neonatal Imitation

AttachmentAttachment

During early development During early development we also see we also see attachmenattachment, or t, or the enduring social-the enduring social-emotional relationship emotional relationship between a child and parent between a child and parent or caregiver.or caregiver.

Attachment occurs Attachment occurs instinctively in many instinctively in many species. One example in species. One example in birds is called birds is called imprintingimprinting where a powerful attraction where a powerful attraction occurs between infants and occurs between infants and the first moving object or the first moving object or individual they spend time individual they spend time with.with.

ImprintingImprinting

Example: Example: A baby A baby chick is hatched by chick is hatched by a mother duck. a mother duck. The chick will The chick will follow the duck follow the duck around and even around and even try to get into the try to get into the pond with the pond with the mother duck and mother duck and her ducklings.her ducklings.

Imprinting with Human Imprinting with Human BabiesBabies

While human babies are not as capable While human babies are not as capable to move around at an early age, they to move around at an early age, they will develop a strong connection to will develop a strong connection to anyone who responds regularly to their anyone who responds regularly to their signals-crying, cooing, smiling...etc. signals-crying, cooing, smiling...etc.

Just how Strong is Just how Strong is Imprinting?Imprinting?

One study found that when mothers left the One study found that when mothers left the room, 2-4 month old babies’ skin room, 2-4 month old babies’ skin temperature dropped, a sign of emotional temperature dropped, a sign of emotional distress. In these youngsters, skin distress. In these youngsters, skin temperature dropped even more when the temperature dropped even more when the mother was replaced by a stranger.mother was replaced by a stranger. In contrast, skin temperature remained In contrast, skin temperature remained

constant steady if the mother stayed in constant steady if the mother stayed in the room-even if the stranger was present.the room-even if the stranger was present.

Monkeys raised by artificial mothers Monkeys raised by artificial mothers were terror-stricken when placed in were terror-stricken when placed in strange situations without theirstrange situations without their surrogate mothers.surrogate mothers.

https://www.youtube.com/watch?v=43Tz3pVb9Dghttps://www.youtube.com/watch?v=43Tz3pVb9Dg

Lasting EffectsLasting Effects

Despite the strength of attachment Despite the strength of attachment and imprinting, individuals who and imprinting, individuals who lack healthy attachments in infancy lack healthy attachments in infancy are not necessarily doomed for life.are not necessarily doomed for life.

While attachment problems are While attachment problems are good predictors of later problems good predictors of later problems with social relationships, many with social relationships, many people do succeed in overcoming people do succeed in overcoming early attachment issues. early attachment issues.

Contact ComfortContact Comfort

Why do infants become Why do infants become attached to parents?attached to parents?

Evolutionary psychology Evolutionary psychology explains attachment as a explains attachment as a way to safeguard an way to safeguard an infants survival by infants survival by providing support and providing support and protection. protection.

Through natural Through natural selection, individuals selection, individuals with genetic tendencies with genetic tendencies to “attach” will survive, to “attach” will survive, thrive and pass along thrive and pass along those tendencies.those tendencies.

Cupboard TheoryCupboard Theory

Freud had convinced Freud had convinced most doctors that young most doctors that young infants and children were infants and children were so mentally so mentally underdeveloped that the underdeveloped that the only thing of real only thing of real importance to infants importance to infants was the breast or the was the breast or the bottle.bottle. Cupboard Theory:Cupboard Theory: Infants Infants

become attached to those become attached to those who provide the who provide the “cupboard” containing the “cupboard” containing the food supply.food supply.

Disproving FreudDisproving Freud

Harry and Margaret Harlow Harry and Margaret Harlow thought physical contact was thought physical contact was important to child development.important to child development.

They conducted an experiment They conducted an experiment that used infant monkeys who that used infant monkeys who had been separated from their had been separated from their mothers at birth.mothers at birth.

The monkeys had the choice The monkeys had the choice between a wire monkey that between a wire monkey that provided milk (a cupboard), and a provided milk (a cupboard), and a cloth covered monkey that cloth covered monkey that provided only stimulation from provided only stimulation from the soft cloth it was made out of.the soft cloth it was made out of.

Harry Harlow and a test subject

Harlow’s MonkeysHarlow’s Monkeys

https://www.youtube.com/watch?v=_O60TYAIgC4

Harlow’s FindingsHarlow’s Findings

Infants need more than food, they need Infants need more than food, they need contact comfort too.contact comfort too. A lack of close, loving A lack of close, loving relationships in infancy even effects physical relationships in infancy even effects physical growth. growth.

A study of children in emotionally detached A study of children in emotionally detached family environments showed slower growth family environments showed slower growth and bone development. When removed from and bone development. When removed from such a situation they may grow again. If, such a situation they may grow again. If, however they are placed back in the poor however they are placed back in the poor environment, their growth is stunted once environment, their growth is stunted once again. again.

This phenomenon is known as This phenomenon is known as psychological psychological dwarfism.dwarfism.

MaturationMaturation

Maturation is the orderly sequence of Maturation is the orderly sequence of biological growth by which an organism biological growth by which an organism develops over time, both physically and develops over time, both physically and mentally.mentally. Studies have shown that, when raised Studies have shown that, when raised

under adequate environment, maturation under adequate environment, maturation follows a predictable pattern.follows a predictable pattern.

Maturation sets the basic course of Maturation sets the basic course of development, experience adjusts it.development, experience adjusts it. Nature and nurture at work.Nature and nurture at work.

Cognitive Development: Cognitive Development: Piaget’s TheoryPiaget’s Theory

Jean Piaget developed a Jean Piaget developed a theory about theory about development called the development called the Cognitive Theory of Cognitive Theory of Development. Development.

Piaget’s theory was a Piaget’s theory was a discontinuous stage modeldiscontinuous stage model of development which said of development which said children will undergo a children will undergo a revolutionary change in revolutionary change in thoughtthought at each stage. at each stage.

Cognitive Development Cognitive Development Piaget’s TheoryPiaget’s Theory

Piaget’s theory was based on three Piaget’s theory was based on three key ideas:key ideas:

SchemasSchemas Assimilation and accommodationAssimilation and accommodation Stages of cognitive developmentStages of cognitive development

SchemasSchemas are mental structures that are mental structures that guide thinking.guide thinking. According to Piaget, they are also the According to Piaget, they are also the

building blocks of development. building blocks of development. Schemas form and change as we develop Schemas form and change as we develop

and organize our knowledge to deal with and organize our knowledge to deal with new experiences and predict future events.new experiences and predict future events.

Cognitive Development: Cognitive Development: Piaget’s TheoryPiaget’s Theory

Assimilation: Assimilation: process that modifies process that modifies new information to fit with existing new information to fit with existing schemas or with what is already schemas or with what is already known.known.

Babies suck on anything put in front of them as if Babies suck on anything put in front of them as if it was a bottle.it was a bottle.

Accommodation: Accommodation: process of process of restructuring or modifying schemas to restructuring or modifying schemas to incorporate new information.incorporate new information.

When a child learns that a butterfly is not a When a child learns that a butterfly is not a “bird.”“bird.”

Assimilation makes new information fit our Assimilation makes new information fit our existing view of the world. Accommodation existing view of the world. Accommodation changes our views to fit new information.changes our views to fit new information.

Piaget’s Stages: Piaget’s Stages: Sensorimotor Stage Sensorimotor Stage

Sensorimotor Stage (Birth to age 2): Sensorimotor Stage (Birth to age 2): children mostly give reflexive children mostly give reflexive responses with very little thinking responses with very little thinking involved.involved. Stranger Anxiety, or fear of strangers, is Stranger Anxiety, or fear of strangers, is

very common during this period (8 very common during this period (8 months).months).

A major step in thinking happens by year A major step in thinking happens by year two, the ability to make mental images two, the ability to make mental images of objects, called of objects, called mental representation.mental representation.

This is the foundation of being able to problem This is the foundation of being able to problem solvesolve

Piaget’s Stages: Piaget’s Stages: Sensorimotor Stage Sensorimotor Stage

Another key feature of this stage is Another key feature of this stage is object permanence, or the knowledge object permanence, or the knowledge that objects exist independently of that objects exist independently of one’s own actions or awareness.one’s own actions or awareness.

Piaget’s Stages: Piaget’s Stages: Preoperational Stage Preoperational Stage

Preoperational Stage (2 to 6/7 yeas of Preoperational Stage (2 to 6/7 yeas of age): age): A stage marked by well-developed A stage marked by well-developed mental representation and the use of mental representation and the use of language.language. Despite these increased abilities, however, Despite these increased abilities, however,

children still cannot children still cannot solve problems requiring solve problems requiring logical thought, but they can recognize when logical thought, but they can recognize when something is not right.something is not right.

Piaget’s Stages: Piaget’s Stages: Preoperational StagePreoperational Stage

Piaget developed other key features of the Piaget developed other key features of the preoperational stage, including:preoperational stage, including:

Egocentrism: Egocentrism: a self centered focus that causes children to see the world a self centered focus that causes children to see the world only in their own terms.only in their own terms.

Talking to child on phoneTalking to child on phone

Animistic thinking: Animistic thinking: believing inanimate objects have life and mental believing inanimate objects have life and mental processes.processes.

““Bad table”Bad table”

Centration: Centration: an inability to understand an event because the child focuses an inability to understand an event because the child focuses their attention too narrowly. their attention too narrowly.

Moving objects closer together—now more or fewer items?Moving objects closer together—now more or fewer items?

Irreversibility: Irreversibility: an inability to think through a series of events or steps and an inability to think through a series of events or steps and then reverse course.then reverse course.

Artificialism: believing all objects are made by people.Artificialism: believing all objects are made by people.

Piaget’s Stages: Concrete Piaget’s Stages: Concrete Operational Stage Operational Stage

Concrete Operational Concrete Operational Stage (7 to 11 years): Stage (7 to 11 years): child develops the child develops the abilities of abilities of irreversibility, irreversibility, conservation and conservation and mental operations.mental operations.

Conservation:Conservation: the the principle that quantity principle that quantity remains the same remains the same despite changes in despite changes in shape.shape.

Mental operations: Mental operations: the the ability to solve ability to solve problems by problems by manipulating images in manipulating images in one’s own mind.one’s own mind.

Piaget’s Stages: Formal Piaget’s Stages: Formal OperationalOperational

In Piaget’s final stage, In Piaget’s final stage, formal operational formal operational stagestage, he says people begin to think about , he says people begin to think about issues like being more accepted by peers, and issues like being more accepted by peers, and abstract issues like love, fairness and our abstract issues like love, fairness and our reason for existence.reason for existence.

Consists of 4 unique structural properties:Consists of 4 unique structural properties: Hypothetical reasoningHypothetical reasoning Analogical/Abstract reasoningAnalogical/Abstract reasoning Deductive reasoningDeductive reasoning Reflective abilitiesReflective abilities

Testing Your Theory of Testing Your Theory of MindMind

Draw a capital letter E on your forehead.Draw a capital letter E on your forehead.

Did you draw it to look like an E from your Did you draw it to look like an E from your point of view, or an E from the point of point of view, or an E from the point of view of someone looking at you?view of someone looking at you?Most people will be egocentric and draw Most people will be egocentric and draw

it from their own perspective, rather it from their own perspective, rather than that of someone looking at themthan that of someone looking at them

https://www.youtube.com/watch?v=8hLubgpY2_w

Theory of MindTheory of Mind

Theory of mind is Theory of mind is the ability to infer the ability to infer (understand) other’s (understand) other’s mental states, and mental states, and know they may be know they may be different than our different than our own. own. Piaget thought this Piaget thought this

did not happen until did not happen until around age 8, but around age 8, but studies suggest this studies suggest this actually happens as actually happens as young as age 4 or 5.young as age 4 or 5.

Piaget’s Theory Piaget’s Theory GraphicallyGraphically

Typical Age Range

Description of Stage

Developmental Phenomena

Birth to nearly 2 years SensorimotorExperiencing the world through senses and actions (looking, touching, mouthing)

•Object permanence•Stranger anxiety

About 2 to 6 years

About 7 to 11 years

About 12 through adulthood

PreoperationalRepresenting things with words and images but lacking logical reasoning

•Pretend play•Egocentrism•Language development

Concrete operationalThinking logically about concrete events; grasping concrete analogies and performing arithmetical operations

•Conservation •Mathematical transformations

Formal operationalAbstract reasoning

•Abstract logic•Potential for moral reasoning

Piaget’s Stages of Cognitive Piaget’s Stages of Cognitive DevelopmentDevelopment

Reflecting on PiagetReflecting on Piaget

Piaget remains one of the Piaget remains one of the most significant psychologists most significant psychologists in the history of the science. in the history of the science. While he may have been a While he may have been a little off on the ages for his little off on the ages for his stages, his emphasis was stages, his emphasis was more on the sequence (order) more on the sequence (order) of specific milestones.of specific milestones. Studies from around the world Studies from around the world

have confirmed that human have confirmed that human cognition unfolds basically in cognition unfolds basically in the sequence that Piaget the sequence that Piaget described. described. Jean Piaget

1896-1980

Lev VygotskyLev Vygotsky

Piaget’s emphasis on how Piaget’s emphasis on how the child’s mind grows the child’s mind grows through interaction with through interaction with the physicl environment is the physicl environment is complemented by complemented by Vygotsky’s emphasis on Vygotsky’s emphasis on how the child’s mind grows how the child’s mind grows through interaction with through interaction with the social environment.the social environment. Language is an important Language is an important

ingredient in social ingredient in social mentoring that provides the mentoring that provides the building blocks for thinking. building blocks for thinking. Lev Vygotsky

1896-1934

Zone of Proximal Zone of Proximal DevelopmentDevelopment

Vygotsky stated that a child Vygotsky stated that a child follows an adult's example follows an adult's example and gradually develops the and gradually develops the ability to do certain tasks ability to do certain tasks without help or assistance. without help or assistance. Zone of proximal Zone of proximal

development presents it as development presents it as “the distance between the “the distance between the actual developmental level actual developmental level as determined by as determined by independent problem independent problem solving and the level of solving and the level of potential development as potential development as determined through problem determined through problem solving under adult solving under adult guidance, or in collaboration guidance, or in collaboration with more capable peers”with more capable peers”

Erikson’s Theory of Erikson’s Theory of Psychosocial DevelopmentPsychosocial Development

Erik Erikson saw human Erik Erikson saw human development as a sequence of development as a sequence of psychosocial stages, defined psychosocial stages, defined by common problems that by common problems that emerge throughout life.emerge throughout life.

Erikson identified 8 stages, Erikson identified 8 stages, with each bringing a new with each bringing a new challenge. To move onto the challenge. To move onto the next stage of life, the problem next stage of life, the problem of the previous stage must of the previous stage must successfully be coped with.successfully be coped with.

Erikson’s Stages of Erikson’s Stages of Psychosocial DevelopmentPsychosocial Development

Approximateage Stage Description of Task

Infancy Trust vs. mistrust If needs are dependably met, infants(1st year) develop a sense of basic trust.

Toddler Autonomy vs. shame Toddlers learn to exercise will and (2nd year) and doubt do things for themselves, or they

doubt their abilities.

Preschooler Initiative vs. guilt Preschoolers learn to initiate tasks(3-5 years) and carry out plans, or they feel

guilty about efforts to be independent.

Elementary Competence vs. Children learn the pleasure of applying(6 years- inferiority themselves to tasks, or they feel puberty) inferior.

Erikson’s Stages of Erikson’s Stages of Psychosocial DevelopmentPsychosocial Development

Approximateage Stage Description of Task

Adolescence Identity vs. role Teenagers work at refining a sense of self by(teens into confusion testing roles and then integrating them to 20’s) form a single identity, or they become

confused about who they are.

Young Adult Intimacy vs. Young adults struggle to form close relation- (20’s to early isolation ships and to gain the capacity for intimate 40’s) love, or they feel socially isolated.

Middle Adult Generativity vs. The middle-aged discover a sense of contri-(40’s to 60’s) stagnation buting to the world, usually through family

and work, or they may feel a lack of purpose.

Late Adult Integrity vs. When reflecting on his or her life, the older(late 60’s and despair adult may feel a sense of satisfaction orup) failure.

Erikson and FreudErikson and Freud

Like Freud and many others, Erik Erikson Like Freud and many others, Erik Erikson maintained that personality develops in a maintained that personality develops in a predetermined order. Instead of focusing on predetermined order. Instead of focusing on sexual development, however, he was interested sexual development, however, he was interested in how children socialize and how this affects in how children socialize and how this affects their sense of self.their sense of self.

He saw personality as developing throughout the He saw personality as developing throughout the lifetime and looked at identity crises at the focal lifetime and looked at identity crises at the focal point for each stage of human development.point for each stage of human development.

Erikson and FreudErikson and Freud

Erikson SummarizedErikson Summarized

His model was a lifespan model of development, His model was a lifespan model of development, taking in 5 stages up to the age of 18 years and taking in 5 stages up to the age of 18 years and three in adulthood.three in adulthood. There is still plenty of room for continued growth There is still plenty of room for continued growth

and development throughout one’s life.and development throughout one’s life.

According to the theory, successful completion According to the theory, successful completion of each stage results in a healthy personality of each stage results in a healthy personality and successful interactions with others.and successful interactions with others.

Failure to complete a stage can result in a Failure to complete a stage can result in a reduced ability to complete further stages and reduced ability to complete further stages and resulting in an unhealthy personality and sense resulting in an unhealthy personality and sense of self.of self. Stages can be resolved successfully at a later time.Stages can be resolved successfully at a later time.

Criticisms of EriksonCriticisms of Erikson

Critics of Erikson said his “research” Critics of Erikson said his “research” was based on clinical observations and was based on clinical observations and lacked rigorous scientific method.lacked rigorous scientific method.

Also, critics said it did not do enough to Also, critics said it did not do enough to adequately capture the problems faced adequately capture the problems faced by girls and women.by girls and women. Can you think of “problems” females face that Can you think of “problems” females face that

do not have a place in Erikson’s stages?do not have a place in Erikson’s stages?

Erikson’s Theory of Young Erikson’s Theory of Young AdulthoodAdulthood

The big challenge Erikson singles out The big challenge Erikson singles out for young adults is establishing close for young adults is establishing close relationships with other adults. relationships with other adults.

The individual must resolve the The individual must resolve the conflict between wanting to establish conflict between wanting to establish closeness to another and fearing the closeness to another and fearing the vulnerability and risks such closeness vulnerability and risks such closeness can bring.can bring.

Making intimate commitments Making intimate commitments requires compromising personal requires compromising personal preferences, accepting preferences, accepting responsibilities and yielding some responsibilities and yielding some privacy and independence.privacy and independence.

Erikson’s Deep Erikson’s Deep ThoughtThought

Anything that isolates us from sources of Anything that isolates us from sources of social support-from a reliable network of social support-from a reliable network of friends and family-puts us at risk for a friends and family-puts us at risk for a host of physical ills, mental problems, host of physical ills, mental problems, and even social pathologies.and even social pathologies.

We are social creatures and we need We are social creatures and we need each others help and support to be each others help and support to be effective and healthy.effective and healthy.

Erikson on Erikson on RelationshipsRelationships

We are social creatures and we need each We are social creatures and we need each others help to and support to be effective others help to and support to be effective and healthy.and healthy.

Erikson said you must know who you are Erikson said you must know who you are before you can begin to love someone else before you can begin to love someone else and share your life with that person.and share your life with that person.

homeworkhomework

Do the worksheet Do the worksheet that was just handed that was just handed to you.to you.