DEVELOPMENTAL
STAGES
PREPARED BY: ASST PROF ELFIE SAMANIEGO, MA, RGC
MODIFIED BY: ASST PROF ZYRENE PABRUALINAN, MPSY
COGNITIVE DEVELOPMENT
“
ARE WE FORMING CHILDREN
WHO ARE ONLY CAPABLE
OF LEARNING WHAT IS
ALREADY KNOWN? ”
— JPiaget
Basic Principles
Through schemes, children give meaning of
the world
Basic Principles
Children are adding and fine-tuning theirs schemes
to adapt to their environment
Basic Principles
As the child being developed progressively,
schemes change from physical, to functional,
conceptual, and abstract
BASIC TERMS OF
PIAGET’S THEORY
Adaptation
Assimilation Accommodation
Organization
Equilibrium Disequilibrium Equilibration
Basic Terms
ASSIMILATION ACCOMMODATION
USE WHEN NEW USE WHEN
EXPERIENCES FIT MODIFICATION IS
INTO EXISTING BEEN APPLIED TO
SCHEMES SCHEME AS A
CONSEQUENCE OF
NEW EXPERIENCES
Basic Terms
ASSIMILATION
is required
to benefit
from
experience
Basic Terms
ACCOMMODATION
allows for
dealing with
completely
new
experiences
Basic Terms
EQUILIBRIUM
BALANCE BETWEEN ASSIMILATION AND ACCOMMODATION
DISEQUILIBRIUM
MORE ACCOMMODATION THAN ASSIMILATION
EQUILIBRATION
INADEQUATE SCHEMES ARE REPLACED WITH MORE ADVANCED
AND MATURE SCHEMES
Equilibration occurs three times during development, resulting in
4 stages of:
PIAGET’S THEORY OF COGNITIVE DEVELOPMENT
Interaction with environment
Represent the world in
symbols
Learning of the rules
Transcend concrete situation
and think about the future
Sensorimotor Thinking
NEWBORN
RESPOND TO DIFFERENT
STIMULI VIA REFLEX
8 TO 12 MONTHS
ACTIVE EXPERIMENTERS
Sensorimotor
Thinking
OBJECT
PERMANENCE
UNDERSTANDING THAT
OBJECTS EXIST
INDEPENDENTLY OF
ONESELF
PRIOR TO 8 MONTHS
I dropped my toy and it is beyond my sight. IT IS GONE.
8 - 12 MONTHS
You hid my toy. It is not in the place the last time I saw it.
AFTER A YEAR
My toy is not here. I have to go and look for it.
Sensorimotor Thinking
USING SYMBOLS
words and
gestures
pretend play
P
APPEARANCE r
I S REALITY
e
o
p
e
C ENTRATION
r
a
t
i
EGO C ENTRIS M o
n
a
l
Thinking
Preoperational Thinking
Three-mountain Task
EGO C ENTRIS M
Cannot understand any
perspective other than one’s own
Preoperational Thinking
ANIMISM
The belief that
inanimate
objects have
human feelings
and intentions
Preoperational
Thinking
C ENTRATIO N
Narrowly focused type of thought.
THEY TYPICALLY HAVE DIFFICULTY SOLVING
CONSERVATION PROBLEMS
Type of Preoperational
Initial Presentation Transformation Question
Conservation Child’s Answer
Two equal glasses Pour one into a Which glass
Liquids
of liquid taller, narrow glass contains more?
Two equal lines of Increase spacing of Which piece has
Number The longer one
dices dices in one line more dices?
Squeeze one ball
Two equal balls of Which piece has
Mass into a long, thin The long one
clay more clay?
shape
Two sticks of equal Which stick is The one that is
Length Move one stick
length longer? farther to the right
Children believe that an object’s
APPEARANCE
I S REALITY
appearance tells what the object
is really like
Preoperational Thinking
Children perform mental operations
Concrete-operational Thinking
Actions are guided
by laws established
through previously
acted upon objects
or ideas with
consistent result
Concrete-operational Thinking
Thinking is bound to the concrete, here
and now.
Concrete-operational Thinking
That is why…
for most 7 to 11 years old,
a short period of happiness is always
better than its eternal distress as a
consequence.
Concrete-operational Thinking
Formal Operational Thinking
Futuristic thinking
Hypothetical situation may not
correspond to a real-world problem
Formal Operational Thinking
Hypothetico-deductive reasoning
Subordinate reality to possibility
freud
School of
Psychoanalysis
Psychoanalysis
People are shaped by their environmental
earliest experiences
Psychoanalysis
People are driven
by motives and
emotional conflicts
that are largely
unconscious
Provinces of
the Mind
Psychoanalysis
Provinces of
the Mind
ID EGO SUPEREGO
Birth Infancy Early Childhood
Immediate Cognitive Moral values
pleasure processing of introjection
gratification what is in the
reality
Imbalance of the
distribution of
psychic energy
among id, ego, &
superego will resort
to psychological
problems
Shifting of libido Psychosexual stages
from one part of the of development
body to another
Gratify biological
needs
FIXATION
Part of the libido is can be caused by
still stuck to an early either over- or
stage which make the under-gratification
development on hold
Oral Stage
Psychosexual
stages of
development
Birth – 1.5 year old
Erogenous zone: Mouth
Early phase: Sucking
Late phase: Biting
Fixation: Oral
Anal Stage Psychosexual
stages of
development
1.5 - 3 years old
Toilet training/societal demands
Erogenous zone: Anus
Early phase: Expulsion
Late phase: Retention
Fixation: E/R Personality
Phallic Stage Psychosexual
stages of
development
3 - 6 years old
Critical period of moral development
Erogenous zone: Genitals
Phallic Stage Psychosexual
Oedipus Complex
stages of
development
When a boy discovers penis, he develops
a sexual attraction to his mother
RESULT: Castration anxiety; hatred,
jealousy, & competition toward his
father
RESOLUTION: Identify his father
PROBLEM: Go through life trying to
prove his toughness
Phallic Stage Psychosexual
Female Oedipus Complex stages of
(Electra complex)
development
The girl desires the father but realizes
that she does not have a penis
RESULT: Penis envy; the girl blames her
mother for being in a “castrated state”
and this creates great tension between
them
RESOLUTION: Repressing her desire for her father and
substituting the wish for a penis with the wish for a baby. The
girl then represses her feelings and identifies with the mother to
take on the female gender role
Latency Stage Psychosexual
stages of
development
6 - 12 years old
Sexual urges are tame
Repression of sexual conflicts
Outward diversion of libido
Peers; school works
Genital Stage Psychosexual
stages of
development
12 years & above
Puberty reawakens sexual instincts
Establish mature sexual relationship
Pursue the goal of biological reproduction
PSYCHOSOCIAL THEORY
ErikErikson
Everyone moves through the
Previous stages
stages because of biological
influence the next
maturation and social demands
When conflicts
arise, people
have the
opportunity to
grow or fail
EQUALLY
PSYCHOSOCIAL THEORY
INTEGRITY V
65 & up DESPAIR
Generativity v
40-65
Stagnation
INTIMACY V
20-40 ISOLATION
Identity v
Role 12 - 20
confusion
INDUSTRY V
6 - 12 INFERIORITY
Initiative v
3-6
Guilt
AUTONOMY V
1-3 SHAME & DOUBT
Trust v
BIRTH - 1 https://webspace.ship.edu/cgboer/erikson.html
Mistrust
Bird’s eye view
PSYCHOSEXUAL BASIC CORE SIGNIFICANT
STAGE MODE
PSYCHOSOCIAL
CRISIS STRENGTH PATHOLOGY RELATIONS
CORRESPONDING
FREUDIAN STAGE
ORAL –
RESPIRATORY TRUST VS
INFANCY SENSORY MISTRUST
HOPE WITHDRAWAL MOTHER ORAL
KINESTHETIC
AUTONOMY VS
EARLY ANAL-URETHRAL –
SHAME & WILL COMPULSION PARENTS ANAL
CHILDHOOD MUSCULAR
DOUBT
INFANTILE
INITIATIVE VS
PLAY AGE GENITAL-
GUILT
PURPOSE INHIBITION FAMILY PHALLIC
LOCOMOTOR
PSYCHOSEXUAL BASIC CORE SIGNIFICANT
STAGE MODE
PSYCHOSOCIAL
CRISIS STRENGTH PATHOLOGY RELATIONS
CORRESPONDING
FREUDIAN STAGE
NEIGHBORH
SCHOOL INDUSTRY VS
LATENCY COMPETENCE INERTIA OOD, LATENCY
AGE INFERIORITY
SCHOOL
IDENTITY VS
ADOLESCE ROLE PEER EARLY
PUBERTY ROLE FIDELITY
NCE CONFUSION
REPUDATION GROUPS GENITAL
SEXUAL
YOUNG INTIMACY VS
GENITALITY LOVE EXCLUSIVITY PARTNER, GENITAL
ADULT ISOLATION
FRIENDS
ADULTHO PROCREATIVITY
GENERATIVITY VS
CARE REJECTIVITY PARTNER GENITAL
OD STAGNATION
GENERALIZATION INTEGRITY VS
OLD AGE OF SENSUAL DESPAIR
WISDOM DISDAIN ALL HUMANITY GENITAL
PSYCHOSOCIAL THEORY
Mother
Unrealistic, Feeding and
Neurotic,
spoilt, being depressive,
deluded comforted afraid
TRUST V MISTRUST
Infancy
SENSORY
WITHDRAW
DISTORTIO
HOPE AL
N
Can I trust others?
PSYCHOSOCIAL THEORY
Parents
Reckless, Bodily Anal,
inconsiderate, functions & constrained,
muscular
thoughtless control
self-limiting
AUTONOMY V SHAME&DOUBT
Toddler
IMPULSIVIT COMPULSI
Y WILL ON
Can I act on my own?
PSYCHOSOCIAL THEORY
Family
Exploitative, Exploration, Risk-averse,
uncaring, adventure, unadventurous
dispassionate discovery
INITIATIVE V GUILT
Preschool
RUTHLESSNE
INHIBITION
SS PURPOSE
Can I carry out my plans successfully?
PSYCHOSOCIAL THEORY
Class/schoolmate,
Workaholic, teachers, neighborhood Lazy,
obsessive Achievement & apathetic,
specialist Accomplishment purposeless
INDUSTRY V INFERIORITY
Grade school
NARROW
VIRTUOSITY COMPETENCE INERTIA
Am i competent as compared to others?
PSYCHOSOCIAL THEORY
Peers & influencers
Self- Resolving identity & Socially
important, direction, becoming disconnected,
extremist an adult cut-off
IDENTITY V ROLE CONFUSION
Adolescent
FANATICIS REPUDIATI
M FIDELITY ON
Who am I?
PSYCHOSOCIAL THEORY
Lover, friends, &
Sexually colleagues Loner, cold,
needy, Intimate relation, work self-
vulnerable & social life contained
INTIMACY V ISOLATION
Young adult
PROMISCUI EXCLUSIVIT
TY LOVE Y
Am I ready for a relationship?
PSYCHOSOCIAL THEORY
Do-gooder, Children & community
Giving back & Disinterested,
busy-body,
contributing cynical
meddling
GENERATIVITY V STAGNATION
Mid-adult
OVEREXTENSI
ON
CARE REJECTIVITY
Have I left my mark?
PSYCHOSOCIAL THEORY
Conceited, Society, world, & life Miserable,
pompous, Meaning & purpose, life unfulfilled,
achievement
arrogant blaming
INTEGRITY V DESPAIR
Late adult
PRESUMPTI
WISDOM DISDAIN
ON
Has my life been meaningful?
Thank you
