Matrix on the Theories on Human Development 2.pdf

Matrix on the

Theories on Human

Development

Compiled by Carl Angelo G. Angcana | EDUC 311 Child and Adolescent

Psychology

2 | Midterm Requirement: Matrix on the theories in HD

PSYCHOANALYTIC

THEORY OF DEVELOPMENT

1890s| BY SIGMUND FREUD

View of

Human

Nature

Center of

Development

View of

Development

Stages of Development

How the

mind is

organized.

Childhoods awareness

and structure

model.

A therapy to

childhood

conflicts and

to resolve

unconscious

motivation to

an individual.

Oral Stage

The first stage that noticeable in

mouth, lips, tongue zone from first 18

months of life. The result of this stage

might reflect to the adults behaviour.

Anal Stage

From 18 months old. The main target of

this principle is on the anal of the child

as they are getting toilet training. He

also explained the fixation and

repression within this stage.

Phallic Stage

When a child reaches 6 years old

he/she experiences pleasurable

manner in the penis or clitoris and shall

came to Oedipus Complex: Penis Envy

to others; Castration Anxiety to the

Father

Latency Stage

As the child experiences puberty they

became uninterested to the opposite

sex for the mean time.

Genital Stage

Freuds final stage of sexual development. This comes with

erogenous feeling with the adult

genital regions and a must to

overcome by a childhood from the

previous stages for normal sexual

functions


Did you know?

Sigmund Freud is and Austrian

Neurologist and the one who proposed

Psychoanalytic/ Psychosexual Theory of

Human Development and is the first who

proposed stages in personality.

The Structural Model: Id, Ego and

Superego

ID: Seeks for pleasure

SUPEREGO: Develops values

EGO: Balances the Superego and ID

Mental ICEBERG


PSYCHOSOCIAL


BY ERIK ERIKSON

View of

Human

Nature

Center of

Development

View of

Development


Man is a

social being

who is

shaped by

his

environment

through

social

interaction.

Development

form Infancy

to Late

Adulthood

By Erikson he

said, that it

really

depends on

the success or

failure within

the stages of

development

he had been

proposed or

epigenetic

principle and

to social

context

Trust vs. Mistrust (Infancy)

Developing social needs and learn to

others. They are developing a virtue of

Hope.

Autonomy vs. Shame and Doubt

From toddlerhood, he develops the

sense of freewill or regret if they failed

to develop. The Virtue is Freewill.

Initiative vs. Guilt (Early Childhood)

The child begins to imagine and

explore things he had been witness.

The virtue is Purpose

Industry vs. Inferiority (Middle

Childhood)

In this stage, an individual become

standardized and do things well. The

virtue is Competence

Identity vs. Role Confusion

In this stage, the adolescent develops

social identity and a personal identity.

The virtue is Fidelity

Intimacy vs. Isolation (Young

Adulthood)

The individual is developing love and

commitment to relationships. The

virtue is Love.


View of

Human

Nature

Center of

Development

View of

Development


Man is a

social being

who is

shaped by

his

environment

through

social

interaction.

Development

form Infancy

to Late

Adulthood

By Erikson he

said, that it

really

depends on

the success or

failure within

the stages of

development

he had been

proposed or

epigenetic

principle and

to social

context.

Generativity vs. Stagnation (Middle

Adulthood)

A crisis that develops the interest or

care of an individual to the next

generation. The virtue is Care

Ego-integrity vs. Despair (Later

Adulthood)

The development centers on the

reflections of the previous stages. The

virtue is wisdom

Despair vs. Faith and Hope

The new stage by Joan Erikson. Refers

to the new sense of self over failing

bodies and need for care. The virtue is

wisdom

Did you know?

Erik Erikson was a follower of Sigmund Freud

but he broke his teachers theory and creates a theory that relates social

interaction instead of the biological

perspectives.


COGNITIVE


BY JEAN PIAGET

View of

Human

Nature

Center of

Development

View of

Development


His view of

how

childrens minds work

and

develop

has been

enormously

influential,

particularly

in

education

Piaget

concentrated

on changes

that occur in

the childs mode of

thought.

Children modify their repertoire of behaviours to

meet environmental

need.

Sensorimotor Stage(0 12 years) Children used to learn the principle of

object performance and able to

recognize the act by himself.

Pre-Operational Stage (2-7 years)

Children are used to identify symbols in

this stage.

Concrete Operational Stage (7-11

years)

This refers to the Children used to think

logically. They are able to conserve

mass, weight, number and other basic

measures.

Formal Operational Stage (11 older) This refers to the Children that had a

greater ability than the previous

stages. Children can deal with abstract

thinking. The innermost issue within this

stage is not all Children older than 12

can think abstractly.


Did you know?

Jean Piaget was born in Switzerland in

1896 and began showing an interest in the

natural sciences at a very early age. By

age 11, he had already started his career

as a researcher by writing a short paper

on an albino sparrow.

Piaget provided support for the idea that

children think differently than adults and

his research identified several important

milestones in the mental development of

children. His work also generated interest

in cognitive and developmental

psychology. Piaget's theories are widely

studied today by students of both

psychology and education.


MORAL


1958 | BY LAWRENCE KHOLBERG

View of Human

Nature

Center of

Development

View of

Development


Kohlberg

begins with is

the view that

humans are

inherently

communicative

and capable

of reason as

well as

possessing a

desire to

understand

others and the

world

around them.

The notion

that justice is

the essential

characteristic

of moral

reasoning.

Social and

Mental

Processes

involved in

moral

reasoning.

Pre-conventional Morality

Authority is outside the individual

and reasoning is based on the

physical consequences of actions.

Conventional Morality

Authority is internalized but not

questioned and reasoning is based

on the norms of the group to which

the person belongs.

Post Conventional Morality

Individual judgment is based on

self-chosen principles, and moral

reasoning is based on individual

rights and justice.

Did you know?

Lawrence Kohlberg was a psychologist

best known for his theory of stages of

moral development. He agreed the

theory of Jean Piaget but tries to

enhance it. He experimented by

interviewing the people about his moral

dilemma.


ECOLOGICAL


BY URIE BRONFENBRENNER

View of

Human

Nature

Center of

Development

View of

Development


Human

development

is influenced

by the

different types

of

environmental

systems.

Potentially

promoting

human health

and well-

being of child

development.

The

ethological

theory focuses

on the impact

of biology on

human

behaviour,

while the

ecological

theory focuses

on the impact

that

environment

plays on the

growth and

development

of an

individual.

The microsystem (such as the family or

classroom);

The mesosystem (which is two

microsystems in interaction);

The exosystem (external environments

which indirectly influence development,

e.g., parental workplace);

The macrosystem (the larger socio-

cultural context).

The Chronosystem (the evolution of the

four other systems over time).


SOCIO-CULTURAL


BY LEV VIGOTSKY

View of

Human

Nature

Center of

Development

View of

Development


Vygotsky

believed that

individual

development

could not be

understood

without

reference to

the social

and cultural

context

within which

such

development

is embedded

Focuses not

only how

adults and

peers

influence

individual

learning, but

also on how

cultural beliefs

and attitudes

impact how

instruction and

learning take

place.

The roles that

participation

in social

interactions

and culturally

organized

activities play

in influencing

psychological

development.

Did you know?

Sociocultural theory grew from the work of

seminal psychologist Lev Vygotsky, who

believed that parents, caregivers, peers and

the culture at large were responsible for the

development of higher order functions.

According to Vygotsky, "Every function in the

child's cultural development appears twice: first,

on the social level, and later, on the individual

level; first, between people (interpsychological)

and then inside the child (intrapsychological). This applies equally to voluntary


attention, to logical memory, and to the formation of concepts. All the higher

functions originate as actual relationships between individuals."

The Zone of Proximal Development

An important concept in sociocultural theory is known as the zone of proximal

development. According to Vygotsky, the zone of proximal development "is the

distance between the actual development level as determined by

independent problem solving and the level of potential development as

determined through problem solving under adult guidance or in collaboration

with more capable peers." Essentially, it includes all of the knowledge and skills

that a person cannot yet understand or perform on their own yet, but is capable

of learning with guidance.


References:

http://psychology.about.com/od/profilesofmajorthinkers/p/piaget.htm

http://www.simplypsychology.org/kohlberg.html

en.wikipedia.org/wiki/Lawrence_Kohlberg

http://psychology.about.com/od/developmentecourse/f/sociocultural-

theory.htm

http://www.education.com/reference/article/sociocultural-theory/

Vygotskys Theory of Cognitive Development, Stoica, Retrieved from http://www.slideshare.net/dtr200x/vygotskys-theory-of-cognitive-development-

presentation

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Matrix on the Theories on Human Development 2.pdf