Freud's Stages of Psycho Sexual Development:
Psycho
sexual
stage
Age
Description
Oral
Birth - 1
year
Pleasure is derived from oral activities such as
sucking, biting and chewing.
Anal
1-3 years
Pleasure come from issues surrounding voluntary
urination and defecation. Toilet training becomes a
major conflict between parents and children and
parental reaction to toilet training has a lasting effect
on the child's personality.
Phallic
3-6 years
Pleasure comes from direct genital stimulation.
Children develop an incestuous desired for the
opposite sex parent. This is where the Oedipus and
Electra complex develops.
Latency
6-11 years
Sexual conflicts and desires are repressed due to
trauma and guilt surrounding the Phallic stage. The
ego and superego develop during this stage as
children make gains in problem solving and
internalizing societal values.
Genital
12 onward
Sexual urges become dominate in the individuals
life. Adolescence is characterized by learning how to
express these urges in socially acceptable ways.
Erikson's Stages of Psycho Social Development
Psycho Social
Crisis
Trust vs. Mistrust
Autonomy vs.
Shame and Doubt
Initiative vs. Guilt
Industry vs.
Inferiority
Identity vs. Role
Confusion
Intimacy vs.
Isolation
Generativity vs.
Stagnation
Ego Integrity vs.
Despair
Age
Description
Birth - 1 Infants learn to trust others to care for them and meet
year
their basic needs. Inconsistent child rearing may lead the
child to view the world as a dangerous place with
untrustworthy people
1-3 years Child learn basic skills to care for themselves. Failure to
learn these skills may make the child dependent on
others and become shameful of him or herself.
3- 6
Child will take on responsibilities beyond their capacity.
years
These activities may conflict with the parents and cause
the child to feel guilty about their behavior. The key in
this stage is to achieve a balance between initiative and
not infringing on the rights and privileges of others.
6-12
Child acquire social and academic skills. They begin to
years
compare themselves with other peers. If they feel they
are lacking in industry (skills) as compared to peers, they
may develop inferiority complexes that could interfere
with functioning.
12-20
The major issues in this stage center around the
years
adolescence's question of "who am I?" This is a
transition stage between childhood and adulthood where
the child experiments with roles. If the child does not
establish an identity then they may be confused as adults
about the roles they should be playing.
20-40
The task at this age is to form strong social relationships
years
and establish intimate relationships. Without these
relationships the individual may feel lonely and isolated
which may interfere with the person's ability to form
lasting relationships in the future.
40-65
Adults face the task of becoming productive members of
years
society and nurturing the younger generations. Those
unwilling or unable to assume these roles become
stagnant and self-centered.
Old age The older adult assessed their life as either meaningful
and productive or as a life full of disappointments. Life
experiences determine how the adult will deal with this
life crisis.
Piaget's Stages of Development
Stage
Age
Range
Description
Sensorimotor
Stage
Birth 2 yrs
Children begin to understand objects first by reflexive
reactions to them, then by interacting with them purposefully.
Through these interactions children learn to make mental
symbols of objects.
PreOperational
Stage
2-7
yrs
Children begin to use mental symbols to represent objects
(words, images) and begin to gain representational
understanding. However they are not engaged in cognitive
operations such as conservation and higher order perspective
taking.
ConcreteOperational
Stage
7 - 11
yrs
Children become less egocentric in their thinking and
reasoning and begin to understand conservation concepts
such as reversibility. However, children at this age still lack
the ability to reason abstractly.
Formal
Operational
Stage
11, 12
yrs and
beyond
This is when children begin to reason abstractly, and
rationally. The formal operational stage is not necessarily
obtained by all individuals and may not permeate to all areas
of reasoning.
Kohlberg's Stages of Moral Development
Level
Stage
Preconventional
Morality
Stage 1:
Punishment
and
Obedience
Orientation
Stage 2:
Naive
Hedonism
Conventional
Morality
Stage 3:
"Good
Boy/Girl"
Orientation
Description
Rules governing moral life are external to the self.
Child use rule imposed by authority figure to guide their
moral reasoning. Morality is guided by a desire to
avoid punishment and is self serving.
The moral judgment of an act (good or bad) is measured
by its consequences. The act isn't bad if you don't get
caught.
Moral judgment is oriented towards personal gain. A
"you scratch my back, I'll scratch yours" orientation
guides moral judgment.
Social norms and rules are obeyed in order to maintain
and win other's approval. Social praise and the
avoidance of punishment have become tangible rewards
for moral behavior.
Moral behavior is that which pleases, helps, or is
approved by others. Other's perspectives are taken into
account when making a moral judgement.
Moral behavior may be dictated after the individual
Stage 4:
account for the perspective of the greater good of
Social Order
society as reflected by the law or known social mores.
Maintaining
Moral behavior is motivated by a want to maintain
Morality
social order.
Postconventional
Morality is defined in terms of a broader sense of
Morality
Justice that may or may not be reflected in societal law.
Stage 5:
Moral thought makes a distinction between what is legal
Social
and what is just. The individual sees that laws are
Contact
important for maintaining social norms, but may be
Orientation unjust or unfair.
Stage 6:
The individual defines their own concepts of right and
Morality of
wrong based on self-chosen ethical principles that
Individual
reflects the individuals conscience. Moral guidelines
Principles of
are not concrete rules but abstract moral concepts.
Conscience