Name: Mata, Jyra Allison N.

Section: CIV143

1. Piagets Cognitive Development

Sensori-motor (birth-2 yrs) differentiates self from objects, recognizes self as
agent of action and begins to act intentionally,nachieves object
permanence: realizes that things continue to exist even when no longer
present to the sense
e.g. pulls a string to set mobile in motion or shakes a rattle to make a noise
Pre-operational (2-7 yrs) learns to use language and to represent objects by
images and words, thinking is still egocentric: has difficulty understanding
the viewpoint of others, classifies objects by a single feature
e.g. groups together all the red blocks regardless of shape or all the square
blocks regardless of color
Concrete Operational (7-11 yrs) can think logically about objects and events,
achieves conservation of number (age 6), mass(age 7), and weight (age 9)
e.g. classifies objects according to several characteristics such as color and
shapes
Formal Operational (11 yrs and up) can think logically about abstract
propositions and test hypotheses systematically, becomes concerned with
hypothetical, the future, and ideological
2. Eriksons Psychosocial Theory
Trust vs. Mistrust (birth- 1 year) the development of trust is based on the
dependability and quality of the childs caregivers, the child is depending
upon adult caregiver for everything-food, love, warmth, safety and
nurturing.
Autonomy vs. Shame and Doubt (early childhood) focused on children
developing a great sense of personal control, starting to gain a little bit of
independence and perform basic actions on their own and making simple
decisions about what they refer.
Initiative vs. Guilt (preschool years) children begin to assert their power and
control over the world through directing play and other social interactions.
Children who are successful at this stage feel capable and able to lead
others.
Industry vs. Inferiority (5-11 years) through social interactions, children begin
to develop a sense of pride in their accomplishments and abilities.
Children who are encouraged and commended by parents and teachers
develop a feeling of competence and belief in their skills.
Identity vs. Confusion (adolescence) children explore their independence and

develop a sense of self. Those who receive proper encouragement and

reinforcement will emerge with strong sense of self and a feeling of
independence and control.
Intimacy vs. Isolation (early adulthood) people are exploring personal
relationships. Those who are successful at this step will form relationships
that are committed and secure.
Generativity vs. Stagnation (adulthood) continue to build lives, focusing on
career and family. Those who are successful in this stage will feel that they
are contributing to the world by being active in their home and
community.
Integrity vs. Despair (old age) focused on reflecting back on life. Successfully
completing this phase means looking back with few regrets and a general
feeling of satisfaction.
Integrity vs. Despair
Generativity vs. Stagnation
Intimacy vs. Isolation
Identity vs. Confusion
Industry vs. Inferiority
Initiative vs. Guilt
Autonomy vs. Shame and Doubt
Trust vs. Mistrust

Society
Kids
Partner
Peers
School
Other family
Siblings
Parents

3. Freuds Psychosexual Theory

Oral (birth to 1 year) the infants primary source of interaction occurs through
the mouth which is vital for eating and the infant derives pleasure from
oral stimulation through gratifying activities such as tasting and sucking.
Anal (1-3 years) - the primary focus of the libido was on controlling bladder and
bowel movements. The major conflict at this stage is toilet training, the
child has to learn to control his or her bodily needs. Developing this
control leads to a sense of accomplishment and independence.
Phallic (3-6 years) the primary focus of the libido is on the genitals. At this age,
children also begin to discover the differences between males and females.
The child begins to identify with the same-sex parets as a means of
vicariously possessing the other parent.
Latency (6 years- puberty) the libido interests are suppressed. The development
of the ego and superego contribute to this period of calm. The stage begins
around the time that children enter into school and become more
concerned with peer relationships, hobbies, and other interests.
Genital (puberty to death) the individual develops a strong sexual interest in the
opposite sex. The goal of this stage is to establish a balance between the
various life areas.

Donaldson M. (1984). Childrens Minds London Fontana

Cherry K. (2015). Psychology(Stages of Psychosocial Development)
Brauchli D. (2015). Theories of Personality