NCM107: Theories of growth and development

A skill or growth responsibility on a particular time in a persons life

from birth to 27-28 days of age

1month to 12months of age

1 yr to 3 yrs of age

3 to 6 years of age

13 to 18 years of age

Sigmund Freud

• The unconscious mind of an individual

• Pleasure seeking

• operates through the pleasure principle

• The conscious mind

• Strives for perfection

• Operates on extreme good or bad

• Deals with the person we’d like to be

• The conscience mind

• Holds ID in check until sustainable object is found

• Prevents Id from violating superego principles

• Obeys the reality principle

Oral phase

• Child explores the world by using the mouth

might be gullible or sarcastic if needs are not fulfilled

Anal stage

• Child learns to control urination and defecation

forcing a child to potty train immediately might lead to OCD, or rebelliousness.

Phallic stage

• child learns sexual identity through awareness of genital area

oedipus/electra complex is the unconscious desire of the child towards the opposite sex parent.

If child is not taught well, flirtatiousness, vanity, promiscuity might develop.

Castration anxiety- child thinks his punishment from the father could be castration

Latent stage

• Dormant phase in personality development, cognitive skills and talents are focused.

Genital phase

• Establishment of new sexual aims and love objects, sexual maturation and learns to establish satisfactory relationships with others.

Erik Erikson

Trust vs Mistrust

• Infants trust are depended on the quality of the child’s caregiver, if trust is successfully developed she/he will feel safe in the world.

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• If trust is not developed discomfort will occur and mistrust will foster, the infant will become suspicious and believe the world is inconsistent and unpredictable.

Autonomy vs Shame and doubt

• development is centered on childrens increasing ability to control their bodies and environment

• allowing the child to make decisions by themselves

• Negative feelings of shame and doubt arise when their choices are disastrous, when others shame them or when they are forced to be dependent in areas they are capable of assuming control.

Initiative vs Guilt

• Childrens need to assert control and power over their environment

• Learns how to do basic things and doing things that are desirable, success in this area lead to a sense of purpose

• those who do not develop initiative may later have limited brainstorming and problem-solving skills waiting for guidance from others before acting

• may question ones purpose and role in life.

Industry vs Inferiority

• Children are ready to be workers and producers

• they want to angage in tasks and activities and want real achievement.

• feelings of inadequacy and inferiority if too much is expected of them or if they believe they cannot measure up to standards set for them

Role identity vs Role confusion

• The children become overly preoccupied with the way they appear in the eyes of others compared with their own self concept

• If adolescents are unable to adapt they are left with role confusion, unsure of what kind of person they are and what they can do or become. they seek a negative identity

Intimacy vs Isolation

• Ability to relate well with other people, ability to develop long lasting relationships

• Parents without a sense of intimacy may have more difficulty than others accepting a pregnancy and beginning to love a newborn child.

Generativity vs Stagnation

• people with generativity are self confident and better able to juggle their various lives.

• those who have devoted themselves too much to one roll may have a narrow perspective and lack of ability to cope with change.

Ego integrity vs Despair

• older adults feel good with the life choices theyve made

• Those with a feeling of despair wish to live life again

Jean Piaget

Sensorimotor development

• First stage of childs mental development, mainly involves stimulation and motor skills and the 5 senses

1-4months of age have Primary Circular reaction

• activities are related only to his own body, baby is unaware of what action he can cause in his environment

4-8month of age Secondary Circular reaction

• babys activities are separate from his body, and knows what action he can cause in his environment

8-12 months of Secondary Circular reactions

• Discovers object permanence

• increased sense of separateness develops separation anxiety

12-18 month Tertiary Circulation Reaction

• uses trial and error to discover new things

18-24 months

• transitional phase to the preoperational thought period. uses memory and imitation to act and can solve basic problems

Preoperational stage

• the child uses their mental ability to represent events and objects in various ways, their logical reasoning is not yet organized or developed

• Child is egocentric and cannot see perspective of other people.

The Intuitive age

Concrete-Operational stage

• At this stage the child becomes more stable, thinks operationaly and uses logical reasoning rather than intuitive thoughts

• memory from basic concepts are used and has some problem solving skills

Formal-Operational stage

• Children become more systemic and reasonable they can not only reason of tangible objects and events but also possess capability of reasoning and thinking in more abstract thought.

• Can think of possibilities not only what already is

Lawrence Kohlberg

Pre-Religious stage

• learn that when they do certain actions they get approval and affections, other actions lead to being called bad

I Pre-Conventional stage(Heteronymous morality)

• Punishment/Obedience orientation

• Child does whats right because parents tells them to avoid punishment

II Pre-conventional stage

• individualism

• carries out actions to satisfy own needs rather than society

• will do something for another if that person does something for the child

egocentrism

III Conventional stage

• Orientation to personal relations of mutuality

• nice boy nice girl concept

• Child follows rules because of a need to be a good person in own eyes and eyes of others

IV Conventional stage

• Maintenance of social orders, Fixed rules and authority

• child respects the law

V Post conventional stage

• Social contract utilitarian law-making perspective

• Follow standards of society for the good of all people

VI Post conventional stage

• Universal ethical principle orientation

• follows internalized standards of conduct

James fowler

Stage 0 - Undifferentiated

• children have no concept of right or wrong

• no beliefs and no convictions to guide their behaviors

Intuitive-Projective

• young children follow the belief of their parents

• they tend to imagine or fantasize angels or other religious figures in stories

Mythical-Literal

• Children tend to respond to religious stories and rituals literally rather than symbolically

• As individuals move through adolescence to young adulthood their beliefs continue based on authority focused outside themselves

Synthetic-Convention

• individuals tend to have conformist acceptance of a belief with little self-reflection or examination of beliefs

• Most people remain at this level

• they become aware of spiritual disappointment

Individuating-Reflexive

• individuals begin a radical shift from dependence on others spiritual beliefs to develop of their own

• they are no longer defined by the groups to which they belong they choose beliefs values and relationships important to their self fulfillment

Conjuctive

• Persons rely on their own views but move from preoccupation to acceptance of others points of views

• they tend to be more tolerant and begin to consider serving others

Universalizing

• Individuals who move to the last stage of faith are rare

• they begin to search for universal values such as unconditional love and justice