1 socio-emotional development 2 socio-emotional development in infant & toddlers
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Socio-emotional Development
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Socio-emotional development in Infant & Toddlers
Emotional and Social Development in Infancy and Toddlerhood
Psychoanalytic/PsychodynamicsPsychosexual stages
(S. Freud)
Psychosocial (E. Erickson)
•Oral stageOral stage•Anal stageAnal stage•PhallicPhallic•LatencyLatency•GenitalGenital
• Trust Vs Mistrust • Autonomy Vs Shame• Initiative Vs Guilt • Industry Vs Inferiority• Identity Vs Identity Confusion • Intimacy Vs Isolation • Generativity Vs Stagnation • Integrity Vs Despair
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PSYCHODYNAMIC STAGESAge Erikson’s Stage Freud’s Stage
First Year
Basic Trust
vs
Mistrust
Oral
Second Year
Autonomy
vs
Shame and Doubt
Anal
Erikson’s Psychosocial stagesLate Adulthood (60 above) Integrity vs Despair
Middle Adulthood (40’s-50’s) Generativity vs Stagnation
Young Adulthood (20 -30’s) Intimacy vs Isolation
Adolescent (12-19) Identity vs Role Confusion
Middle childhood (6-11) Industry vs Inferiority
Early Childhood (3-5) Initiative vs Guilt
Toddler (1-2) Autonomy vs Shame/doubt
Infancy (0-1) Trust vs Distrust
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Stranger Anxiety and Separation Anxiety
STRANGER ANXIETY the caution and wariness displayed by infants when encountering
an unfamiliar person.
Appears in the second half of the first year. Infants with more experience with strangers tend to show less anxiety. Infants tend to show less anxiety with female strangers and other children than males.The same cognitive advances that allow infants to respond so positively to those with whom they are familiar also means they are able to recognize people who are unfamiliar.
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. SEPARATION ANXIETY
is the distress displayed by infants when a customary care provider departs
Usually begins about 8 or 9 months and peaks at 14 months Starts slightly later than stranger anxietyLargely attributable to the same cognitive skills as stranger anxiety.
Both stranger & separation anxiety represent important social progress! They reflect cognitive advances in the infant, and growing emotional and social bonds!
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More about understanding emotion…Social referencing: Feeling what others feel
SOCIAL REFERENCING is the intentional search for information to help explain the meaning of uncertain circumstances and events(modeling others, mimicking expressions)First occurs in infants at about 8-9 months. Infants make particular use of facial expressions in their social referencing. Social referencing is most likely to occur in uncertain and ambiguous situations.
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The Development of Self in Infancy
The roots of SELF-AWARENESS, knowledge of self, begin to grow around 12 months.
• Self-awareness is assessed by the mirror and rouge task
• Most infants touch their nose to attempt to wipe off the rouge at 17-24 months.
• Crying, when presented with complicated tasks, also implies consciousness that infants lack capability to carry out tasks.
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Children's capacity to understand internationality and causality grow during infancy.
By age two, infants demonstrate EMPATHY, an emotional response that corresponds to the feelings of another person.
By age two, children can "pretend".
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ATTACHMENT
• ATTACHMENT• the positive emotional bond that develops
between a child and a particular individual.
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Early researchers studied bonds between parents and children in the animal kingdom to understand attachment
Lorenz studied imprinting in animals, the rapid, innate learning that takes place during a critical period and involves attachment to the first moving object observed.
Freud suggested that attachment grew out of a mother's ability to satisfy a child's oral needs.
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Harlow showed, with monkeys, that food alone is insufficient to bring about attachment. In spite of the fact that the wire monkey provided food, the infant monkeys preferred clinging to the warm, terry cloth monkey
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The earliest work on humans was carried out by John Bowlby (Attachment theory) who suggested that attachment had a biological basis.
Bowlby viewed attachment as based on infant's needs for safety and security (especially from the mother)
Attachment viewed as critical for allowing the infant to explore the world
Having a strong, firm attachment provides a safe base from which the child can gain independence.
ATTACHMENT
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• Based on Bowlby's work, Mary Ainsworth developed the AINSWORTH STRANGE
SITUATION, a sequence of 8 staged episodes that
illustrate the strength of attachment between a child
and (typically) his or her mother.
STRANGE SITUATION STUDY
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The 8 staged episodes of the AINSWORTH STRANGE SITUATION
1. Mother & baby enter an unfamiliar room2. Mother sits, letting baby explore3. Adult stranger enters room can converses with mom
and then baby4. Mother exits the room, leaving baby with stranger5. Mom returns; greets and comforts baby and stranger
leaves6. Mom departs leaving baby alone7. Stranger returns8. Mother returns and stranger leaves
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Infants’ reactions to the strange situation vary considerably, depending on the nature of attachment
with mother…
a. 2/3 are SECURELY ATTACHED CHILDREN, who use mother as a safe base, at ease as long as she is present, exploring when they can see her, upset when she leaves, and go to her when she returns.
a. 20 % are labeled AVOIDANT CHILDREN who do not seek proximity to the mother; after she leaves they seem to avoid her when she returns as if they are angered by her behavior.
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(the strange situation technique, Mary Ainsworth, nature of attachment , continued)
About 12 % are AMBIVALENT CHILDREN who display a combination of positive and negative reactions to their mothers; they show great distress when the mother leaves, but upon her return they may simultaneously seek close contact but also hit and kick her. A recent expansion of Ainsworth's work suggests a fourth category: DISORGANIZED-DISORIENTED CHILDREN who show inconsistent, often contradictory behavior, such as approaching the mother when she returns but not looking at her; they may be the least securely attached children of all.
Attachment & Later Development
Infant attachment may have significant consequences for relationships at later stages in life.
Secure attachment related to positive outcomes in:
• Preschool
• Middle childhood
Continuity of care giving may link infant attachment and later development.
But not all children who are not securely attached as infants experience difficulties later in life; some research suggests that those who had avoidant and ambivalent attachment do quite well later in life.
Factors that Affect Attachment Security
Opportunity for attachment
Quality of caregiving• Interactional synchrony
Infant characteristics
Family circumstances
Parents’ internal working models
Multiple Attachments
Fathers
Siblings
Grandparents
Professional caregivers
Self-Control
Ability to resist impulsesEmerges around 18 monthsImproves through early childhoodIndividual differences are lasting:• Gender• Sensitive caregiving
Compliance
Understanding and obeying caregivers’ wishes and standardsEmerges between 12 and 18 monthsToddlers assert autonomy by sometimes not complyingWarm, sensitive caregiving increases compliance
Helping Toddlers Develop Compliance and Self-Control
Respond with sensitivity and supportGive advance notice of change in activitiesOffer many prompts and remindersReinforce self-controlled behaviorEncourage sustained attentionSupport language developmentIncrease rules gradually
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TEMPERAMENT is the patterns of arousal and emotionality that are consistent and enduring characteristics of an individual.
Temperament refers to how children behave.
Temperamental differences among infants appear from the time of birth.
Temperament shows stability from infancy through adolescence
TEMPERAMENT
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Temperament (Alexander, Thomas & Chess)
EASY BABIES have a positive disposition; their body functions operate regularly and they are adaptable. DIFFICULT BABIES have negative moods and are slow to adapt to new situations; when confronted with a new situation, they tend to withdraw. SLOW-TO-WARM-UP BABIES are inactive, showing relatively calm reactions to their environment; their moods are generally negative, and they withdraw from new situations, adapting slowly.
Genetics and Environment in Temperament
Genetic Influences
Responsible for about half of individual differencesEthnicity, gender
Environmental Influences
Cultural caregiving stylesBoys & girls treated differentlyParents emphasize sibling differences
Goodness
Of Fit
Combines genetics and environment
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Differences among Infants Personality Development and Uniqueness
The origins of PERSONALITY (the sum total of the enduring characteristics that differentiate one individual from another) begin in infancy
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Personality Development and Uniqueness, continued
Erik Erikson's THEORY OF PSYCHOSOCIAL DEVELOPMENT considers how individuals come to understand themselves and the meaning of others - and their own - behavior.
The theory suggests that developmental change occurs throughout the life span in 8 distinct stages
• The first stage occurs in infancy, our current focus
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Erikson’s theory of psychosocial development
Infancy marks the time of the TRUST-VERSUS-MISTRUST STAGE (birth to 18 months) during which infants develop a sense of trust or mistrust, largely depending on how well their needs are met by their caretakers. From around 18 months to 3 years infants enter the AUTONOMY-VERSUS-SHAME-AND-DOUBT STAGE during which Erikson believed toddlers develop either independence and autonomy (if they are allowed the freedom to explore) or shame and doubt (if they are restricted and overprotected).
Erikson argues that personality is largely shaped by infant's experiences
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Socio-emotional Development in the Early Childhood (preschool)
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Self Concept in the School Years: Thinking About the Self
During the preschool period, children wonder about the nature of self
The way they answer the question “Who am I?” at this stage may affect their whole life!
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(Self concept in the preschool years, cont…)
Preschoolers begin to form their SELF-CONCEPT (their identity, or their set of beliefs about what one is like as an individual).
Youngsters typically overestimate their skills and knowledge (their self concepts are NOT necessarily accurate).
They also begin to develop a view of self that reflects the way their particular culture considers the self.
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Psychosocial DevelopmentAccording to Erikson’s preschoolers have already passed through a couple of Developmental stages, & to pass through the stages, a conflict/crisis must be resolved at each stage
• Preschoolers experience the INITIATIVE-VERSUS-GUILT STAGE, the period during which children experience conflict between independence of action and sometimes negative results of that action.
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The Initiative Vs Guilt Stage
Conflict occurs between the desire to become more independent and autonomous and the guilt that may occur.Preschoolers with supportive parents =independent & autonomousPreschoolers with restrictive, overprotective parents = shame & self-doubtThe foundational concept of this stage is that children become aware that they are people too! They begin to make decisions and shape the kind of person they are to become!
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Developing Racial & Ethnic Awareness
By the time they are 3 or 4 years of age, preschoolers distinguish between members of different races and begin to understand the significance of race in society.
Some youngsters begin to show preferential feelings for members of their own race.
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Gender Identity: Developing Femaleness & Maleness
Gender, the sense of being male or female, is well established in young children. One way gender is manifested is in play.
• During the preschool years boys increasingly play with boys.
• Girls tend to play with girls.Gender out-weighs ethnic variables when it comes to play
• A boy would prefer to play with boys, than with girlsPreschoolers also begin to develop expectations about appropriate behavior for girls and boys. Like adults, preschoolers expect males to be more independent, forceful and competitive and females to be warm, nurturing, expressive and submissive. These are expectations and not truths about actual behavior! But viewing the world this way affects preschoolers behavior!However, young children typically hold stronger gender-stereotypes than adults.
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Preschoolers' Social Lives (Social Development)The preschool years are marked by increased interactions with the world at large. Around age 3, children begin to develop real friendships. Peers come to be seen as individuals with special qualities. R/shipbased on companionship, play & entertainment. Friendship is focused on the carrying out of shared activities (rather than just being in the same place at the same time!).With age, preschooler's view of friendship evolves.
• Older preschoolers see friendship as a continuing state, & as a stable relationship that has meaning beyond the immediate moment.
• Older preschoolers pay more attention to concepts such as trust, support, and shared interests.
• Even by age 3, children are interested in maintaining smooth social relationships with their friends, trying to avoid disagreements.
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(Preschool Social Life…)
Qualities associated with popularity physical attractiveness being outgoing being sociablespeaking moresmiling morehaving a greater understanding of others‘ emotions
Qualities associated with disliked children
more likely to be aggressiveMore disruptive, impose themselves on their peersless cooperativedo not take turns.
Some children are more readily liked by their peers than others.
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Playing by the Rules: How Play Affects Social & Personality Development
Categorizing play:Three year olds typically engage in FUNCTIONAL PLAY which involves simple, repetitive activities, that is, doing something for the sake of being active.
(playing with dolls, skipping, jumping rope, etc)
By age 4, children typically engage in CONSTRUCTIVE PLAY which involves manipulating objects to produce or build something (legos, puzzles, etc.)
• Constructive play allows children to test developing cognitive skills.
• Constructive play allows children to practice motor skills. • Constructive play allows children to problem solve. • Constructive play allows children to learn to cooperate
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TYPES of PLAY (Parten, 1932)
Non Social Play - is where a child only observe others play, i.e. did not involve in the playSolitary play - A child play with his/her toys only, i.e. no contact with other children even though other children is around.Onlooker play - occurs when children simply watch others play but do not actually participate themselvesParallel play - is when children play with similar toys, in a similar manner, but do not interact with each other. Associative play- is when children play together in the same activities/ game and communicate with each other. But without specific task/aim. Cooperative play- occurs when children play together and have aim and specific task organize play and each have their own role to play.
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More about the effects of play on social and personality development…
Associative and cooperative play generally do not emerge until the end of the preschool years.The nature of a child's play is influenced by their social experiences.
• Children with preschool experience engage in more social behaviors earlier (associative & cooperative play, etc.)
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Discipline: Teaching Preschoolers Desired BehaviorsPARENTING
Diana Baumrind (1980) notes 3 major types of parenting or patterns of discipline:
AUTHORITARIAN PARENTS PERMISSIVE PARENTS AUTHORITATIVE PARENTS
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Authoritarian Parents are controlling, punitive, rigid, & cold, & whose word is law; they value strict, unquestioning obedience from their children & do not tolerate expressions of disagreement.. Permissive Parents provide lax & inconsistent feedback and require little of their children. 2 types of permissive parents:
• Permissive-indifferent parents are usually uninvolved in their children's lives.
• Their children tend to be dependent and moody. • Their children also tend to have low social skills and low self-
controlPermissive-indulgent parents are more involved with their children,
but they place little or no limits or control on their behavior. • Their children typically show low control and low social skills. • However, these children tend to feel that they are especially
privileged.
Authoritative Parents are firm, setting clear & consistent limits, but try to reason with their children giving explanations for why they should behave in a particular way.
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Effect of parenting style on children…..
Children of authoritative parents tend to fare best: they are independent, friendly with their peers, self-assertive, and cooperative parents are not always consistent in their parenting or discipline styles. Children whose parents engage in aspects of the authoritative style related to supportive parenting
• Supportive parenting encompasses parental warmth, proactive teaching, calm discussion during disciplinary episodes, and interest and involvement in children's peer activities show better adjustment and are protected from the consequences of later adversity.
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Childrearing practices that parents are urged to follow reflect cultural perspectives about the nature of children and the role of the parents.
• Childrearing practices in Eastern societies are more likely to involve strict control. Such control is seen as a measure of parents‘ involvement in and concern for the welfare of their children.
• In Western societies, and especially in the United States, parents are more often advised to use authoritative methods.
However No one parenting style is likely to be successful or universally accepted! Cultural context must be taken into consideration
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Middle Childhood: Social and Personality Development
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Social & Personality Development: Understanding Oneself in Middle Childhood
Children in middle childhood are struggling to understand who they are, and continue to explore answers to the question “Who am I?”The Developing Self……. ~ During middle childhood, children begin to view themselves less in terms of external physical attributes and more in terms of psychological traits. • Children realize they are good at some things and not so
good at others. • Their self-concepts become divided into personal and
academic spheres…
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Children use SOCIAL COMPARISON, comparing themselves to the abilities, expertise, and opinions of others. Festinger proposed that when objective measures are absent, people rely on social reality to evaluate themselves (understanding that comes from studying how others act, think, feel, and view the world). Children look to others who are similar to themselves. Sometimes children make downward social comparisons with others who are obviously less competent or successful to raise or protect their self-esteem. This explains why some students in elementary school have very high self esteem in spite of the fact that are in special education classes
• Big fish in a small pond
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Erikson’s :Industry vs Inferiority
• According to Erik Erikson, middle childhood encompasses the INDUSTRY-VERSUS-INFERIORITY STAGE, the period from ages 6 to 12 characterized by a focus on efforts to attain competence in meeting the challenges presented by parents, peers, school, and the other complexities of the modern world.
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Industry vs Inferiority….
Success in this stage is evidenced by feelings of mastery, proficiency, and confidence.Difficulties lead to feelings of failure and inadequacy, and to withdrawal from academics and socialization with peersAttaining a sense of industry during middle childhood has lasting consequences!• High levels of childhood industry associated with
adult success (more so than intelligence and family background!)
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Self esteem: Evaluating the self
Children evaluate themselves in terms of physical and psychological characteristics, but they also think of themselves as being good or bad (involves emotions)SELF-ESTEEM, an individual's overall and specific positive and negative self-evaluation, develops in important ways during middle childhood.
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Self esteem develops in important ways during middle childhood…
Children increasingly compare themselves to others. Children are developing their own internal standards. Self-esteem, for most children, increases during middle childhood. Children with low self-esteem may become enmeshed in a cycle of failure that is difficult to break.
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A cycle of Low Self-Esteem
If a child has low self-esteem and expects to do poorly on a test, she may experience anxiety and not do as well, which confirms the negative self view. Parents can break this cycle a warm and supportive style.
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Relationships in Middle Childhood: Building Friendships
Children’s development is seriously effected by the formation of friendships in middle childhood
~~ Friendships influence children's development in several ways.
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The influence of friendships on children’s development
Friends provide information about the world and other people. Friends provide emotional support and help kids to handle stress. Friends teach children how to manage and control their emotions.Friends teach about communication with others.Friends foster intellectual growth. Friends allow children to practice relationship skills
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During the middle childhood period, children’s ideas about friendship undergo changes…
According to developmental psychologist William Damon, children's friendships go through three stages:
•Stage 1 –ages 4-7
•Stage 2- ages 8-10
•Stage 3 - ages 11-15.
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Damon’s 3 stages of friendshipStage 1 – [ages 4-7] • Children see friends as like themselves. • Children see friends as people to share toys and activities with. • Children do not take into account personal traits.
Stage 2 - ages 8-10. • Children now begin to take other's personal qualities and traits into
consideration. • Friends are viewed in terms of the kinds of rewards they provide. • Friendships are based on mutual trust.
Stage 3 - ages 11-15. • Friendships become based on intimacy and loyalty. • Friendships involve mutual disclosure and exclusivity.• Children also develop clear ideas about the behaviors they seek in
friends…
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Behaviors favored in friends during middle childhood
Most-liked
Sense of humor
Nice/friendly
Helpful
Complementary
Sharing
Loyalty
Least-liked
Verbal aggression
Dishonesty
Critical
Greedy/bossy
Teasing
Physical aggression
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What makes a child popular during middle childhood?
Popular children have SOCIAL COMPETENCE, the collection of individual social skills that permit individuals to perform successfully in social settings. Common characteristics of popular children
• They are helpful and cooperative. • They have a good sense of humor. • They have good emotional understanding. • They ask for help when necessary. • They are not overly reliant on others. • They can adapt to social situations.
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Some characteristics of unpopular children
Unpopular children lack social competence.
They may act immature or inappropriately silly.
They may be overly aggressive and overbearing.
They may be withdrawn or shy.
They may be unattractive, handicapped, obese, or slow academically.
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Adolescent Socio-emotional
Development
Personality & Identity Development
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Identity: Asking "Who Am I?"
During adolescence, self consciousness takes center stage!Teens focus on wondering “Who am I?” and “Where do I belong in the world?”WHY??• Teens begin to become more like adults intellectually
• Realize the importance of establishing self in society, and shaping their individuality
• Teens become more like adults physically• Dramatic changes during puberty make teens acutely aware of their
own bodies
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Self Concept: Refining Self Perceptions
Self concept broadens during adolescence to include both one's own assessment of who you are and also includes others' views.
• The view of self becomes more organized and coherent. • Adolescents can look at themselves in terms of traits and can
see multiple aspects of themselves (which can be confusing at first).
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Self-esteem: Evaluating Oneself
During adolescence, teens become increasingly accurate in understanding who they are (they develop their self concept)
The increase in self-concept does not mean that they like themselves any better (self esteem may still be low)
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Self-esteem is influenced by several factors:
Gender - especially in early adolescence, girls have lower self-esteem
SES - higher SES leads to more self-esteem (especially in late adolescence when one can buy things of value)
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Forming an identity during the teen years: crisis or change?
Erik Erikson asserted that adolescents may encounter substantial psychological difficulties in their search for identity (“the adolescent identity crisis”)
Erikson's stage is IDENTITY-VERSUS-IDENTITY-CONFUSION STAGE, where adolescents seek to determine what is unique and distinctive about themselves.
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Erikson's IDENTITY-VERSUS-IDENTITY-CONFUSION STAGE
Those who do not find a suitable identity, tend to follow a dysfunctional path because their sense of self is "diffuse".
There are a lot of social pressures to achieve a secure identity (or at least have clear career or major goals).
• Which job track to follow?• Attend college? Which one?
Now, adolescents rely more on friends and peers than adults.
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What is IDENTITY?
Identity is a new way of thinking about oneself that emerges during adolescence.
Identity involves a sense of self-unity, accompanied by a feeling that the self has continuity over time.
A firmly established identity also provides a sense of uniqueness as a person.
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During Adolescent Stage
Changes occurs influence adolescent to find and form own identity (differs from their parents).Changes that occurs forced adolescent to “adjust and re-arrange” their lives formed a new identity.The physical, cognitive and socio-emotional development its impact and influence on adolescent.Form own perception on self include peers evaluation.
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Approaches in understanding identity
Involve the cognitive element• Self-concept
Involve emotion element• Self-value or self-image
Involve personal element• Questions about self
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Search for IdentityAccording to Erikson:-
• A teenagereffort to make sense of the self is a:-• Part of a healthy , vital process that builds on the
achievement of earlier stages.
• Groundwork for coping with the crisis of adult life.
• A man needs a stable identity before reaching intimacy, whereas, women define themselves through marriage and motherhood ( may be different now).
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IDENTITY
Erik Erikson, • defined identity as a "subjective sense of an
invigorating sameness and continuity," as well as a "sense of feeling active and alive.“
According to Erikson's psychosocial model of development, identity must be perceived by the individual, but also recognized and confirmed by others
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Erickson’s Psychosocial Developmental Stage
8 series of stages begin with infancy and ending with old age.
Each stage is named for the particular psychosocial crisis or challenge that an individual must resolve before moving to the next stage.
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Erikson's Stages of Development
1. Basic Trust Versus Basic Mistrust (0-1 yr)
2. Autonomy Versus Shame (1-3 yrs)
3. Initiative Versus Guilt (3-6 yrs)
4. Industry Versus Inferiority (6-12)
5. Identity Versus Identity Diffusion (12-19)
6. Intimacy Versus Isolation (19-25)
7. Generativity Versus Self-Absorption (25-50)
8. Integrity Versus Despair (50 & above)
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Stage 5: Identity vs Role Confusion
Focus on:
• Formation of identity
• Coherent
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IDENTITY - According to James Marcia
Marcia argued that
• identity could be viewed as a structure of beliefs, abilities and past experiences regarding the self.
• "The better developed this structure is, the more individuals appear to be of their own...strengths and weaknesses....
• The less developed this structure is, the more confused individuals seem to be about their own distinctiveness from others and the more they have to rely on external sources to evaluate themselves."
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Identity is a dynamic, not static psychological structure.
The formation of identity in adolescence sets the stage for continual changes in the content of identity through the adult years.
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Marcia's Identity StatusesIn Marcia's model, identity involves the adoption of • a sexual orientation, • a set of values and ideals and• a vocational direction
A well-developed identity gives on a sense of one's strengths, weaknesses, and individual uniqueness.A person with a less well-developed identity is not able to define his or her personal strengths and weaknesses, and does not have a well articulated sense of self.
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According to MarciaCrisis & Commitment influence individual identity status.
Identity formation a long term process.• Choose
• Arrange
• Try
• Push out
• Re-built
• Finally choose (unique to him/her self)
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Marcia’s identity formation process
Foreclosure.
Diffusion.
Moratorium.
Achievement.
* Not progressive based on experience and exploration
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Foreclosure.
Commitment without crisisLack exploration of alternatives Commitment has been made, but without exploration of alternatives, identity is not attained Developmentally unsophisticated level of achievement Adopt parents' characteristics
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Diffusion
Lack of commitment
Lack of exploration of alternatives
Least sophisticated level of development
Typically the level at which identity formation is begun
Do not feel accepted by parents
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Moratorium
Active exploration of alternative identities
Commitment is desired, but it is not yet attained
Sophisticated level of development
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Achievement
Individual has explored alternatives.
Commitment is at a high level
According to individual's in this status, "The parts of my self feel as though they have finally come together." ( Archer, 1990 ).
Most developmentally sophisticated status of identity formation.
Perceive parents as supportive
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SUMMARY ON MARCIA’S
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Identity Confusion
Identity problem
Autonomy problem
Attachment problem
Sexuality problem
Achievement problem
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Social Influence in Identity Formation
Family• Discipline & relationship
Environment• Socio-cultural
• Diet
• Education
• Peers
• Status symbol
• Mass media
Career Development
Beginning of Career ChoiceCareer choice begin early: • Personal experience:
•Watching parents/neighbours•Adult conversation•Role Play•Temporary/part-time work
Early experience adolescent learn will continue developing career towards their interest.However career choice may change with maturity.
Stages in Career Development
Since the age of 10 a child stars to think what they want to be when they grow up will continue until 24 yrs old. Pre adolescent period Career choice are based on • Fantasy/Dream• Excitement/Adventure
•Not on their ability
Stages in Career DevelopmentEarly & middle adolescent choice of career change according to their interest, ability and their values. Late adolescent & early adult able to make a correct choice according to own ability, experience and knowledge. •Choice of career are more clearer
and establish after succeeded entering college/higher learning institutions.
Theories
Theories in Career Choice/Development
Ginzberg
Holland
Ginzberg’s Career Choice Theory
Ginzberg (1972) suggested 3 stages people move through in choosing a career.
• Fantasy (11 & below)
• Tentative (11-17 yrs. old)
• Realistic (17/18 & above)
Stage 1: Fantasy
Choice of career (ambitions) are made based on:• Excitement & interesting• Emotions & not practicality• Child perceptions
* Fantasy period – the period of life when career choices are made – and discarded – without regard to skills, abilities, or available job opportunities
Stage 2: Tentative
Focus on selfCareer choice based on 4 aspects: • Interest (11-12 years old)• Capasity (13-14 years old)• Values (15-16 years old)• Transition (16-17 years old)• Early adolescent interest play a major role but as they grow
older more matured start thinking about their ability. • Integration between interest and ability from the value
system.
* Tentative period- the second stage which spans adolescence, in which people begin to think in pragmatic terms about the requirements of various jobs and how their own abilities might fit with those requirements
Stage 3: Realistic
Focus on career opportunity and market demand.
Starts reviewing their aspiration, needs & interest, their ability and occupational work demand.
Choice are also made based on:
• Experience & achievement so far.
• Family influences
• Personal job influence
Realistic period – the stage in late adolescence and early adulthood during which people can explore career options through job experience or training, narrow their choices, and eventually make a commitment to career
John Holland Theory of Career Choice
John Holland Personality –Type Theory
According to Holland (1959):•Individual personality influences a
person choice of career .•6 types of basic personaliti 6 types
of basic occupations •Only certain types of occupation suits
a specific personality.
John Holland Theory of Career Choice
Personalities & basic environment: •Realistic•Investigative•Conventional•Enterprising•Artistic•Social
John Holland Theory of Career Choice
Realistic – down-to earth, practical problem solvers, physically strong, mediocre social skills
Intellectual/Investigative – theoretical and abstract orientation, not particularly good with people
Conventional – prefer highly structured tasks
Enterprising – risk takers and take-charge types, good leaders
Artistic – use art to express themselves and prefer the world of art to interactions with people
Social – verbal skills and interpersonal relations are strong, good at working with people
John Holland Theory of Career Choice
•Realistic•Investigative•Conventional•Enterprising•Artistic•Social
• RealisticRealistic• InvestigativeInvestigative• ConventionalConventional• EnterprisingEnterprising• ArtisticArtistic• SocialSocial
YOUR Type of PERSONALITY
Type of Suitable JOB environment
Suits
Potential to succeed
Investigative/IntellectualLike to investigate suitable to an abstract type of occupation, intellectual and scientific.
Not interested in Enterprising type of work
Individual Characteristic•Clever•Analytical•Independent•Rasional•Curious
Type of Occupation•Mathematicians•Chemist•Biologist•Physicist
RealisticPrefer job in an objective environment does not involve good communication skills, involves physical & related to technical and farming.
Fav. type of work characteristics relate to machine, equipment, nature & athletic.
Not interested in work related to Social
Individual Characteristic•Mechanical•Aggresive•Strong/athletic•Stuborn•Stern
Type of Occupation•Mechanic•Rangers•Carpenter•Farmers•Contracters•athletics
ConvensionalCareer choice involve community support but does not involve lot of thinking Suitable in concrete and predictable envirobnment. Prefer routine and structural type of work.
Not interested in artistic type of work
Individual Characteristic•Specific/precise•Ordarly•Practical•Effisyen•Careful
Type of Occupation •Accountant•Proof-reader•Statistician•Secretary
EnterprisingSuitable in an adventurous, energizing and challenging work environment. Have an empowering and extrovert personality, and loves power.
Not interested in realistic type of work
Individual Characteristic•Coherent•Agresive•Ambitious•Confidence•Controlling
Type of Occupation •Sales person•Politician•Businessman•Legal/law•Evangelism
ArtisticSuitable in an artistic arts and designing environment able to express their creativity.
Not interested in conventional type of work.
Individual Characteristic•Independent•Creative•Non-conformist•Abstract•Idealistic
Type of Occupation •Musician•Artist/sculpture•Dancer/singer•Acting•Others related to art
SocialPrefer job related to the social, administrative or treating environment. ability in communication and interpersonal relationship.
Not interested in realistic type of occupation.
Individual Characteristic•Cooperative•Tolerant•Social•Empathy•Understanding
Type of Occupation •Teaching•Counselor•Social work•Psychologist/ psychiatrist•Nurse/doctor