theories of growth and development1

Theories of

Growth and

Development

A THEORY is a set of concepts and properties that helps to describe and explain observation that one has made.

The Psychoanalytic

Theory(Psychosexual Development)

Sigmund Freud formulated this theory from observations and notes that he made about the life histories of his mentally disturbed patients.

He believed that all human beings pass through a series of psychosexual stages. Every stage is dominated by the development of sensitivity in particular pleasure-giving spot which he calls as the EROGENOUS ZONE in the body.

Three Concepts of Personality

Id Came from the Latin word for “it”. According to Freud, you were born with a

collection of basic instincts or biological drives that are source of your libidinal energy. The id is buried at the deepest level of your conscious mind. It obeys the pleasure principle, which demands the immediate gratification of needs.

Ego From the Latin word for “I”. as human is forced to delay gratification

of some of its instructional needs, it gradually becomes aware that there is difference between its own desires and those other people. And once he begins to distinguish itself and the outer world, its ego or conscious self comes into being. It follows the reality principle, which is the practical demands of daily living.

Superego Part of your personality which “splits off from your ego”, and which contains both your own and society’s “rules of conduct”. It has Two parts- the stern “conscience”, which you acquired from your parents, and the “self ideal”, which you acquired mostly from other people during puberty.

Psychosexual Stages of Development

Freud believed that all human beings pass through a series of psychosexual stages. Each stage is dominated by the development of sensitivity in a particular conflict from individual that must be resolved before going to the next higher stage. Individuals, who enjoy the pleasure of a given stage, might not be willing to move on the later stage. Fixation is the tendency to stay at a particular stage.

Oral Stage

(first year of life)

Reflects the infant’s need for gratification from the mother. An infant’s eating, sucking, spitting and chewing do not only satisfy hunger, but also provide pleasure.

EROGENOUS ZONE: Mouth

ANAL STAGE

(SECOND TO

THIRD YEAR OF LIFE)

Reflects to the toddler’s need for gratification along the rectal area. Freud believed that the primary focus of the libido was on controlling bladder and bowel movements. During this stage, children must endure the demands of toilet training. For the first time, outside agents interfere with instructional impulses by insisting that the child should inhabit the urge to delicate until he or she has reached a designated to do so.

EROGENOUS ZONE: Bowel and bladder control

Phallic Stage

(fourth to

fifth year of life)

Reflect the preschooler’s gratification involving the genitals. At this stage, children also begin to discover the differences between males and females. The greatest source of pleasure of the child comes from the sexual organs.

EROGENOUS ZONE: Genitals

Oedipus Complex Boys build up a warm and loving relationship with their mothers.

Electra Complex Girls experience intense emotional attachment for their father.

Latency Stage (sixth year

of life to

puberty)

Freud’s fourth stage of psychosexual development. During this time, sexual desires are repressed and all the child’s available libido is chanelled into socially acceptable outlets such as school work or vigorous play that consume most of the child’s physical and psychic energy.

EROGENOUS ZONE: Sexual feelings are inactive.

Genital Stage (from

puberty onwards)

Is characterized by the maturation of reproductive system, masturbation, production of sex hormones, and a reactivation of genital zone as an area of sensual pleasure. The individual is now attracted to the opposite sex, however the primary aim of the sex instinct is reproduction.

EROGENOUS ZONE: Maturing sex interests

THEORY OF

PSYCHOSOCIAL

DEVELOPMENT

Erik Erikson formulated the eight major stages of development, each stage posing a unique development task and simultaneously presenting the individual with a crisis that he must to struggle to.

According to Erikson, individuals develop a healthy personality by mastering life’s inner and outer dangers. Development follows the epigenetic principles, which holds that “anything that grows has a ground plan, and out of this ground plan the parts arise, each having its time of special ascendency, until all parts have risen to form a functioning whole.”

The

Psychosocial Stages

Stage I Hope- Trust vs.

Mistrust (birth to one year)

Whether the children come to trust or mistrust themselves or other people depends on their early experiences. Infants who needs are met and who are cuddled, fondled and shown geniunly affection evolve a sense of a world as a safe and dependable place.

Stage II Will-

Autonomy vs.

Shame and Doubt (2 to 3 years)

When parents are patient, cooperative and encouraging, children acquire a sense of independence and competence. In contrast, when children are not allowed such freedom and over-protected, they develop an excessive sense of shame and doubt. Erikson believed that learning to control one’s bodily functions lead to a feeling of control and self independence.

Stage III Purpose- Initiative

vs. Guilt

( 4 to 5 years)

During this stage, children are given freedom in running, sliding, bike riding and skating. These allow them to develop initiative. Parents who curtail this freedom are giving children a sense themselves as nuisances and inept intruders in an adult world. Rather than actively and confidently shaping their behaviors, such children become passive recipients of whatever the environment brings.

STAGE IV COMPETENCE-

INDUSTRY VS .

INFERIORITY (6 TO 11 YEARS)

A child becomes concerned with how things work and how they are made. Parents and teachers who support, reward, and praise children are encouraging industry. Those who rebuff, divide, or ignore children’s effort are strenghtening feelings of inferiority.

Stage V Fidelity- Identity

vs. Role Confusion (12 to 18 years)

As children enter adolescence, they confront a “physiological revolution”. They try on new roles as they grope with romantic involvement, vocational choice, and adult statuses . The adolescent starts to establish his identity. If he fails to develop a “centered” identity, he becomes trapped in either role confusion or a “negative identity.” The identities and roles of “delinquent” and “hoodlum” are examples.

Stage VI Love-

Intimacy vs.

Isolation (young adult)

It is the capacity to reach out and make contact with other people to fuse one’s own identity with that of others. Intimacy find expression in deep friendships. Central to intimacy is the ability to share and with care about another person without fear of losing oneself in the process. Close involvement, however, may also opt for relationship of a shallow sort. This lives are characterized by withdrawal and isolation.

STAGE VII CARING-

GENERATIVITY VS.

STAGNATION(MIDDLE

ADULTHOOD)

According to Erikson, generativity, means reaching out beyond one’s own immediate concerns to embrace the welfare of society and of future generations. It entails selflessness. In contrast, stagnation is a condition in which individuals are pre-occupied with their material possessions or physical well-being.

Stage VIII Wisdom-

Ego Integrity vs.

Despair (old age)

As individuals approach the end of life, they tend to take stock of the years that have gone before. Some feel a sense of satisfaction with their accomplishments. Others experience despair.

Thank YouFor

Listening and

Participating!!!!

Prepared by:

Jan Rey Aquinojanreyaquino@rocketmail.comhttp://twitter.com/Januarius06