Social-Emotional Development and Freud's Theory

The ability to understand and manage your own emotions. This includes being aware of your feelings, understanding how they influence your thoughts and actions, and having the capacity to regulate them effectively. It also involves recognizing and understanding the emotions of others.

A process of developing the skills to understand and interact with others successfully. This includes understanding emotions, forming healthy relationships, and navigating social situations appropriately.

A theory by Sigmund Freud that suggests personality development occurs in five distinct stages, each focused on a specific erogenous zone. Freud believed that the satisfaction or frustration of these needs during each stage impacts an individual's personality development.

Specific areas on the body that become sources of pleasure during each stage of psychosexual development, according to Freud's theory.

Sigmund Freud, a pioneer in psychology, proposed that personality development occurs in stages focusing on specific areas of the body as sources of pleasure. This theory, known as psychosexual development, has sparked much controversy and debate.

Emotional signals, such as smiling, crying, and demonstrating interest, play a crucial role in shaping how others interact with children. These signals influence the actions and responses of caregivers, helping children learn and grow.

As children grow, their social-emotional skills develop beyond simply getting their needs met. They start participating in routines, enjoying experiences with others, and building friendships. Learning becomes more focused on social interaction and collaboration.

When a child's emotional and physical needs are met, their brains develop essential pathways for learning, impacting their overall development. This foundation paves the way for growth and progress in various areas, including language, motor skills, and social interaction.

A focus on a specific erogenous zone during childhood development that shapes personality and behavior.

The mouth is the main source of pleasure for infants.

A fixation in the oral stage, characterized by excessive focus on oral activities like eating, smoking, or talking.

Characterized by a strong tendency to eat, drink, or engage in other oral activities.

Characterized by a tendency to bite nails, use curse words, or engage in aggressive verbal behavior.

The anus is the main source of pleasure for toddlers.

A fixation in the anal stage, characterized by excessive focus on orderliness, cleanliness, and control.

A fixation in the anal stage, characterized by a tendency towards messiness, disorganization, and lack of control.

The genitals are the main source of pleasure for preschool-aged children.

A complex of feelings, primarily in boys, involving an unconscious sexual desire for the mother and hostility towards the father.

The part of our mind that holds information we are aware of, like thoughts, feelings, and sensations.

The part of our mind that holds information we are not immediately aware of, but can access if we try. It includes memories, skills, and habits.

This is the part of our mind where unconscious motivations, instincts, and drives reside. We cannot directly access this part.

The subconscious mind plays a crucial role in influencing our thoughts, feelings, and actions, even though we are not consciously aware of it.

Erikson's stages of psychosocial development describe how an individual's sense of self develops through social interactions and challenges throughout life.

The first stage of Erikson's theory focuses on whether an infant learns to trust their caregivers. If their needs are met, they develop trust. If neglected, they may develop mistrust.

The second stage focuses on a toddler's developing sense of independence. They learn to do things on their own, building autonomy, or they may develop doubt and shame.

The third stage focuses on a preschooler's developing initiative, where they take on new challenges and explore their own interests. If their efforts are discouraged, they may feel guilt.

The fourth stage focuses on a child's sense of industry, where they feel capable and competent in schoolwork or activities. If they struggle, they may develop feelings of inferiority.

The fifth stage focuses on an adolescent's development of identity, where they discover who they are and what their place in the world is. If they struggle to find their identity, they may experience role confusion.

A type of learning where a neutral stimulus becomes associated with a meaningful stimulus and acquires the ability to trigger a similar response.

A stimulus that naturally and automatically triggers a response without any prior learning.

A stimulus that initially has no effect but becomes associated with the unconditioned stimulus and learns to trigger a response.

The learned response to the conditioned stimulus after conditioning.

The phase where the neutral stimulus (e.g., a bell) is repeatedly paired with the unconditioned stimulus (e.g., food) to create an association.

The phase before the conditioning process begins. The neutral stimulus doesn't trigger any specific response.

The phase after conditioning where the conditioned stimulus (e.g., the bell) alone can trigger the conditioned response (salivation).

The most basic level of Maslow's hierarchy of needs, including needs like food, water, sleep, and shelter. These needs must be met before an individual can focus on higher-level needs.

The second level of Maslow's hierarchy, focusing on feeling safe and secure. This includes physical safety, financial security, and stability.

The third level of Maslow's hierarchy, encompassing the need for love, belonging, and social connection. This includes family, friends, and romantic relationships.

The fourth level of Maslow's hierarchy, focusing on self-respect and achievement. This includes both self-esteem and esteem from others, such as recognition and status.

The highest level of Maslow's hierarchy, representing the desire to reach one's full potential and live a meaningful life. This includes creativity, personal growth, and self-actualization.

The process of gaining knowledge, skills, and understanding through experience. It involves a relatively permanent change in behavior, knowledge, and thinking abilities.

Innate abilities or characteristics that are present at birth and do not require learning. Examples include reflexes like swallowing and flinching.

Acquired abilities or behaviors that result from experience, education, or training.

The idea that individuals cannot move up Maslow's hierarchy of needs if they feel threatened or insecure. They must address the threats before focusing on higher-level needs.

The stage in Maslow's hierarchy where individuals seek to feel connected and loved. This stage focuses on social interaction, relationships, and belonging.