PSY 201: Introduction to Developmental Psychology PDF

PSY 201: INTRODUCTION TO GROWTH AND MATURATION DEVELOPMENTAL PSYCHOLOGY GROWTH DEVELOPMENTAL PSYCHOLOGY - is purely physical in sense, includes...

PSY 201: INTRODUCTION TO GROWTH AND MATURATION DEVELOPMENTAL PSYCHOLOGY GROWTH DEVELOPMENTAL PSYCHOLOGY - is purely physical in sense, includes measurement of rise in size, length, height, - delves into the scientific study of human and weight. growth and changes throughout life. - measures changes in quantitative aspects - is a vital field that examines aspects and changes in particular aspects of the body. including cognitive, emotional, physical, and - is part of maturation process and stops with social development that occurs. maturity attainment. WHY IS DEVELOPMENTAL PSYCHOLOGY MATURATION IMPORTANT TO EVERYONE? - is the sequence of physical changes that are related to genetic influences. MICHELE SCOTT - is independent on the environment but its - As someone who studied developmental timing can be influenced by environmental psych - the field establishes the norm and factors. deviant behaviors. Understanding how a - the rate of a person’s growth and human evolves over time is critical in noting development is highly individualized; however, where a child might succeed or exhibit the sequence is predictable. difficulties and how different cultures effect - is about an overall change in shape, form, or development. Human development is global - structure resulting in improved working or all children learn to crawl before they walk and functioning. walk before they run. Where the sculpting - measures quality or character changes, as comes into play is from the nurture side the well as changes in organism as a whole. environmental and societal influences." - In - is wider and comprehensive and is a Early Childhood Education Educational continuous process. Counselling 2019 ARNOLD GESSELL REACTION TIME/RESPONSE TIME - strong proponent of “maturational” - ability to detect, process, and respond to a perspective of child development. stimulus. - “age norms” - amount of time that takes place between when we perceive something to when we GESELL’S MATURATION THEORY respond to it. - focused on the physical and mental development of children. SULLY - suggested that children go through the - machine simulations are not acting as same stages of development, in the same human beings — human beings who, in reality, sequence but each child will go through the had to react to an unknown and stages at their own rate. unprecedented situation. - suggested that patterns of development are - human emotions are not constant. determined by the individual’s heredity. PLATO - a person at birth is given with innate mental abilities or knowledge. DEVELOPMENT IS LIFELONG - “old soul to a new body” - each period has unique characteristics and values. No period is more or less important JOHN LOCKE than any other. - his concept of “tabula rasa” or blank slate, perspective on nature versus nurture DEVELOPMENT IS MULTIDIMENSIONAL argument, as well as empiricism and its - it occurs along the multiple interacting influences, are three key ideas that he dimensions — biological, psychological, and presented that have an influence on the social — each of which may develop at historical background of Psychology. varying rates. MALCOLM GLADWELL DEVELOPMENT IS MULTIDIRECTIONAL - in his Stunning Book (2008), he takes us on - language, socioemotional, and cognitive an intellectual journey through the world of development increase or decrease through “outliers” — the best and the brightest, the time. most famous and the most successful. DEVELOPMENT IS MULTIDISCIPLINARY What makes high-achievers different? - various experts like psychologists, - his answer is that we pay too much attention sociologists, anthropologists, neuroscientists, to what successful people are like, and too and medical researchers all study human little attention to where they are from: that is, development and share an interest in their culture, their family, their generation, and unlocking the mysteries of development the idiosyncratic experiences of their through the life span. upbringing. DEVELOPMENT IS PLASTIC JEAN JACQUES ROUSSEAU - plasticity involves the degree to which - disagreed with Locke and believed that characteristics change or remain stable. children are born with inherent talents and potential (TRAITS) which unfold as they grow. DEVELOPMENT IS CONTEXTUAL - growth is achieved as a result of experience - the individual continually responds to and and learning and also followed a timetable. acts on contexts, which include a person‘s - also believed that children were not just little biological makeup, physical environment, adults, however, he did not believe they were cognitive processes, historical contexts, social blank slates, but instead developed according contexts, and cultural contexts. to a natural plan which unfolded in different - there are three important sources of stages. contextual influences which are: Normative Age-Graded Influences – biological and environmental influences that are similar for individuals in a particular age group (like puberty, marriage, menopause, CHARACTERISTICS OF LIFE-SPAN PERSPECTIVE retirement). (PAUL B. BALTES, 1987)  Normative History-Graded Influences – common to people of a particular generation PRENATAL PERIOD (conception to birth) because of the historical circumstances they - growth of an individual from conception to experience. until birth. - significant events that shape the behavior of Physical conception occurs by normal a particular generation. fertilization or other means. the genetic endowment interacts Non-Normative Life Events – unusual with environmental influences from occurrences that have a major impact on an the start. individual’s life and usually are not applicable basic body structures and organs to many people. form; brain growth spurt begins. physical growth is the most rapid in NATURE OF DEVELOPMENT the life span. vulnerability to environmental influences is great. BIOLOGICAL PROCESSES Cognitive abilities to learn and remember, and - produce changes in an individual’s physical to respond to sensory stimuli are nature. developing. Psychosocial fetus responds to mother’s voice and develops a preference for it. COGNITIVE PROCESSES - refer to changes in the individual’s thought, INFANCY (birth to age 3) intelligence, and language. - psychological activities are just beginning such as language, symbolic thought, SOCIOEMOTIOINAL PROCESSES sensorimotor, coordination, and social - involve changes in the individual’s learning. relationships with other people, changes in Physical all senses and body systems operate emotions, and changes in personality. at birth to varying degrees. the brain grows in complexity and is DOMAINS OF DEVELOPMENT CHANGE AND highly sensitive to environmental STABILITY influence. physical growth and development of motor skills are rapid. PHYSICAL DEVELOPMENT Cognitive abilities to learn and remember are - body, brain, senses, motor skills, and health. present, even in early weeks. use of symbols and ability to solve COGNITIVE DEVELOPMENT problems develop by end of second - learning, memory, moral reasoning, year. language, thinking, and creativity. comprehension and use of language develop rapidly. Psychosocial attachments to parents and others PSYCHOSOCIAL DEVELOPMENT form. - personality, emotional life, and relationships. self-awareness develops. shift from dependence toward TYPICAL MAJOR DEVELOPMENTS IN EIGHT autonomy occurs. PERIODS OF HUMAN DEVELOPMENT interest in other children increases. - by Diane Papalia and Gabriela Martorell (2024) EARLY CHILDHOOD (ages 3 to 5) - children develops self-awareness, begin Cognitive ability to think abstractly and use of forming friendships, and gain more scientific reasoning develops. immature thinking persists in some independence. attitudes and behaviors. education focuses on preparation for Physical growth is steady; appearance college or vocation. becomes more slender and Psychosocial search for identity, including sexual proportions more adultlike. identity, becomes central. appetite diminishes, and sleep relationships with parents are problems are common. generally good. handedness appears; fine and gross peer group may exert a positive or motor skills and strength improve. negative influence. Cognitive thinking is somewhat egocentric, but understanding of other people’s EARLY ADULTHOOD (ages 19 -40) perspectives grows. cognitive immaturity results in some - involves establishing careers and forming illogical ideas about the world. long-term partnerships. Many individuals start memory and language improve, and families at this stage. It is also a time for intelligence becomes more establishing identity and developing predictable. emotional stability. Psychosocial self-concept and understanding of emotions become more complex; Physical physical condition peaks, then self-esteem is global. decline slightly. independence, initiative, and self- lifestyle choices influence health. control increase. Cognitive thought and moral judgements gender identity develops. become more complex. play becomes more imaginative, educational and occupational more elaborate, and usually more choices are made, sometimes after social. period of exploration. Psychosocial personality traits and styles become MIDDLE CHILDHOOD (ages 6-11) relatively stable, but changes in - sees continued cognitive growth with personality may be influenced by the improved problem-solving abilities. life stages and events. - children also experience physical growth intimate relationships and personal lifestyles are established but may not spurts in this period. be lasting. most people marry, and most ADOLESCENCE (ages 12-18) become parents. - puberty brings hormonal changes while social dynamics shift towards peer MIDDLE ADULTHOOD (ages 41-65) relationships. - often includes career advancement alongside potential empty-nest syndrome as Physical physical growth and other changes children leave home. Physiological signs of are rapid and profound. aging become more noticeable. reproductive maturity occurs. major health risks arise from behavioral issues, such as eating Physical slow deterioration of sensory disorders and drug abuse. abilities, health, stamina, and strength may begin but individual differences are wide.  women experience menopause. CONCEPTIONS OF AGE Cognitive mental abilities peak; expertise and practical problem-solving skills are high. CHRONOLOGICAL AGE creative output may decline but - the number of years that have elapsed since improve in quality. birth. for some, career success and Computing IQ using chronological age and mental earning powers peak; for others, age: burnout or career change may occur. MA 𝐈𝐐 = x 100 Psychosocial sense of identity continues to CA develop; midlife transition may occur. BIOLOGICAL AGE dual responsibilities of caring for children and parents may cause - is a person’s age in terms of biological stress. health. launching of children leaves empty - determining biological age involves knowing nest. the functional capacities of a person's vital organs. LATE ADULTHOOD (ages 65 and over) - encompasses retirement planning and PSYCHOLOGICAL AGE adjusting to new roles within family structures. - is an individual’s adaptive capacities Cognitive decline may occur but can be compared with those of other individuals of mitigated by maintaining an active lifestyle the same chronological age. both mentally and physically. Mobility, fine and gross motor skills, eyesight, hearing, and SOCIAL AGE stamina decrease in old age. - refers to the connectedness with others and the social roles individuals adopt. Physical most people are healthy and active, although health and physical abilities generally decline. HEREDITY VS. ENVIRONMENT slowing of reaction time affects some aspects of functioning. HEREDITY Cognitive most people are mentally alert. - refers to the genetic traits passed down from although intelligence and memory parents to their offspring. may deteriorate in some areas, most people find ways to compensate. - these traits include physical characteristics Psychosocial retirement from workforce may like eye color, height, and body structure, as occur and may offer new options for well as behavioral traits such as intelligence, use of time. emotional stability, and aggression levels. people develop more flexible - genes, which are made up of DNA, carry the strategies to cope with personal information that determines these traits. losses and impending death. relationships with family and close friends can provide important ENVIRONMENT support. - encompasses all external factors that can search for meaning in life assumes influence an individual’s development and central importance. behavior. - environmental factors can range from from who we are at an earlier point in parental behavior and nutrition to education, development. peer groups, and socioeconomic status. RESEARCH METHODS IN DEVELOPMENTAL BASIC PRINCIPLES OF DEVELOPMENT PSYCHOLOGY The principle of development follows an orderly sequence or pattern in all individuals. OBSERVATION METHOD Development is predictable with changes - involves systematically watching, listening namely growth, maturation, and learning. to, and recording behaviors and events as There are individual differences and they occur in their natural settings. variations in development. Laboratory Observation – where behavior is Growth and development are continuous. studied in a laboratory setting. CEPHALOCAUDAL DIRECTION NATURALISTIC OBSERVATION - from head down to tail - researchers observe and record behavior in - improvement in structure and function come its natural setting without attempting to first in the head region, then in the trunk, and influence or control it. last in the leg region. SURVEY AND INTERVIEW METHOD PROXIMODISTAL DIRECTION - uses interviews or questionnaires to gather - from center or midline to periphery direction. information about the attitudes, beliefs, - development proceeds from near to far – experiences, or behaviors of a group of people. outward from central axis of the body toward the extremities. CASE STUDY METHOD - a single individual or a small number of DEVELOPMENTAL ISSUES persons are studied in great depth. THE SPAN OF RESEARCH NATURE AND NURTURE - nature refers to an organism’s biological Advantages Disadvantages inheritance, nurture refers to its environmental Longitudinal examines expensive experiences. changes within takes a long time individuals over participant CONTINUITY-DISCONTINUITY time. attrition provides a possibility of - this issue focuses on the extent to which developmental development involves gradual, cumulative practice effects analysis. cannot examine change (continuity) or distinct stages cohort effects. (discontinuity) Cross-sectional examines cannot examine STABILITY-CHANGE changes change over time. - involves the degree to which we become between cannot examine older renditions of our early experience or participants of cohort effects. different ages at whether we develop into someone different  the same point - the ethical obligation to protect participants' of time. personal information and data from provides unauthorized access. information on age-related change. DEBRIEFING Sequential examines may be - explaining the study’s purpose, methods, changes within expensive. and any deception to participants after their individuals over possibility of involvement in the study. time. practice effects. examines changes between DECEPTION participants of - practice of intentionally misleading or different ages at withholding information from participants the same point about the true purpose or nature of a study, in time. typically used when full disclosure could affect can be used to the validity of the research. examine cohort effects. THEORIES OF DEVELOPMENT THE MARSHMALLOW TEST - experiment originally conducted by Walter WHY THEORIES EXIST IN PSYCHOLOGY? Mischel and his colleagues in the 1960s and - theories are backbone of science 1970s at Stanford University. - theories provide a basis for understanding - designed to study delayed gratification —the - theories inspire future research ability to resist an immediate reward in favor - theories can adapt and evolve of a larger, later reward — and its implications for future behavior and success. A Psychological theory is a set of statements that summarizes and explains mental and CORRELATIONAL METHOD behavioral patterns within the context of - used to establish the degree of relationship society and culture. between two characteristics, events, or behaviors. Psychological theories are systems of ideas that can explain certain aspects of human CONDUCTING ETHICAL RESEARCH thoughts, behaviors, and emotions. Psychology researchers create these theories INFORMED CONSENT to make predictions for future human - providing participants with all the necessary behaviors or events that make take place if information about a study, including its certain behaviors exist. purpose, procedures, risks, and benefits, allowing them to make an informed decision PSYCHOANALYTIC about their participation. SIGMUND FREUD CONFIDENTIALITY - was his mother’s favorite and was not close to his father.  - studied hysteria and hypnosis with J-M. ERIK ERIKSON’S PSYCHOSOCIAL STAGES OF Charcot and Josef Breuer. DEVELOPMENT Conflict Merit Core What happens at Pathology this stage? Trust vs. hope withdrawal feeding, THREE PARTS OF THE MIND Mistrust (desire) (retreating abandonment conscious mind things which we are aware, (Infancy) from the if needs are represents only the tip of the outside dependably met, iceberg that comprises our world) infants develop a mental state. sense of basic subconscious/ represents which can easily be trust. preconscious mind called into the conscious mind. Autonomy will compulsion toilet training, unconscious mind refers to the part of the psyche vs. Shame/ (ability to (doing clothing control that is not available to conscious Doubt anything themselves yourself) awareness, contains repressed (Early without toddlers learn to ideas, primitive desires, and Childhood) restraints) exercise will and impulses. do things for dreams are expressions of the themselves, or unconscious mind. they doubt their abilities. Initiative vs. purpose inhibition family FREUDIAN SLIP/PARAPRAXIS Guilt preschoolers - refers to an error in speech, memory, or (Play Age) learn to initiate physical action. tasks and carry - occurs due to the interference of an out plans, or they feel guilty about unconscious subdued wish or internal train of efforts to be thought, these minor inadvertent mistakes independent. can reveal unconscious wishes or attitudes. Industry vs. compet inertia sports, school Inferiority ence children learn PSYCHOSEXUAL STAGES OF DEVELOPMENT (School Age) the pleasure of Oral Stage (0-2) infant achieves gratification through applying oral activities such as feeding, thumb themselves to tasks, or they feel sucking, and babbling. inferior Anal Stage (2-3) the child learns to respond to some Identity vs. fidelity role school, of the demands of society such as Confusion repudiation relationship bowel and bladder control. (Adolescenc teenagers work Phallic Stage (3- the child learns to realize the e) at refining a sense 7) differences between males and of self by testing females and becomes aware of roles and then sexuality. integrating them Latency Stage the child continues their to form a single (7-11) development, but sexual urges are identity, or they relatively quiet. become Genital Stage the growing adolescent shakes off confused about (11-adult) old dependencies and learns to deal who they are. maturely with the opposite sex. Intimacy vs. love exclusivity romantic Isolation (inability to relationship (Early cooperate young adults Adulthood) and struggle to form  compromise close ) relationships and Concrete children begin to understand to gain the Operational logical reasoning. capacity for Stage (7-11) intimate love, or they feel socially Formal children begin to think abstractly isolated. Operational and can form hypothetical ideas. Generativity care rejectivity work, Stage (12- vs. (unwillingnes parenthood adulthood) Stagnation s to care) the middle- (Adulthood) aged discover a SCHEMAS sense of contributing to - referred to as cognitive framework or the world, usually concept that aids in organizing and through family interpreting information. and work, or they - mental structures that individuals develop may feel a lack of purpose. through their experiences, which help them Integrity vs. wisdom disdain reflection on life understand and make sense of the world Despair when reflecting around them. on his or her life, - the new information can be added as a note the older adult to the existing schema but does not change may feel a sense of satisfaction or the schema itself. failure. ASSIMILATION COGNITIVE - process by which information is added to a concept we already know. JEAN PIAGET ACCOMODATION - inspired by work in Binet’s Psychological - a more complex and gradual process than laboratory: assimilation, rather than simply adding children’s incorrect answers information to a schema, accommodation non-standardized testing involves changing it altogether. developmental levels - this is when you learn new information and then need to dismantle what you already STAGES OF COGNITIVE DEVELOPMENT Sensorimotor children gain knowledge through know to better accommodate this Stage (0-2) their senses and motor movements. information. Primary Circular Reactions (1-4 months) – begin to repeat LEV VYGOTSKY pleasurable actions. - children construct their knowledge. Secondary Circular Reactions (4-8 - development cannot be separated from its months) – intentionally repeat social context. actions to trigger a response. Tertiary Circular Reactions (12-18 - prior conceptions and new concepts are months) – trial and error interwoven. experimentation. - language plays a central role in mental Preoperational children in this stage begin to think development. Stage (2-7) symbolically.  JOHN BROADUS WATSON SOCIOCULTURAL THEORY - established the psychological school of - explains how culture, social interaction, and behaviorism. language shape children's mental abilities. - known for his “Little Albert Experiment” BEHAVIORISM ZONE OF PROXIMAL DEVELOPMENT - theory that suggest psychology can be - refers to the difference between what a objectively studied through observable action. learner can do independently and what they can achieve with guidance and support. OPERANT CONDITIONING - subject learns behavior by associating it with SCAFFOLDING consequences. - involves providing the learner with hints or clues for the problem solving in order to allow CLASSICAL CONDITIONING the student to better approach the problem in - subject learns to associate two unrelated the future. stimuli with each other. While Piaget would assume the students ALBERT BANDURA does not yet have the mental structures to - known for Social Learning Theory, Bobo doll solve such problem, Vygotsky would offer experiment, and Self-efficacy. encouragement or strategies, in the form of scaffolding, in order for the student to attempt SOCIAL LEARNING THEORY the problem. - people can learn through observation. - mental states are important to learning. BEHAVIORAL AND SOCIAL COGNITIVE - learning does not necessarily lead to behavior change BURRHUS FREDERIC SKINNER - argued that an organism — animal or human — will tend to repeat a response that has been reinforced by desirable consequences and will suppress a response that has been punished. - positive and negative reinforcement, operant behavior, escape learning, avoidance learning, and behavior modification. IVAN PAVLOV - used theories of associative learning and behaviorism to create his own theory of CONTEXTUAL Classical Conditioning or Pavlonian Conditioning. URIE BRONFENBRENNER - his work set the foundation for John B. - developed human ecology theory or Watson, and his idea of behaviorism. ecological systems theory. ECOLOGICAL THEORY live in, and they might reasonably - posits that an individual’s development is have different experiences if raised in an open democratic society influenced by a series of interconnected versus an authoritarian regime with environmental systems, ranging from the limited freedoms. immediate surroundings (family) to broad Chronosystem represents the dimension of time. societal structures (culture). include changes in family composition (as when a new child is born or a divorce occurs), place of residence, or parents’ employment, as well as larger events such as wars, ideological shifts, or economic cycles. EVOLUTIONARY/SOCIOBIOLOGICAL KONRAD LORENZ - helped in bringing Ethology to prominence. - he found that geese follow the first moving object they see. This process is known as imprinting and suggests that attachment is innate and programmed genetically. Microsystem consists of the everyday environment of home, work, school, - believed that once imprinting has occurred, or neighborhood. it cannot be reversed, nor can a gosling includes face-to-face interactions imprint on anything else. with siblings, parents, friends, classmates, or later in life, spouses, ETHOLOGICAL THEORY work colleagues, or employers. Sensitive Period Critical Period Starts and ends gradually abruptly Mesosystem the interlocking influence of During the It is a period of The organism has microsystems. period maximal sensitivity. heightened example, a parent’s bad day at sensitivity to work may affect interactions with a external stimuli child later that evening in a negative that are way. compulsory for Exosystem consists of interactions between a development of a microsystem and an outside system particular skill. or institution. example, countries differ with After the period The skill can still be The cortical areas learned, but less allocated for the respect to what type of parental efficiently. particular skill will leave, if any, is available. adapt and Macrosystem consists of overarching cultural perform a patterns, such as dominant beliefs, different function. ideologies, and economic and Examples Language full development political systems. development of visual example, individuals are affected capabilities (from by the type of political system they  8 months to 3 - carefully observed the infants’ behaviors years) such as exploration, reactions to the caregiver’s departure and return, and the JOHN BOWLBY child’s use of the caregiver as a secure base - coined the term “attachment” using strange situation. - was interested in understanding the anxiety - strange situation: series of brief separations and distress that children experience when and reunions between a child and their separated from their primary caregivers. caregiver in a controlled environment. - “the instinctual responses mature at different times during the first year of life and ATTACHMENT PATTERNS develop at different rates; they serve the Secure sees the mother as a safe space and function of binding the child to mother and Attachment may be uncomfortable when she contribute to the reciprocal dynamic of leaves. they are friendly with the stranger in binding mother to child.” the presence of the mother. Avoidant shows no signs of distress when the Attachment mother leaves. when the mother returns, they ATTACHMENT THEORY typically avoid or are slow to greet her. Insecure/ before separation, infants seek the - attachment is an emotional bond with Ambivalent mother, but once she leaves and another person. Attachment returns, they have a tendency to push - earliest bonds formed by children with their the mother away and may show caregivers have a tremendous impact that anger. Disorganized shows an unpredictable pattern of continues throughout life. Attachment emotions. - attachment also serves to keep the infant they may appear angry, sad, and close to the mother, thus improving the child’s scared. chances of survival. - attachment as a lasting psychological MORAL DEVELOPMENT connectedness between human beings. LAWRENCE KOHLBERG Pre-attachment baby shows no particular (0-6 weeks) attachment to specific caregiver. - because of his interest in Piaget, he began Attachment in infant begins to show preference interviewing children and adolescents on Making (6 for primary and secondary moral issues which resulted in his doctoral weeks to 6-8 caregivers. dissertation – the first edition of his new stage months) theory. Clear-cut infant shows strong attachment to - used the Heinz Dilemma to test children's Attachment (6- one specific caregiver. moral reasoning and identify six stages of 8 months to 18- 24 months) moral development. Formation of growing bonds with other Reciprocal caregivers. THEORY OF MORAL DEVELOPMENT Relationships Level/Stage Age Range Description (24+ months) Preconventional Stage MARY AINSWORTH Infancy  Stage 1. Punishment Postconventional This is the stage where the Obedience/ avoidance Stage principle of care for oneself and Punishment others is accepted. Pre-school - females are more compassionate by nature Stage 2. “Getting what you and careful and fair in their actions. Self-interest want” by trade-off - females tend to see themselves in terms of relationships with others. Conventional Stage - males have the tendency to view themselves as distinct and separate from others. Stage 3. School Age Meeting - the concepts of separation and Conformity and expectations of interconnectedness translate into their Interpersonal others approaches to morality. Accord DIANA BLUMBERG BAUMRIND Stage 4. School Age - she was a clinical and developmental Authority and Fulfilling duties and psychologist known for her research on Social Order upholding laws parenting styles. Postconventional Stage PARENTING STYLES Authoritative express warmth and nurturance Stage 5. Teens Sense of democracy Parenting encourage independence Social Contract and relativity rules administer fair and consistent discipline Stage 6. Adulthood Self-selection of Authoritarian less warmth and nurturing Universal universal principles Parenting high expectations but low Principles responsiveness mistakes punished harshly. CAROL GILLIGAN Permissive usually very loving and nurturing - theory primary focuses on moral Parenting little or no attempt to discipline development in girls. children few rules and not much structure - criticized Erikson’s theory of identity due to it reflecting his own life. Rejecting/ tend to provide little guidance, - criticized Kohlberg’s idea since it mirrored his Neglectful support, or structure. own experiences and were biased against Parenting unable to engage their children for women. number of reasons. simply more focused on their own THEORY OF MORAL DEVELOPMENT wants than the needs of their children. Preconventional A person in this stage cares for Stage oneself to ensure survival. Conventional In this stage, the person feels Stage responsible and show care towards other persons.