Theories of Growth and Development PDF

Theoretical Foundations of Personality Development Is a systematic statement of principles that provides a framework for explaining a phenomenon. Developmental theories are theories that provide road maps for explaining human development. ...

Theoretical Foundations of Personality Development Is a systematic statement of principles that provides a framework for explaining a phenomenon. Developmental theories are theories that provide road maps for explaining human development.  Developmental Task It A is skill · The not soormuch successful growth responsibility achievement in chronologic age as of the completion arising which at ofathe will task that particular provide defines whether a foundation time in the for a individual’s child has passed life.from theone developmental stage of childhood to another.  Stage Age Period Neonate From birth to 28 days of life Infant 1 month – 1 year Toddler 1 - 3 years Preschool 3 – 5 years School-age child 6 – 12 years Adolescent 13 – 20 years Developmental Age Period 12- 14 early adolescent 15-17 middle adolescent 18 - 20 late Sigmund Freud ( 1856 - 1939) Austrian neurologist. Founder of Psychoanalysis. First to introduce Personality Development. Freud’s Psychoanalytic Theory The theory, based on Freud’s observations of mentally disturbed adults. Freud’s Psychoanalytic Theory Described adult behavior as being a result of instinctual drives of a primary sexual nature ( libido). Freud’s Psychoanalytic Theory He described child development as being a series of psychosexual stage.  Freud’s Psychoanalytic Theory Child sexual gratification becomes focused on a particular body part at each day. Freud’s Psychoanalytic Theory He postulated that the mind consist of 3 overlapping divisions. Conscious, subconscious, unconscious  Freud’s Psychoanalytic Theory DISTINCT ENTITIES ❑ Id – operates on pleasure principle, derived from drives and instincts ❑ Ego- controls action & perception, - contact with reality, through defense mechanism - w/ capacity for developing mutually satisfying relationship w/ others - operates on reality principle ❑ Superego –concerned w/ moral behavior  ORAL STAGE (0-18 months)  Child explores the world by using mouth, especially the tongue.  Satisfaction & gratification anxiety management revolves around oral activity.  Obtain gratification through stimulation of mouth ( oral stimulation ) as they suck, bite and explore own body.  Judge reality in terms of satisfaction.  Develop self concept from the response of others.  Activiti Site of What Major NURSING es Gratificatio happen Develo IMPLICATIO or Fixation n or Focus on this pment NS Sexual s of Libido stage? al Task Focus >Provide oral Mouth, Biting They like Weanin Smoking, stimulation Tongue, Lips Crying to put g off of Overeati even if baby Sucking things in breast ng, is place NPO Chewing their or Alcoholis (use pacifier) mouth. formula m >Never feeding. discourage thumb sucking.  ANAL STAGE (18 months- 3 years old) Child learns muscle control for toilet training. Source of enjoyment/gratification is the act of releasing contents of bowel and bladder. Shows negativism as his or her assertion for independence. Introduction of reality principle. ego development.  What Site of Activitie happe NURSING Gratificat s Major n on IMPLICATI ion or or Developme this Fixations ONS Focus of Sexual ntal Task stage Libido Focus ? Help them Anus/ Eliminati Child Help the Obsession with achieve Bowel and on begin child achieve cleanliness, sexual bowel and bladder Retentio potty bowel and anxiety. Orderliness and bladder control. n/ trainin bladder Messiness. control Defecati g. control even Child wins: without on of Toilet- if the child is Holding on- Child turns undue Feces Trainin hospitalized. to be hard headed, emphasis g. Principle of antisocial, stubborn, on its holding on unreliable, irresponsible importance. and letting Mother Wins: go. Letting go- Child turns Mother wins to be kind, obedient,  PHALLIC STAGE (3-6 years old) Gender identification and genital awareness occur as the child finds pleasure through genitals. Discover anatomical differences between sexes. Sexual fantasies about parent of opposite sex and guilt feeling about such fantasies. Oedipal issues include castration in males and penis envy in females.  Site of NURSING Activities Major Gratificatio What happen on IMPLICATI or Sexual Developmental n or Focus this stage? Fixations ONS Focus Task of Libido Accept Genitals May show Boys are more >Divert attention Deviancy child's (masturbatio exhibitionis attached to from behavior is sexual n) m. mother while girls masturbation defined interest, Have are more attached >Answer the as actions that such as increase to father. child questions violate social fondling knowledge directly. norms. genitals, as of 2 sexes. >Human Sexual a normal sexuality. dysfunction. area of >Resolving Difficulty with exploration. Oedipus and intimate Electra complex. relationships. >Identifying with gender role models (Oedipus and Electra complex)  LATENT STAGE (6-12 years old) Repression of sexuality ; sexual drives is in active until pubescence. Sexual urges are submerged, put their energies into acquiring cultural skills. Development of sense of industry and capacity for mastery of concepts and objects.  Site of Gratificati What NURSING on or happen Major Fixations IMPLICATIO Focus of Activities on this Developme NS Libido or Sexual Focus stage? ntal Task Provide None Period of suppression. Children Help the No fixations appropriate No obvious development, spend child achieve occurs (this opportunities slower growth. more time positive stage does to relate with Childs energy or libido is and experiences not occur in opposite sex diverted into more interact so that he’ll all society.) concrete type of thinking. mostly be ready to with same face the sex peers. conflicts of Repressio adolescents. n of Developing sexual defense feeling. mechanisms Social interaction. Learning  GENITAL STAGE (12-young adult age) Sexuality is channeled into relationships with opposite sex. Physiological maturation of genital/sexual functions and attendant hormonal systems lead to intensification of drives, especially libidinal ones. Task of transferring libido from parents and attributing it to others, more suitable love  Site of Activities What Major NURSING Gratification or or Sexual happen on Developmen IMPLICATIONS Fixations Focus of Libido Focus this stage? tal Task Provide positive Genitals Achieve sexual Individuals Give If all stages experiences as self (sexual intimacy) maturity and are attracted opportunity to were esteem continue to grow learn to to opposite relate to successfully as he/she prepares for establish sex peers. opposite sex. completed conflict of adolescents. satisfactory Maturation of Reaching full then the relationship sexual sexual person should with the orientation. maturity. be sexually opposite sex. Intimate matured and relationships mentally productivity. healthy.Previ Genital ous fixation is intercourse. equal to low sexual interest. No previous fixation is equal to normal sexual motivation.  Jean Piaget ( 1896 – 1980 ) Swiss psychologist, introduced concepts of cognitive development, or the way children learn and think. Reasoning powers. Genetic Epistemologist.  Defined 4 stages of cognitive development , with in the stages of growth. To progress from one period to next, children recognize their thinking processes to bring them closer to adult thinking. Given adequate environmental stimuli and an intact neurologic system, a child acquires sequentially predictable cognitive abilities. 1. Sensorimotor · 0 – 2 years old · Also called Practical Intelligence (Common Sense). o words and symbols are not yet available. o communication through senses. o Concept of PERMANENCE – parents exist, and will return to them. 1. Schema 1: Neonatal Reflex o 1 month o Early reflexes 2. Schema 2: Primary Circular Reaction o 1 – 4 months o Activities related to body; repetition of behavior Example: thumb sucking 3. Schema 3: Secondary Circular Behavior o 4 – 8 months o Activities not related to the body. o Discover person and object’s permanence. o Memory traces are present and anticipate familiar events. 4. Schema 4: Coordination of Secondary Reaction o 8 – 12 months o Exhibit goal directed behavior. o ­Sense of permanence and separateness. o Play activities: Throw and retrieve. 5. Schema 5: Tertiary Circular Reaction o 12 – 18 months o use trial and error to discover characteristic of places and events. o “Invention” of new means. o capable of space and time perception. 6. Schema 6: Invention of New Means thru Mental Coordination o 18 – 24 months o Symbolic representation. o Transitional phase to the pre-operational thought period. 2. Pre-operational Thought 1. Pre – conceptual Thought o 2 – 4 years old o Concrete, literal, static thinking o EGOCENTRIC – unable to view another's viewpoint. o REVERSIBILITY – in every action there is opposite reaction; cause and effect o Concept of time is only now and concept of distance is only as far as they can see o ANIMISM – consider inanimate object as alive. o CENTERING– able to see only one characteristics of an object.  Centering contributes to lack of conservation (ability to discern truth, even thought of physical properties) or reversibility (ability to retrace steps). Pre school thinking strongly influence by role fantasy (how they want something to turn out). Pre-schooler use assimilation ( taking in information and changing it to fit their existing ideas). Later on learn accommodation ( change their ideas to fit reality) Egocentrism –perceive that one’s thought and needs are more important than others. Define objects mainly in relation to themselves. Centering notice banana as yellow, not notice that it is also long. Centering is noticeable when children are learning about medicine ( they observe medicine as bitter but cannot understand it is good for them.) Centering contributes to preschoolers lack of conservation. Example if preschoolers see water poured from a short fat glass into a tall, thin one, they will notice only one changing characteristics. They have seen that there is 2. Pre-operational Thought 2. Intuitive Thought o Beginning of causation 3. Concrete Operational o 7 – 12 years old o SYSTEMATIC REASONING as solution to problems. o Concept of (+) reversibility o Concept of Conservation – constancy despite of transformation o Activity recommended: Collecting and Classifying.  Now using practical solutions to everyday problem. Recognize cause-and-effect relationship. Conservation of numbers – 7 years old Conservation of quantity – 7 or 8 years old Conservation of weight – 9 years old Conservation of volume – 11 years old Reasoning proceeds from specific to general. Holding a broken toy reasons the toy is made of plastic , and therefore all plastics toys break easily. 4. Formal Operational o 12 years old and above o Period when cognition achieve its final form. o Can solve hypothetical problem with SCIENTIFIC REASONING. o Can deal with past, present and future. o Capable of ABSTRACT, mature thought and formal reasoning. o Activity recommended: talk time; focus on opinions and current events. KOHLBERG’S THEORY OF MORAL DEVELOPMENT KOHLBERG’S THEORY OF MORAL DEVELOPMENT · Recognized the theory of moral development as considered to closely approximate cognitive stages of development. · Stages of Moral Development o Infancy o Premoral o Amoral o Pre-religious