Child and Adolescent Development PDF

 Page - 149 Introduction Pnm I - 168 Basic Concepts and Issues on ,196 lJI{IT t Human Bevelopment -: 186...

 Page - 149 Introduction Pnm I - 168 Basic Concepts and Issues on ,196 lJI{IT t Human Bevelopment -: 186 * Brenda B, Corpuz, Ph,D, -200 -224 ;239 !zsq i i Lzx : W NTRoDUCnoN 254 Every living creature is called to become what it is meant to be. The caterpillar is meant to become a butterfly; a seed into a full grown 263 herb, bush or tree; and a human baby into a mature person, the person '\vho is fully alive, the glory of God" in the words of St. Irenaeus. How this development happens is what we learn in our biology class. We have seen it to be a fantastic process. So wonderftrl a process that we can't hetp but experience a feeling of awe for the Power or the Force or the Principle (theists call this Power or Force or Principle (God)) behind all these. The process of development involves beginnings and endings. What was this organism then? What will this organism be? A number of researches on human development have been conducted. A lot of theories on human development have been forwarded. Researches on human development continue as existing i theories get corrected, complemented or replaced. Up to the present l,2el F several issues on human development are uffesolved and so the search F I for explanations continue. -101 In this Unit, you will be acq[ninted with human development as a pnocess, the developmental'tasks that come along with each developmen- tal stage and relevant issues that are raised about human development. child and Adolescent Development Looking at Leamers at Difierent Life stages Human Development: Meaning, Q mmr MoDuLE I Concepts and Approaches - Brenda B. Corpuz, Ph.D. $oup, After li l. answer Whr adol ' hyp, hum 2. Wiil ofl 3. Will rate. CHAttENGT 4. Wil grad In this introductory Module, you are challenged to: 5. Do o define human development in your own words. devr. draw some principles of human development. adul o distinguish two approaches to human developmenL o, IBSTRA A ffi tNTRoDucrloN As you read this textbook and do tlre activity in your small groups, Meaning of Human you are undergoing the process of development. What principles govern begins at con this development proven? What do experts say about development? includes gro' These are the concerns of this Module. positive or ne Some major Here an ffi&ACrrvrTY l. Develop 1. Here are picures of Naschielle and Kenn. Each one is a bundle of developr possibilities. Describe what they were before birth (their point of then wal origin) and who they will possibly be after birth unto adulthood. the trunl What will they possibly become? Expound on your answers. and fin infancy, with ph' gradually neck, sh caudal p By' relatively effective ment (Sa  Part I Unit 1 Module 1 - Human Development: Meaning, Concepts andApproaches Q mmvss After listening to the predictions given by each member of the group, answer the following questions: I. When you gave your own predictions as to the kind of child, adolescent and adult Naschielle and Kenn may become and hypothesized on who they once wre you were"referring to human development. What then is development? 2. Will there be any,thing cornmon in the pattem of development of Naschielle and Kenn? If yes, what? 3. Will there be differences in their development, e.g. pace or rat-e of development? What and why? 4. Will the process of development take place very fast or gradually? Expound on your answer. 5. Do you believe that Naschielle and Kenn will continue to develop even in adulthood? Or will they stop developing in adulthood? 'I lgstRAfirou Meaning of human development groups, Human development is the pattern of movement or change that govern begins at conception and continues through the life span. Development t? includes growth and decline. This means that development can be positive or negative (Santrock. 2002). Some major principles of human development Here are some major principles of human development: 1. Development is relatively orderly. (http://www.cdipage.com/ of development.htm) Naschielle and Kenn will learn to sit, crawl point of then walk before they can run. The muscular control of the of the trunk and the arms comes earlier as compared to the hands and fingers. This is the proximodistal pattern. During infancy, the greatest groMh always occurs at the top - the head- with physical growth in size, weight and future differentiation gradually working its way down from top to bottom (for example, neck, shoulders. middle trunk and so on). This is the cephalo- caudal pattern. By understanding how characteristics develop, we can make relatively accurate and useful predictions about learners and design effective instructional strategies based on our knowledge of develop- ment (Santrock,2002) Child and Adolescent.Development: Looking at Leamers at Diftrent Life $ages 2. While lhe patlern of development is likely to be similar, the reflect th outcomes oJ developmerutal processes and the rate of develop- Sor ment are likely to vary among individuals. (http:ll relationsh www.cdipage.com/development.htm) - What were shared in the personalit small group discussion on what Naschielle and Kenn may become smile u were premised on many o'i'fs". Meaning if they come from a good and eve home with loving and caring parents they may develop into warm what the and responsible children, adolescents and adults. If they come from a fine la a deprived environnient, they may develop into carefree and irrespon- of facto sible adolescents and adults. end up Naschielle may develop faster and more favorably than Kenn reflect th due to differences in heredity and environment. Since heredity and Th' environment are different for different people, it seems obvious that inextrici individuals will encounter factors that make them different from separate other individuals. As a resulq we can expect individual diferences in developn developmental characteristics and variation in the ages when people and |'.las will experience events that will influence their development. father ar 3. Development takes place gradually, (http://www.cdipage.com/ on their development.htm) Naschielle and-Klnn won't develop into pimply consequ teenagers overnight. It takes years before they become one. In revert to fact, that's the way of nature. The bud does not blossom suddenly. so forth The seed does not germinate ovemight. While some changes occur process ' in a flash of insight, more often it takes weeks, months, or years for a person to undergo changes that result in the display of deve- TWo approa lopmental characteristics. 4. Development as a process is complex because it is the If you from birth to product of hiological, cogiritive and socioemotional in late old agt i processes (Santrock, 2002), if you believe Biological processes involve changes in the individual's physi- as it does dur cal nature. The brains of Naschielle and Kenn develop. They will gain height and weight. They will experience hormonal changes What t when they reach the period of puberty, and cardiovascular decline Baltes (Santro as they approach late adulthood. All these show the biological following char processes in development. l. Deve Cognitive processes involve changes in the individual's devel thought, intelligence, and language. Naschielle and Kenn develop 2. Devt from mere sounds to a word becoming two words, the two biolor words becoming a sentence. They would move on to memorizing their first prayer, singing Bayang Magiliw.in every flag ceremony 3. Deve the ll to imagining what it would be like to be a teacher or a pilot, playing chess and solving a complex math problem. All these 4. Der', being  Part I Unit 1 Module 1 - Human Developmeht: Meaning, Concepts and Approaches ', the reflect the role of cognitive processes in development. l*elop- Sosieemotional processes include changes in the individual's (http:// relationships with other people, changes in emotions, and changes in in the personality. As babies, Naschielle and Kenn responded with a sweet become smile when affectionately touched and frowned when displeased a good and even showed temper tantrum when they could not get or do fro warm what they wanted. From aggressive children, they may develop into csne from a fine lady and a gentleman or otherwise, depending on a myriad inespon- of factors. They may fall in love and get inspired for life or may end up betrayed, deserted and desperate afterwards. All these tran Kenn reflect the role of socioemotional processes in development. and These biological, cognitive and socioemotional processes are ious that inextricably intertwined. While these p,rocesses are studied tfrom. separately, the effect of one process or factor on a person's m development is not isolated from the other processes. tf Kenn people and ]rlaschielle were undemourished and troubled by the thought of father and mother about to separate, they could not concentrate.com/ on their studies and consequently would fail and repeat. As a irno pimply conseq.uence, they may lose face and drop out of school, one. In revert to illiteracy, become unskilled, unemployed and so on and so forth. See how a biological process, affects the cognitive process which in turn, affects the socioemotional process. pa1 of deve- Two approaches to human development lc it is the If you believe that Nikki and Kenn will show extensive change Eorn birth to adolescence, little or no change in adulthood and decline fuemotional h late old age, your appf,oach to development is traditional. In contrasl if you believe that even in adulthood developmental change takes place ilidual's physi- as it does during childhood, your approach is termed life-span approach. bp. They will nonal changes What are the characteristics of the life-span perspective? Paul rscular decline Baltes (Santrock, 2002), an expert in life-span development, gives the rhe biological frllowing characteristios: l. Development is lifelong. It does not end in adulthood. No r individual's developmental stage dominates development. Kenn develop 2. Development is multidimensional. Development consists of ords, the two biological, cognitive, and socio-emotional dimensions. to memorizing 3. Development is plastic. Development is possible throughout flag ceremony the life-span. rcr or a pilot, lem. All these 4. Development is contextual. Individuals are changing beings in a changing world. Child and Adolescent Development: Looking at Leamers at Difierent Life Stages 5. Development involves growth, maintenance and regula- 10. Play tion. Growth, maintenance and regulation are three (3) goals well of human development. The goals of individuals vary among tencr developmental stages. For instance, as individuals reach middle il. Dev and late adulthood, concern with growth gets into the back chall stagei while maintenance and regulation take the center stage. masl pracl Principles of chitd development and learning that inform practice t2. chik learn Below are the principles of child development and leaming which thesr are the bases of developmentally appropriate practice (DAP) in early devel childhood program for children from birth through age 8, which were stated in the position paper of the National Association for the Education of Young Children (2009). They affirm the principles of human This cou development and characteristics of life-span development approach we adolescent, wh just discussed. Find out which one is a re-statement of the principles of will be occupi human development. significance is ment that inch: l. All the domains of development and leaming-phy'sical, social and emotional, and cognitive-are importang and they are closely hood? You can interrelated. Children's development and leaming in one domain ybu relate to influence and are influenced by what takes place in other students, to ol domains. education stak Many aspects of children's learning and development follow continuous prc well documented sequences, with later abilities, skills, and knowledge building on those already acquired. J. Development and leaming proceed at varying. rates from child $nrrucr to child, as well as at uneven rates across different areas of [. "Growth il a child's individual functioning. a. What d 4. Development and leaming result from a dynamic and continu- ous interaction of biological maturation and experience. 2. Define de' 5. Early experiences have profound effects, both cumulative and developme delayed, on a child's development and leaming; and optimal State the : periods exist for certain types of development and leaming to perspectiv( occur. teachingJe Development proceeds toward greater complexity, self-regula- as you te: tion, and symbolic or representational capacities. 4. Research I 7. Children develop best when they have secure, consistent rela' developme tionships with responsive adults and opportunities for positive relationships with peers. a. Illustratr 8. Development and learning occur in and are ipfluenced by b. How d multiple social and cultural contexts. pnrximo 9. Always mentally active in seeking to understand the world pencils around them, children learn in a variety of ways; a wide than th range of teaching strategies and interactions are effective in practice supporting all these kinds of leaming. develop l t t Part I Unit 1 Module 1 - Human Danelopment: ilteaning, Concepts and Approacfies I I p regula- 10. Play is an important vehicle for developing self-regulation as l goals well as for promoting language, cognition, and social compe- [t pv among tence. hdr middle ll. Development and learning advance when children are challenged to achieve at a level just beyond their current I dre back mastery, and also when they have many opportunities to lcr stage. practice newly acquired skills. p practice 12. Children's experiences shape their motivation and approaches to learning, such as persistence, initiative, and flexibility; in tum, tsng which these dispositions and behaviors affect their learning and P; in early development. :hich were I Education This course is focused on the development of the child and the of human poach we &lescent, who are your clientele in basic education. Necessarily, you linciples of rfll be occupied only with the child and adolescent. So then, of what ipificance is your understanding of life-span development, a develop- iial, social urt ffrat includes the entire human lift cycle from conception to adult- ' are closely bod? You can apply what you will leam about life-span development as sre domain yin relate to yourself, to your fellow teachers, to parents of ydur ce in other sdents, to other colleagues in the teaching profession and to other oducation stakeholders. It is inspiring to note that development is a rent follow cuttinuous process. skills, and from child {SmrucATroil nt areas of *Growth is an evidenpe of life." a. What does this mean? rrd continu- nc€. Define development in your own words. Translate the meaning of rulative and development in Filipino and iri your local dialect. md optimal State the 5 major principles of human development from a life-span leaming to perspective. Give at least one application of each principle in the teachingJeaming process. What have these principles to do with you self-regula- as you teach learners? + Research further on the cephalocaudal and proximodistal patterns of sistent rela' development. for positive a. Illustrate both patterns by a drawing or diagram. iluenced by b. How do you app.ly your knowledge of cephalocaudal and proximodisal pattems of development in your teaching? Hint The I the world pencils of pre-K, Kindergartners and Grade t pupils are bigger rys; a wide than those of pupils in the higher Grade levels. Does this effective in practice have something to do with proximodistal patterns of development? Child and Adolescent Development: Looking at Leamers at Different Life Stages F 5. Interpret the following quotations in relation to human 4. Two appn development: a. "Every man is in certain respects like all other men, like some other men, no other man." (Murray, H.A. & C. Kluckhohn) b. "Man is an unfinished'project. He is always in the process of becoming." l-- 6. In the light of researches on human developmen! which of the trvo lDevelopment o approaches is closer to the truth traditional or lifespan? Why? 7. If your approach to human development is traditional, are the characteristics of human development from @ I a life-span perspective acceptable? Explain your answer. / \: rr [\lil BIG IDTAS I Do the following to ensure mastery of the big ideas presented in L lDevelopmental this chapter. of studv I Meaning of human development Four principles of human development and ttreir educational implica- tions. Principle Educationat lmplication 5. Characteri a. perspecti b. c. d. 3. Patterns of development a. The direction of groMh following the cephalocaudal pattern from to , the b. The direction of growth following the proximodistal paffern is from to the  Part I Unit 1 Module 1 - Human Developinent Meaning, Concepts and Approaches human { Two approaches to human development some Ibaditional vs. Life-span Approach F ohn) ress of Danelopment during childhood itre trvo hy? are the Epective [helopment during adulthood pnted in lbelopmental stage/s as focus d strdy implica- Characteristics of human development from a life-span perspective. Child and Adolescent Developrnent Looking at Learners at Difierent Life Stages MREtLt( Guide Ques l. You are a other livi evidence developinl 2. As a tea< 6. ln , one sentence, "write the principlb on human'development Read anc expressed in this Venn diagram..' fantastic Teddy en 7. Discuss the meaning of the quotations written beneath the title of As he stood ; these Unit and Module. Relate the quotation to your life. school, she t ' looked at het.:,, - ,':^'t - -'--- RISEARCH Howbver, tht *__tu slumped in h Research and reid any'research on human development' Give an Mrs. Thompst abstract of the research by stating the: hb did not p, l.) problem messy and tt 2.) methods could be un, 3.) findings would actualt 4.) conclusions pen,. making popers. q- ffsI YouR ultDtRsTAttDtt{G At the schoo Put a y' check before a correct statement and an I before a review each However, u'hr wrong one. [f you put l, explain whY. l.Development is a pattern of change. Teddyb first 2. Development is either growth or decline. ready laugh. 3.From both traditional and life-span perspectives'development is isajoytob lifelong. on excellent 4.ln the development process, there are things that hold true to because his r all people. a struggle. I 5. Individuals develop uniformly. been hard o' 6.Developmtint is predictable because it follows an orderly show much i process. steps aren't 7. Development is unidimensional. withdrawn a 8. Development takes place in a vacuum. have many fi 9.The effect of biological process on development is isolated from the effect of cognitive and socioemotional processes.  Pa( I Unit 1 Module 1 - Human Development: Meaning, Concepts andApproaches &REttECroN Gukle Questions: I- You are a bundle of possibilities. You are meant to develop like any other living thing or else you will rut. Remember "Growth is an evidence of life." If you are alive, then you must be growing and developing. Are you on your way to development? i As a teacher, you are a facilitator of the development of learners. lopment Read and reflect on how one great teacher played a role in the fantastic development of a child. Here is a true-to-life story of Teddy emailed to me by a a dear friend. title of ls lp stood in front of her 5't' grade class on the very fir* day of rlnol, she told the children an untruth. Like most teachers, she bked at her students and said that she loved them all the same. Hov?ver, that was impossible. Because there in the front row, fuiped in his seat, was a little boy named kddy Stoddard. Give atr Ifrs Thompson had watched kddy the year before and noticed that b did not play well with the other children, that his clothes wdre rcssy and that he constantly needed a both. In addition, Teddy could be unpleasant. It got to the point where Mrs. Thompson wuld actually take delight in making his papers with a broad red pn, making bold Xb and then putting a big "F" ot the top of his FWTS. It the school where Mrs. Thompson taught, she was required to before a t*'iew each child's past records and she put Teddyb off until last. Ho*,ever, when she reviewed his file, she was in for a surprise. Teddy's first grade teacher wrote, 'Teddy is a bright child with a rcady laugh. He does his work neatly and has good manners... He pment is is a joy to be around...'His second grade teacher wrote, 'kddy is sr excellent student, well liked by his classmates but he is troubled d true to bcause his mother has a terminal illness and life at home must be a struggle. His third grade teacher wrote, 'His motherb death has ben hard on him. He tries to do his best but his father doesn't orderly dpw much interest, and his home life will soon affect him if some geps aren'l taken. Teddy's fourth grade teacher wrote, 'Teddy is vithdrawn and doesn't show much interest in school. He doesn't lruve many friends and he sometimes sleeps in 'class.' ment is motional Child and Adolescent Development: Looking at Leamers at Different Life Stages Par By now, Mrs. Thompson realized the problem and she was usktmed ond he was v'o of herself. She felt even worse when her students brouglot her wedding in the Christmas presents wropped in beautiful ribbons anel brigi',i pilpet', the groom. Of except for kddyls. llis present was clumsily wrapped in the heavy, wore that brac( brown paper that he got from a grocery bag. Mrs Thompson took over, she mad' pains to open it in the middle of the other presents. Some of the remembered his children started to laugh when she found a rhinestone brdcelet with some of the stones missing, ond a bottle thot was one-quarter full They hugged , of perfume... But she stifled the children's laughter when she Thompson's eat exclaimed how pretty the bracelet was, putting it on, and dabbing Thank you so't some of the perfume on her wrist. Teddy Stoddard stayed after that I could mt school that day just long enough to soy, 'Mrs. Thompson, you smelled just like my Mom used to.' Mrs. Thompson 'You have it a After the children, she cried for at least an hour. On that very day, she quit teaching reading, writing and arithmetic. Initead, she began could make a to teach children. Mrs. Thompson paid particular attention to Teddy. wu.' As she worked with him, his mind seemed to come alive. The more (For you that do she encouraged him, the faster he responded. By the end of the Des Moines that yean kddy had become one of the smartest children in the class and, despite her lie that she would love all the children the.tame, Teddy became one of her 'teacher' pets.. Writi down A year later she found a note under her door, from Teddy, telling her that she was the best teacher he ever had in his v,hole life. Six years went by befare she got another note from kddy. I{e then wrote that he had finished high schobl, third in his class, and she was still the best tea'cher he ever had in his life. got another lette4 saying that while things Four. years after that, she had been tough at times, he'd stayed in school, had stuck with it, and would soon graduate from college with the highest of honors. He gssured Mr,s. Thompson that she was still the best ant{ favorite teacher he had ever had in his whole life. Then four years passed and yet another letter cqme. This time he explained that after he got his bachelor s degree, he decided to' g:a a little.further. The letter explained that she was still the best and.favorite teacher he ever had. But now his name was a little longer... The letter u,as signed, Theodore F. Stoddard, M.D. The story does not end there. You see there was yet another letter that spring. kddy said he had met this girl and was going to be married. He explained that his father died a couple of years ogo  Part I Unit 1 Module 1 - Human Development:.Meaning, Concepts andApproaches 9,::;itt']'l(d and he was wondering f Mrs. Thompson might agree to sit at the giit her wedding in the place that was usually reserved for the mother of J Ddper, the groom. Of course, Mrs. Thompson did. And guess what? She I leavy, wore that bracelet, the one.with several rhinestones missing. Morg- bn took over, she made sure she was wearing the perfurne that Teddy I o-f the remembered his mother wearing on their last christmas togethen ,let with ner full They hugged each other and Dr. Stoddard whispered in Mrs. ben she Thompson's eor, 'Thank you, Mrs. Thornpson for believing in me. dabbing Thank you so -much for making me feel important a:nd showing me rci aJier that I could make a dffirence.' on. you Mrs. Thompson, with tears in her eyes, whispered back. She said, en' day, 'You have it all wrong. You were the one who taught me that I e began could make a dffirence. I didn't know how to teach until I mer o Teddy. w.t.' he more (For you that don't know, Teddy stoddard is the doctor at rowa Methodist in I o.f the Des Moines that has the Stoddard Cancer Wing,) he class P Some, Writd down your reflections. t relling ,e ! ife. Iie then attd she le rhings ';: ith il, ' honors..:uvorite time he zci to go be.st o.nd i; little ). er letter ag to be TQrS AgO Child and Adolescent Development: Looking at Leamers at Different Life Stages The Stages of Development and rllroDulE Developmental Tasks ffiffii 0.,' 2 Study tt pictures, then l. Do the 2. Symboli for the 3. If you you lik group. (HAtI.tNGT In this Module you are challenged to: o define developmental tasks in your own words. o identify developmental stages of learners in different curriculum year levels. o describe the developmental tasks in each stage. o state for yourself how these developmental tasks affect your role as a facilitator of learning. G + W TNTRoDUCTToN For every developmental stage, there is ari expected developmental task. What happens when the expected developmental tasks are not achieved at the corresponding developmental stage? How can you help children achieve these developmental tasks? Soro Pre.natal perir Referring following questi, "How./i't and gyov, and what v,ill it bt born is on a t  Part I Unit 1 Module 2 -The Stages of Development and Developmental Tasks nt and ffiffiACTI,TTY Study the pictures and the descriptions below each set of brpuz, Ph.D. pictures, then answer the following questions. l. Do the pictures suggest the respective developmental stages? 2. Symbolize each developmental stage. Give a symbol that stands for the developmental task for each stage. 3. lf you were given a chance, which developmental stage would you like to be in? Why? Share your, answers with your small group. curriculum 7-8 WeekHuman Emhryo Souro: PE o Ef z I E€ (! o'6.ll sEtiE 6s) o 5s I (!ft 3r E' o =d 6, EE;* E= ->s c =o)0, e6 OE o9 c(o0, I ct 'a, OI I gEi B 6d.9rr1*- _- ES =.! 5F EE oP (,,x9 Er E5 I L- gEE Eq EE, 9; L= EE ul c)I CI trl du 8 (s E$ PE EE )6 ()E t6 SE I t o. (!l I qrl a a a a a a I i oEt l- E:l ot o 0c o g.t. 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IIe can b J his very int I develop re cmsideret fus)- Freud': ;Ap*dory. Hx tLrricts and d de of whic ACTI' Recall a r decision. I vas abouq 1un decisi  Freud's Psychoanalytic Theory rlltoDulE t work, theY 5 - Maria Rita D. Lucas, ph,D, consequences P Write your CHATI.TNGE At the end of ttris Module, the students are expected to: ' explain Freud's views about child and adolescent development.. draw implications of Freud's theory to education. ffi tNrRoDucTroN Freud's views about human development are more than a century old. He can be considered the most well known psychologist becausl of his very interesting theory about the uncons.iour una-also about sexual development. Although a lot of his views were criticized and some considered them debunked, (he himself recanted some of his earlier views). Freud's theory remains to be one of the most influential in psychology. His theory sparked the ideas in the brilliant minds of other theorists and thus became the starting point of many other theories, notable of which is Erikson's psychosocial theory in Module 7. ffi&Anrvril l. Recall a recent incident in your life when you had to make a decision. Narrate the situation below. Indicate what the decision was about, the factors that were involved and how you arrived at your decision  child and Adolescent Development: Looking at Learners at Different Life stages Jltrd'r S nuatYsls Q u-of p Freud What tactors int'luenced you in making your decision? Which of the following did you consider most in rnaking your pclnscxr decision: what will make you feel satisfied, what is most beneficial or Frrd e p practical, or what you' believed was the most moral thing to do? &g ttr r Elaborate on your answer. errn'dS f,rLTh pcific cr ? -ific f reds ar rer *ill Onl EdL D J. j frrrig). 1 ABSTRAfi toN /GEN ERAtlzATtoN I' r Oral Pr 'l As a person grows, the personality is also formed. Many airiies" psychologists present different views'about how personality develops. As r grmg€r mentioned. Frer-rd presents a very interesting theory about personality. its -G- thar i components ancl development. Read on and hopefully it will also rr* or ( somehow lead yolr to understand more your own personality. tfcndent As you read through F'reud's, theory, fill out the graphic organizer fr trarld below to hightight the important concepts: -iqis and.{rrl *eqre in Dg rtd lirogt'notrs:ottc. the.'l spec'ilic urctt -rs hlen or thut bet'onrs thc qI tre -./bcus ol pleusure lrcs ntr neecls.-l.his nta.t: &moc hc thc motilh. d persona unus and thc -'ra a genilctls. qddrc r l:i.rttt i rtn. llas u I t s Pbni./i'om./oilure to lb EEnbh. sat is.f1' lhe nee ds d.s bo_tr of a purticular ffirg tre psrchosexual st{tgc. ,qF bqs r rs their ft - drir fi  Part I Unit I lrlodule 5 - Freud's psychoanaly.tic Theory Freud's Stages qf Psychosexual Development I Frbud is the most popular psychologist that studied the develop- i ment of personality, als6 probably the most controversial. His theory of ling your psychosexual development includes five distinct stages. Accordini to trficial or Freud, a person goei through the sequence of*hcsl n*.tug;r:inJ g to do? along the way therb are needs to be met. whether these needs are met or'noq determines whether the person will develop a healthy personality or not. Th,e theory is quite interesting for many because Freud identified specific erogenous zones for each stage ol development. These are spgcific "pleasure ar€as" that beoome &Oal poins'for the particular stage. lf needs are not met along the area" a iixation occurs. As an adutt, the person will'now manifest behaviors related to this erogenous zone. Oral Stage (birth to 18 months); The erogenous zone is the mouth. 'During the oral stage, the child is focused on oral pleasures (sucking). Too much or too little satisfaction can lead to an oral Fixation or oral Personality which is shown in an increased focus on oral :d. Many activities. This type of personality may be oral receptive, that is, have velops. As a stronger tendency to smoke, drink alcohol, overeat, or oral aggres- onality. its sive, that is, with a tendency to bite his or her naits, or use curse *ill also words or even gossip. As a result, these persons may become too dependent on others, easily fooled, and lack leadership traits. on the : organizer other hand, they ,may also fight these tendencies and become pessi- mistic and aggressive.in relating with people Anal Stage (18 months to 3 years). The chitd,s focus.of pleasure in this stage is.the anus. The child finds satisfaction in elimi- nating and retaining feces. Through society's expectations, particularly the parents, thechild needs to work on toilet training. Let us remember that between one year and a half to three years the child's favorite word might be "No!". Therefore a struggle might exist in the toilet training process when the child retains feces when asked to eliminate, or may choose to defecate when asked to hold feces for some reason. tn terms of personality. fixation during this stage can result in being anal retentive, an obsession with cleanliness, perfection, and controli-or rnal expulsive where the person may become messy and disorganized. Phallic stage (ages 3 to 6). The pleasure or erogenous zone is the gertitals. During the preschool age, children becornd interested in what makes boys and girls different. Preschoolers will sometimes be seen fondling their genitals. Freud's studies led him to bblieve that during this stage boys develop unconscious sexual desire for their mother. Boys- then see their father as a rival for her mother's affection. Boys may fear that their father will punish them for these feelings, thus, the castration childandAdolescentDevelopment:LookingatLeamersatDifferentLifeStages anxiety. These feelings comprise what Fretrd 1all1d..9:Oiq"^ComPlext In Greek Mytholog!, oedipus unintentionally killed his father and rnarried his mother Jocasta. Psychoanalysts also believed that girls may also have a similar towards their father' e*perience, develtping unconscious sexual attraction This is what is ,.f.ir.d to as the Electra Complex' AccordingtoFreud',outoffearofcastratiollandduetothe strong competition of their father, boys eventually decide to identify with their father' tlre boys therrirathei than fight them. By identifying with Iharacteristics and identify themselves as males and ;;; ';^r"uiin. at this Stage *p,",., their sexual feelings toward their mother. A fixation and avoidance) and could result in sexual deviancies (both overindulging weak or confused sexual identity according to psychoanalysts' Latency Stage (age 6 to puberty)' It's during. this stage that focus is the acquisition of sexual urges remai'i r.brJt*0. The children's physicat"andacademicskills..Boysusuallyrelatemorewithboysand girls with girls during this stage' Genital Stage (puberty onwards)' The fifth stage.of The id. psychosexual developmentbeginsatthestartofpubertywlrensexualurgesareonce a vital role i baby's essel againawak.n"d.lntheearlierStages,adolescentsfbcustheirsexual pleasure centered on the principle. lt uiges towards the opposite sex peers, with the needs. So u genitals. consideratior For example Freud's PersonalitY ComPonents baby will cr Freuddescribedthepersonalitystructuresashavin$threecompo- the child is each person' the first to nents, the id, the ego ani the superego' For attention. th(.*..g. is the id, iollowed by the ego, and last to develop is the Nothin superego. needs. It is While reading about the three components, use the graphic others. Just questions about them'. organizer below to Put Your notes and no regard o id wants sor The t preschooler. begins to e aware that knows that later" so it such. it is t help the id ttre situatior  Part I Unit I Module 5 - Freud's Psychoanalytic Theory r Complex. ; father and ie a similar l their father. I due to the irientify with her. the boys rs males and L at this stage rcidance) and sts. One's is stage that Personality acquisition of rith boys and ps1'chosexual The id. Freud says thar, a child is bom with the id. The id plays rqes are once r riml role in one's personality because as a baby, it works so that the ; their sexual bebl's essential needs are met. The id operates on the pleasurb ntered on the pinciple. It lbcuses on irnmediate gratification or satisfaction of its -eds. So whatever feels good now is what it will pursue with no eonsideratiorr for the reality, logicality or practicality of the situation. F'or exanrple, a baby is hungry. It's id wants food or mirk... so the three compo- bb1' will cry. when the child needs ro be changed, the id cries. when rn. thefirst to fre child is uncomfortable, in pain, too hot, too cord, or just wants evelop is the &ntion, the id speaks up until his or her needs are met. Nothing else matters to the id except the satisfaction of its own l the graphic rceds. lt is not oriented towards considering reality nor the needs of fiem. odrers. Just see how babies cry any time of day and night! Absolutely rc regard of whether momrny is tired or daddy is sleeping. when the il wants sornething, itit now and it wants it fast! wants The ego. As the biby turns into a toddler and then into a peschooler, lre/she relates more with the environment, -the ego slowly begins to emerge. Tlre ego operates using the reatity principle. It is auare that others also have needs to be met. It is practical because it tnorvs that being irnpulsive or selfish can result to negative consequences hter. so it reasons and considers the best response to situations. As sch. it is the deciding agent of the personality. Although it f'unctions to help the id nreet its needs. it always takes into account the reality of tre situation. Child and Adolescsnt Dovelopm€nt Loolfirg * Laamers at Dlfferent Life Stages The superego.:.Near the end of,'the preschool years, or the end LI of the phatlic stage, the superego deve.lops. The superego embodies a il person,s morat aspect. This develops from what the parents, teachers r J"r and other persons who exeft influence irnpa( to,be good or moqaL The superego is likened to conscience bec.rtuse it exerts influence on Eq what one considers right and wrong. rl cl The Three Components and Personali$ Adjustment uir frilrt Freud said that.a well-adjusted person is qne who has stnong egp' # who can help satisfi the needs of the id without ^goi18 against the rhl superego *trlt. ma-intaining the person's sense of what. i.s lo,gi;alt practicai and real. Of coursi it is not easy for.the ego ts'do..all thu and strike a balance. lf the id exerts too much power over the ego' pleasure-seeking takes the person becomes too impulsive and -behavior or., on.', life. On the opposite direction, one may find the superego so strong that the ego is overpowered. The-person becomes so harsh and judgmental to himself and others' actions. The person's best effort to be gioO may still fall short of the superego's sxpectations. by The ability of a leamer to be well-adjusted is largely influenced his parens how the leamer was brought up. His exporiences about how met his needs, the extent io which'he was allowed to do the things he wrong, all wanted to do, and also how he was taught about right and that a figures to the type of personality and consequent adjustment individual ;;; Jff.a.e.' Freui believed that the personality of, an is formed early during the childhood years' **tfi:1"::rHflr. Freud said that mosr what we so through in our lives, emotions, beliefs, feelings, and impulses deep within are not available to us at a conscious level. He believed that most of what