Cognitive & Psychosexual Development Theories PDF

PERSONAL DEVELOPMENT Cognitive & Psychosexual Development Theories Jean Piaget’s Cognitive Development Theory Jean Piaget (1896-1980) believes that an individual grows through a dynamic process in which the body’s interna...

PERSONAL DEVELOPMENT Cognitive & Psychosexual Development Theories Jean Piaget’s Cognitive Development Theory Jean Piaget (1896-1980) believes that an individual grows through a dynamic process in which the body’s internal system interacts with the environment. His theory of cognitive development tries to explain how a child understands the world, how he thinks, reasons out, remembers, and solves problems. He considers education as a key element in developing one’s cognitive skills. SCHEMA -is a concept or framework that organizes and interprets information interpreting one's new experience in terms of one's existing knowledge. For example, a young child may first develop a schema for a horse. She knows that a horse is large, has hair, four legs, and a tail. When the little girl encounters a cow for the first time, she might initially call it a horse. After all, it fits in with her schema for the characteristics of a horse; it is a large animal that has hair, four legs, and a tail. Once she is told that this is a different animal called a cow, she will modify her existing schema for a horse and create a new schema for a cow. Stages of Cognitive Development STAGES PERIOD SOME DESCRIPTIONS The child learns through Sensori-Motor Stage From birth- 2 sensory experiences. years Knowledge is based on the senses and the child responds to people and things through reflex movements like sucking or grasping. An important understanding that should be attained on this stage is the object permanence. Object permanence is when the object continues to exist even PER. DEV. HANDOUTS- Cognitive & Psychosexual Development Theories NDDU-SHS  if it is no longer seen. (ex: peek-a-boo) The child should begin to form mental images towards the later part of this stage. Pre- Operational Stage 2- 7 years The child continues to improve using mental images and begins to use symbols to represent what he/she knows (symbolic thought/function), significantly through language. However, perceptions are limited and understanding is based on concrete objects. The child may find difficulty understanding that actions or thinking can be reversed. This ability is called irreversibility. Example of this is reversing mental operations “1+2” can be “2 + 1”. The child under this stage could be confused about the reversed mental operations. Other characteristics of a child include inability to focus on several aspects of a problem or understand cause-and-effect relationships. The child develops egocentricity where he/she is limited in understanding or appreciating others’ point of views (ex: A boy will insist to buy her sister a car for her birthday because he thinks she will also have fun playing with it as much as she does). Also, the child develops the ability called animism. PER. DEV. HANDOUTS- Cognitive & Psychosexual Development Theories NDDU-SHS  He/she tends to attribute human characteristics to inanimate objects (ex: It rains because the sky is crying; or a child will put her doll to sleep). Centration, on the other hand, is the child’s tendency to focus on one aspect. It is also developed in this stage. Ex: Piaget’s experiment with the child and the beakers Concrete-Operational Stage 8-11 years The child begins to be more logical and able to perform simple operations, begin to understand classifications (ex: living things and non- living things), and can understand reversibility (ex: commutative property of addition; 1+2=2+1 Conservation- is the child’s ability to know that certain properties of objects don’t change even if their appearance change. Ex: When the child is asked which is heavier between 1kg of iron and 1kg of cotton, the child will answer that both have the same/equal weight. Seriation- the child’s ability to order or arrange things in a series depending on properties like size, shape, height, etc. PER. DEV. HANDOUTS- Cognitive & Psychosexual Development Theories NDDU-SHS  Formal Operational Stage At this point, the child is no 11-15 years longer just dependent on concrete perceptual experiences in the present. In dealing with situations, the past and the future can be a reference to know what to do. He/she is able to analyze problems, consider different ways of solving it in a systematic way. Significantly, he/she can deal with abstract or hypothetical situations and generate ideas about it through logical thinking. (ex: Imagine the Philippines were not conquered by the Spaniards. What could have happened?) Hypothetical Reasoning - the ability to come up with different hypotheses about a problem, gather data to prove them. Analogical Reasoning -the ability to perceive relationships in objects, situations or problems. Students can now make analogies. Deductive Reasoning - the ability to think logically by applying general rules to specific examples. PER. DEV. HANDOUTS- Cognitive & Psychosexual Development Theories NDDU-SHS  Sigmund Freud’s Psychosexual Development Theory Sigmund Freud (1856-1939) is a popular psychologist whose theory of human development and personality sparked great interest, as well as controversy due to its biological orientation that focuses on psychosexual development of an individual. He believed that early experiences are very important in human development. Significantly, he considered instincts as the main source of life energy that finds its way in different parts of the body called erogenous zones or “pleasure areas” which are sensitive to stimulations. Satisfaction of each area or zone is important to develop a healthy personality. If needs are not met or satisfied excessively, fixation occurs which is characterized by attachment to a particular object or activity and may affect development. LIBIDO- sexual drive FIVE STAGES OF PSYCHOSEXUAL DEVELOPMENT STAGE APPROXIMATE PERIOD FOCUS TRAIT OUTCOMES (EROGENOUS ZONES) ORAL 0 – 1 year Oral pleasure through If fixation occurs at this mouth, eating, stage, Freud believed sucking, mouthing, the individual would chewing, and biting have issues with dependency or -Breastfeeding aggression. Fixation can also lead to overeating, smoking, drinking, nail biting, gossiping, cursing, thumb sucking ANAL 2 – 4 years Anal pleasure to Freud believed that release tension through positive experiences anus, eliminating and during the toilet training retaining feces stage serve as the basis Children must endure for people to become the demands of toilet competent, productive, training (“potty and creative adults. training”). PER. DEV. HANDOUTS- Cognitive & Psychosexual Development Theories NDDU-SHS  Fixation can lead to being obsessive with cleanliness or being messy and disorganized. The child may become perfectionist, obsessive compulsive, or careless. If parents exhibit extremes during toilet training, then a child may grow up to be anally expulsive or anally retentive “ANALLY EXPULSIVE” - limited levels of self-control, defiance, hostility, are disorganized/ scatterbrained “ANALLY RETENTIVE” – rigid, obsessively organized, and overly subservient to authority PHALLIC 4 – 6 years Pleasure through The child starts to genitals recognize what it means to be a boy or girl with “Phallus” – Latin term their physical for penis differences. Conflicts arise due to greater emotional attachment to one parent over another. Attachment of a boy to his mom (Oedipus complex- “mama’s boy”) and girl to her dad (Electra complex- papa’s girl). Extreme fixation may result to problems with sexual identity. Freud believed that boys begin to view their PER. DEV. HANDOUTS- Cognitive & Psychosexual Development Theories NDDU-SHS  fathers as a rival for the mother’s affections. The Oedipus complex describes these feelings of wanting to possess the mother and the desire to replace the father. However, the child also fears that he will be punished by the father for these feelings, a fear Freud termed “castration anxiety”. The term Electra complex has been used to describe a similar set of feelings experienced by young girls. Freud, however, believed that girls instead experience penis envy. Eventually, the child begins to identify with the same-sex parent as a means of vicariously possessing the other parent. For girls, however, Freud believed that penis envy was never fully resolved and that all women remain somewhat fixated on this stage. Psychologists such as Karen Horney disputed this theory, calling it both inaccurate and demeaning to women. Instead, Horney proposed that men experience feelings of inferiority because they PER. DEV. HANDOUTS- Cognitive & Psychosexual Development Theories NDDU-SHS  cannot give birth to children, a concept she referred to as womb envy. LATENCY 7 – 12 years Resolving fixations or The child develops conflicts in previous closeness with parents if stages; developing conflicts are resolved, academic and social and builds social ties. skills, physical abilities, Sexual urge/ drive and talents (libido) is dormant and inhibited. Children in this stage repress their sexual desires to focus on areas like academics and athletics, etc. Same-sex friendships develop during this time as well (not to be confused with homosexual relationships; children associate with those of the same-sex) The latent period is a time of exploration in which the sexual energy is repressed or dormant. This energy is still present, but it is sublimated into other areas such as intellectual pursuits and social interactions. This stage is important in the development of social and communication skills and self- confidence. Freud believed that it is possible for children to become fixated or "stuck" in this phase. Fixation at this stage can result in immaturity and an inability to form PER. DEV. HANDOUTS- Cognitive & Psychosexual Development Theories NDDU-SHS  fulfilling relationships as an adult. GENITAL 12 years – Begins at puberty This is the period of involves the adolescence. Sexual development of the interest is awakened. genitals, and libido begins to be used in its This stage is sexual role. characterized by the maturation of the Sex role identity reproductive system, formation production of sex hormones and the reactivation of the genital zone as an area of sensual pleasure. Teens in the genital stage of development are able to balance their most basic urges against the need to conform to the demands of reality and social norms. Freud's theory is still considered controversial today, but imagine how audacious it seemed during the late 1800s and early 1900s. There have been a number of observations and criticisms of Freud's psychosexual theory on a number of grounds, including scientific and feminist critiques. While few people are strong proponents of Freud's theory of psychosexual development today, his work made important contributions to our understanding of human development. Perhaps his most important and enduring contribution was the idea that unconscious influences could have a powerful impact on human behavior. Freud's theory also stressed the importance of early experiences in development. While experts continue to debate the relative contributions of early versus later experiences, developmental experts recognize that the events of early life play a critical role in the developmental process and can have lasting effects throughout life. Read more!!! Online article source: https://www.verywellmind.com/freuds-stages-of-psychosexual-development-2795962 PER. DEV. HANDOUTS- Cognitive & Psychosexual Development Theories NDDU-SHS