Term
Piaget's Cognitive Development Stage
Sensorimotor |
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Definition
| The infant consrtucts an inderstanding of the world by coordinating sensory experiences with physical actions. As infant progressess from reflexive, instructual action at birth to the beginning of symbolic thought toward the end of the stage |
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Term
Piaget's Cognitive Development Stage
Preoperational Stage |
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Definition
| The child begins to represent the world with words and images. These words and images reflect increased symbolic thinking and go beyond the connection of sensory information and physical action. |
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Term
Piaget's Cognitive Development Stage
Concrete operational |
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Definition
| The child can now reason logically about concrete events and classify objects into different sets |
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Term
Piaget's Cognitive Development Stage
Formal Operational |
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Definition
| The adolescent reasons in more abstract, idealistic, and logical ways. |
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Term
Freud's Psychosexual Stages of Development
The Oral Stage |
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Definition
| The oral stage begins at birth, when the oral cavity is the primary focus of libidal energy. The child, of course, preoccupies himself with nursing, with the pleasure of sucking and accepting things into the mouth. The oral characterwho is frustrated at this stage, whose mother refused to nurse him on demand or who truncated nursing sessions early, is characterized by pessimism, envy, suspicion and sarcasm. |
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Term
Freud's Psychosexual Stages of Development
The Anal Stage |
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Definition
| At one and one-half years, the child enters the anal stage. With the advent of toilet training comes the child's obsession with the erogenous zone of the anus and with the retention or expulsion of the feces. |
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Term
Freud's Psychosexual Stages of Development
The Phallic Stage |
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Definition
| the setting for the greatest, most crucial sexual conflict in Freud's model of development. In this stage, the child's erogenous zone is the genital region. As the child becomes more interested in his genitals, and in the genitals of others, conflict arises. |
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Term
Freud's Psychosexual Stages of Development
Latency Period |
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Definition
| a period in which the sexual drive lies dormant. Freud saw latency as a period of unparalleled repression of sexual desires and erogenous impulses. During the latency period, children pour this repressed libidal energy into asexual pursuits such as school, athletics, and same-sex friendships. But soon puberty strikes, and the genitals once again become a central focus of libidal energy. |
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Term
Freud's Psychosexual Stages of Development
The Genital Stage |
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Definition
| as the child's energy once again focuses on his genitals, interest turns to heterosexual relationships. The less energy the child has left invested in unresolved psychosexual developments, the greater his capacity will be to develop normal relationships with the opposite sex. If, however, he remains fixated, particularly on the phallic stage, his development will be troubled as he struggles with further repression and defenses. |
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Term
Erickon's Psychosocial Stages of Development
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Basic Trust vs. Mistrus
0-1 years
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Definition
| When the parents present consistent, adequate, and nurturing care, the child develops basic trust and realizes that people are dependable and the world can be a safe place. When the parents fail to provide these things, the child develops basic mistrust, resulting in depression, withdrawal, and maybe even paranoia |
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Term
Erickon's Psychosocial Stages of Development
Autonomy vs Shame & Doubt
2-3 years of age |
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Definition
| if parents guide children gradually and firmly, praise and accept attempts to be independent, autonomy develops. if parents are too permissive, harsh, or demanding, the child can feel defeated, and experience extreme shame and doubt, and grow up to engage in neurotic attempts to regain feelings of control, power, and competency. |
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Term
Erickon's Psychosocial Stages of Development
Initiative vs Guilt
4-5 years of age |
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Definition
| if parents are understanding and supportive of a child's efforts to show initiative, the child develops purpose, and sets goals and acts in ways to reach them. if children are punished for attempts to show initiative, they are likely to develop a sense of guilt, which in excess can lead to inhibition. Too much purpose and no guilt can lead to ruthlessness; |
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Term
Erickon's Psychosocial Stages of Development
Industry vs Inferiority
6-12 years of age |
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Definition
| occurs during Latency, but Erickson did not think this was a rest period; the child begins school and must tame imagination and impulses, and please others. If adults support the child's efforts, a sense of competence develops. if caretakers do not support the child, feelings of inferiorityare likely to develop. |
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Term
Erickon's Psychosocial Stages of Development
Identity vs Role Confusion
13-19 years of age |
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Definition
| young adults attempt to develop identity and ideas about strengths, weaknesses, goals, occupations, sexual identity, and gender roles. Teens "try on" different identities, going through an identity crisis. if they fail to resolve the crisis, they develop identity diffusion; their sense of self is unstable and threatened; too little identity and they may join cults or hate groups, too much identity and they may show fanaticism |
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Term
Erickon's Psychosocial Stages of Development
Intimacy vs Isolation
20-24 years
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Definition
| intimacy is the ability to be close, loving, and vulnerable with romances and friends. It is based in part upon identity development, in that you have to know yourself to share it. |
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Term
Erickon's Psychosocial Stages of Development Generativity vs Stagnation
25-65 years of age
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Definition
| If you have a strong sense of creativity, success, and of having "made a mark" you develop generativity, and are concerned with the next generation. Adults that do not feel this develop a sense of stagnation,are self-absorbed, feel little connection to others, and generally offer little to society |
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Term
Erickon's Psychosocial Stages of Development
Integrity vs Despair
65-? years of age
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Definition
this entails facing the ending of life, and accepting successes and failures, ageing, and loss. People develop ego integrity and accept their lives if they succeed, and develop a sense of wisdom a "detached concern with life itself in the face of death itself".
those who do not feel a sense of despair and dread their death; it's too late to change their lives |
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Term
KOHLBERG'S STAGES OF MORAL DEVELOPMENT
Pre-conventional reasoning |
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Definition
children interpret good and bad in terms of external rewards and punishments; follow strict rules |
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Term
KOHLBERG'S STAGES OF MORAL DEVELOPMENT
Conventional reasoning |
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Definition
individuals apply certain standards, but they are the standards set by others, such as parents or the government. Good member of society. |
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Term
KOHLBERG'S STAGES OF MORAL DEVELOPMENT
Post-conventional reasoning |
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Definition
the individual recognizes alternative moral courses, explores the options, and then decides on a personal moral code. Universal moral principles and they are higher than the one society works on. |
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Term
Moral Reasoning
Heteronomous Morality |
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Definition
the first stage of moral development in Piaget's theory, occurring from approximately 4 to 7 years of age. Justice and rules are conceived of as unchangeable properties of the world, removed from the control of people. |
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Term
Moral Reasoning
Autonomous Morality |
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Definition
the second stage of moral development in Piaget's theory, displayed by older children (about 10 years of age and older). The child becomes aware that rules and laws are created by people and, in judging an action, one should consider the actor's intentions as well as the consequences. |
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Term
Moral Reasoning
Immanent Justice |
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Definition
The concept that, if a rule is broken, punishment will be meted out immediately |
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