Fluent Essays

9 Theories of Social Development Presentation Slides Chapter Psychoanalytic Theories Learning Theories Theories of Social Cognition Ecological Theories of Development Outline of Chapter 2 Development is largely driven by maturation. Freud Behavior motivated by need to satisfy basic drives Large focus on the unconscious Erikson Development driven by a series of developmental crises Crises are age-related and maturation-related Crises must be resolved for healthy social development Psychoanalytic Theories: View of Childrens Development 3 Stage theories Continuity of individual development is emphasized. Early experiences pave the way for later development. Nature–nurture interact: Biology interacts with experience. Central Developmental Issues 4 Freud’s Psychosexual Stages Stage Description Age Oral Stage The lips, tongue, and gums are the focus of pleasurable sensations in the baby’s body, and sucking and feeding are the most stimulating activities. Birth to 1 year Anal Stage The anus is the focus of pleasurable sensations in the baby’s body, and toilet training is the most important activity. 1–2 or 3 years Phallic Stage The phallus, or penis, is the most important body part, and pleasure is derived from genital simulations. Boys are proud of their penises; girls wonder why they don’t have one. 3–6 years Latency Not really a stage; latency is an interlude during which sexual needs are quiet and children put psychic energy into conventional activities like schoolwork and sports. 6–11 years Genital Stage The genitals are the focus of pleasurable sensations, and the young person seeks sexual stimulation and sexual satisfaction in heterosexual relationships. Adolescence Freud believed that the genital stage lasts throughout adulthood. He also said that the goal of a healthy life is “to love and to work.” Adulthood Freud’s Theory of Psychosexual Development 5 Erickson’s Psychosocial Stages Stage Description Age Trust vs. Mistrust Babies either trust that others will care for their basic needs, including nourishment, warmth, cleanliness, and physical contact, or develop mistrust of others. Birth to 1 year Autonomy vs. Shame and Doubt Children either become self-sufficient in many activities, including toileting, feeding, walking, exploring, and talking, or doubt their own abilities. 1–2 or 3 years Initiative vs. Guilt Children either want to undertake many adultlike activities or internalize the limits and the prohibitions set by parents. They feel either adventurous or guilty. 3–6 years Industry vs. Inferiority Children busily learn to be competent and productive in mastering new skills or feel inferior and unable to do anything. 6–11 years Identity vs. Role Confusion Adolescents try to figure out “Who am I?” They estabilish sexual, political, religious, and vocational identities or are confused about what roles to play. Adolescence Erikson’s Theory of PsychosociaDescription of Activity 4: Self-Attributions and Achievement Motivation In Chapter 9 of your textbook, youve been learning about Carol Dweck’s Theory of Self-Attributions and Achievement Motivation and different types of achievement motivations (p. 388-390). Discuss the two different patterns of achievement motivation described by Dweck and the different attributions children make about themselves regarding their self-esteem. Then, recall your own attributions for academic successes and failures when you were in elementary school. What are those attributions like now? What messages from others may have contributed to your attributions? What recommendations would you make to parents and teachers of toddlers/preschoolers, young school age children, and middle school children (7th graders) to foster a mastery orientation and incremental theory of intelligence in children? How should praise and criticism be worded? [Your answer should include recommendations for all three ages.] Use the information in the textbook to frame and formulate your answers.