Learning and Development

Psychosocial Theory of IntelligenceBy:Erik Erikson

• Psychologist Erik Erikson, a major contributor to developmental psychology, proposed a comprehensive theory of the ways that individuals develop their identity, or in other words, a sense of who they are and society's influence on that development. This theory is labeled the Stages of Psychosocial Development and is characterized as a series of psychological stages that have a basic conflict and important events leading to growth. The theory was developed from his hundreds of clinical observations in children.

• Stage 1: Infancy (0-8 months)TRUST vs MISTRUST- most fundamental stage of psychosocial development- based on quality of caregivers- success is based upon a feeling of safety and security- failure is based upon inconsistent care and emotionally unavailable caregivers- failure will result in fear/belief that the world

is unpredictable and inconsistent

• Stage 2: Early Childhood (13 months- 3 or 4 years old)

AUTONOMY vs SHANE/DOUBT- develop a greater sense of personal control- control gained through making preferences in food, clothing, and toys- success results in confidence and being

secure with oneself- failure results in inadequacy and self-doubt

• Stage 3: Childhood (3 or 4- 5 or 6 years old)INITIATIVE vs GUILT

Pre-School Years- asserting power through directing play and

other social interactions- success results in a sense of capability and

an ability to lead others- failure results in a sense of guilt, self-doubt,

and lack of initiative

• Stage 4: Late Childhood (6-12 years old)INDUSTRY vs INFERIORITY

- children develop a sense of pride in accomplishments and abilities through

social interactions- encouragement from parents and teachers

is necessary for success- failure results in doubting one's own

abilities to be successful

• Stage 5: Adolescence (puberty to 18 or 20 years old)

EGO IDENTITY vs ROLE CONFUSION- focus on exploring independence- develop a sense of self- personal exploration must be encouraged- success will result in a strong sense of self

and feeling of independence and control- failure with result in unsure beliefs and

desire and insecure/confused feelings in the future

• Stage 6: Young Adulthood ( 20- 30 years old)INTIMACY vs ISOLATION

- develop close, committed relationships in order to develop secure and committed

relationship in the future- strong sense of personal identity is needed- less committed relationships will result in emotional isolation, depression, and

loneliness

• Stage 7: Middle Adulthood (mid 20- late 50 years old)

GENERATIVITY vs STAGNATION- focuses on career and family- asks questions about whether or not one will

have a family and career- success will result in a sense that you've

contributed to the world- failure will result in a feeling of being

unproductive and uninvolved in the world

• Stage 8: Late Adulthood (60 yrs old and beyond)EGO INTEGRITY vs DESPAIR

- reflecting back on life- success will result in a general sense of

satisfaction and wisdom- failure will result in regrets, bitterness,

despair, and a feeling that your life has been wasted

Psychoanalytic Theory by: Sigmund Freud• Sigmund Freud's psychoanalytic theory of personality argues

that human behavior is the result of the interactions among three component parts of the mind: the id, ego, and superego.

• Conflicts among these three structures, and our efforts to find balance among what each of them "desires," determines how we behave and approach the world. What balance we strike in any given situation determines how we will resolve the conflict between two overarching behavioral tendencies: our biological aggressive and pleasure-seeking drives vs. our socialized internal control over those drives.

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• The IdThe id, the most primitive of the three structures, is

concerned with instant gratification of basic physical needs and urges. It operates entirely unconsciously (outside of conscious thought).

For example, if your id walked past a stranger eating ice cream, it would most likely take the ice cream for itself. It doesn't know, or care, that it is rude to take something belonging to someone else; it would care only that you wanted the ice cream.

• The SuperegoThe superego is concerned with social rules and morals—

similar to what many people call their “conscience" or their "moral compass." It develops as a child learns what their culture considers right and wrong.

If your superego walked past the same stranger, it would not take their ice cream because it would know that that would be rude. However, if both your id and your superego were involved, and your id was strong enough to override your superego's concern, you would still take the ice cream, but afterward you would most likely feel guilt and shame over your actions.

• The EgoIn contrast to the instinctual id and the moral superego,

the ego is the rational, pragmatic part of our personality. It is less primitive than the id and is partly conscious and partly unconscious. It's what Freud considered to be the "self," and its job is to balance the demands of the id and superego in the practical context of reality.

So, if you walked past the stranger with ice cream one more time, your ego would mediate the conflict between your id ("I want that ice cream right now") and superego ("It's wrong to take someone else's ice cream") and decide to go buy your own ice cream. While this may mean you have to wait 10 more minutes, which would frustrate your id, your ego decides to make that sacrifice as part of the compromise– satisfying your desire for ice cream while also avoiding an unpleasant social situation and potential feelings of shame.

Moral Development Theoryby: Lawrence Kohlberg

The Theory of Moral Development is a very interesting subject that stemmed from Jean Piaget's theory of moral reasoning. Developed by psychologist Lawrence Kohlberg, this theory made us understand that morality starts from the early childhood years and can be affected by several factors.

1. Level 1: Preconventional2. Level 2: Conventional3. Level 3: Postconventional

Moral Development Theoryby: Lawrence Kohlberg.

Bioecological Theory by: Urie Bronfenbrenner

Bronfenbrenner believed that a person's development was affected by everything in their surrounding environment. He divided the person's environment into five different levels: the microsystem, the mesosystem, the exosystem, the macrosystem, and the chronosystem.

1. The Micro SystemThe micro system's setting is the direct environment we have in our lives. Your family, friends, classmates, teachers, neighbors and other people who have a direct contact with you are included in your micro system. The micro system is the setting in which we have direct social interactions with these social agents. The theory states that we are not mere recipients of the experiences we have when socializing with these people in the micro system environment, but we are contributing to the construction of such environment.

2. The MesosystemThe mesosytem involves the relationships between the microsystems in one's life. This means that your family experience may be related to your school experience. For example, if a child is neglected by his parents, he may have a low chance of developing positive attitude towards his teachers. Also, this child may feel awkward in the presence of peers and may resort to withdrawal from a group of classmates.

3. The ExosystemThe exosystem is the setting in which there is a link between the context where in the person does not have any active role, and the context where in is actively participating. Suppose a child is more attached to his father than his mother. If the father goes abroad to work for several months, there may be a conflict between the mother and the child's social relationship, or on the other hand, this event may result to a tighter bond between the mother and the child.

4. The MacrosystemThe macrosystem setting is the actual culture of an individual. The cultural contexts involve the socioeconomic status of the person and/or his family, his ethnicity or race and living in a still developing or a third world country. For example, being born to a poor family makes a person work harder every day.

5. The ChronosystemThe chronosystem includes the transitions and shifts in one's lifespan. This may also involve the socio-historical contexts that may influence a person. One classic example of this is how divorce, as a major life transition, may affect not only the couple's relationship but also their children's behavior. According to a majority of research, children are negatively affected on the first year after the divorce. The next years after it would reveal that the interaction within the family becomes more stable and agreeable.

Prepared byAnnielyn P. Solen

BEED NS- IV