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Influenced by Freud but emphasized the role of culture and society (Kahnacademymedicine, 2017).

Plenty of room for growth and personality throughout life, spanned a lifetime, unlike Freud who only believed it happened throughout childhood (Kahnacademymedicine, 2017).

Crises occur at particular stages of development involving individuals and society (Kahnacademymedicine, 2017).

Successful completion of all 8 stages result in a healthy personality, failure would result in a more unhealthy personality in sense of self (Kahnacademymedicine, 2017).

Stages of Psychosocial Development

-Stage 1 occurs between Infant to 18 months- Trust vs. Mistrust
Virtue- hope

Negative outcome- Fear, suspicion

-Stage 2 occurs between 18 months to three years- Autonomy Vs. Shame and Doubt
Virtue- will

Negative outcome- shame

-Stage 3 occurs between three years to five years old- Initiative vs. Guilt
Virtue- purpose

Negative outcome- inadequacy

-Stage 4 occurs between six years to twelve years- Industry vs Inferiority
Teachers take an important role at this stage. Child will gain greater self-esteem and develop a sense of pride in their accomplishments by demonstrating competency in valued areas.

Virtue- competence

Negative outcome- inferiority

-Stage 5 occurs between the ages of twelve years and 18 years- Identity vs. Role Confusion

Virtue- fidelity

Negative outcome- rebellion

-Stage 6 occurs between the ages of 18-40 years- Intimacy Vs. Isolation
Virtue- love

Negative outcome- isolation

-Stage 7 occurs between the ages of 40-65 years-  Generality vs. Stagnation

Virtue- care

Negative outcome- unproductive

-Stage 8- occurs between the ages of 65 and older- Ego Integrity Vs. Despair
Virtue- wisdom

Negative outcome- dissatisfaction
(Kahnacademymedicine, 2017)

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Theory of Moral Development

Piaget was interested in what kids thought, particularly three main aspects of their moral issues:

Childrens’ understandings of    rules

Childrens’ understanding of moral responsibility

Childrens’ understandings of justice
(McLeod, 2015)

Piaget discovered that ideas about rules, moral responsibility, justice/punishment changed as children got older, and thus there were also stages to moral development (McLeod, 2015).

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Stages of Moral Development

Agreed with Piaget’s theory of moral development but expanded on his ideas (McLeod, 2013).

Kohlberg acquired Piaget’s storytelling technique involving moral dilemmas, most popular being Heinz Dilemma (McLeod, 2013).

Stages included:

Level One- Pre-Conventional Morality (nine and younger)

Level Two- Conventional Morality (most adolescents and adults)

Moral Standards of valued adult role models are internalized.

People at this stage are aware of the wider rules of society, and thus the rules are upheld to avoid guilt.

Level Three- Post-Conventional Morality (10-15% of people are capable of this thinking.)

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Theory of Cognitive Development

Piaget believed the process of cognitive development occurred due to maturation and interaction with the environment (McLeod, 2018b)

Prior to Piaget’s work, children were thought to think similar to adults until he showed that the thought process was completely different (McLeod, 2018b).

Three components to Cognitive --
-Theory

-Schemas

-Adaptation Process

Stages of Cognitive Development:

Sensorimotor (birth to age two)
Preoperational (age two to seven)

Concrete operational (age seven to 11)

Formal operational (age 11 to adolescence and adulthood)

-People at this age develop the ability to think about abstract concepts
(McLeod, 2018b).

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Sociocultural Theory of  Cognitive Development

Vygotsky focused on the social interactions that children had with those around them in the development of their cognition (McLeod, 2018a).

According to Vygotsky, emphasized that cognitive development stemmed from social interaction (McLeod, 2018a).

Learning precedes development (Burris, 2009).

Development is enhanced when confronted with new tasks in the Zone of Proximal Development, where learning takes place (Burris, 2009).

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Operant Conditions

Skinner believed that everyone learned via the rewards and punishments received for particular behaviors (McLeod, 2018c).

Skinner believed that the mind only learned through observable behavior (McLeod, 2018c).

Looking at the causes of an action and consequence were the best way to understand behavior, according to Skinner (McLeod, 2018c).

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Social Learning Theory

Bandura agreed with the theories of classical conditioning by Pavlov and operant conditioning by Skinner, but added two more ideas including :

-Behavior is learned through observational learning

-Children observe the people around them and may imitate those behaviors later in life (McLeod, 2016).

Mediating processes occur between stimuli and responses (McLeod, 2016).

Mediational processes- the consideration of behavior, occur before imitating behavior (McLeod, 2016).

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Piaget believed that learning was through a series of stages  (McLeod, 2012).

Language was a consequence of cognitive development (McLeod, 2012).

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Believed that language development was by means of environmental influences (Lemetyinen, 2012).

Via Behavior Reinforcement, children learned to associate words with meanings (Lemetyinen, 2012).

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Universal Grammar

Chomsky believed that children learning to speak simply did not have enough knowledge to help generate unlimited sentences (Clause, n.d.).

Chomsky believed that children were born with a Language Acquisition Device, the biological basis to universal grammar (Clause, n.d.).

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Three Modes of Representation:

Enactive (zero to one years)

Iconic (one to six years)

Symbolic (seven years onward)

The way in which knowledge is              stored and encoded in memory.

This area develops last and is where information is stored in the form of a symbol, such as language (McLeod, 2012).

Bruner believed that language provided for a flexible cognition (McLeod, 2012).

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This was a hierarchy of a five tier model of human needs that was a motivational theory in psychology (Alanis Business Academy, 2012).

Maslow believed that behavior was driven by needs (Alanis Business Academy, 2012).

Hierarchy of Needs included:
Physiological (Basic, Deficiency Needs)

Safety (Basic, Deficiency Needs)

Love and Belonging (Psychological, Deficiency Needs)

Esteem (Psychological, Deficiency Needs)

Self-Actualization (Self-Fulfillment, Growth/Being Needs)

(Alanis Business Academy, 2012)

Needs lower in hierarchy must be satisfied before attending to the needs higher in the hierarchy (Alanis Business Academy, 2012).

People may move between the hierarchy of different types of needs, meaning all needs do not need to be satisfied before moving between the hierarchy (Alanis Business Academy, 2012).

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This theory was created to explain how the environment and the inherited qualities of a child interact to influence the growth and development (Psychology Note HQ, 2013).

Bronfenbrenner believed that a child interacts with various ecosystems, all which interact and influence each other in every aspect of the child’s life (Psychology Note HQ, 2013).

The Bronfenbrenner Model:

Microsystem (Immediate Environment)
Mesosystem (Connections)

Exosystem (Indirect Environment)

Macrosystem (Social and Cultural Values)

Chronosystem (Changes over time)

(Psychology Note HQ, 2013)

Studying the different systems simultaneously demonstrate the interrelated influences on a child’s development (Psychology Note HQ, 2013).