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Piaget’s Stage of Cognitive Development

Sensorimotor: Birth to 2 Years

•           Uses senses and motor abilities to understand the world and coordinates sensorimotor skills; this period begins with reflexes

•           Develops schema

•           Begins to interact with environment

•           Learns that an object still exists when it is out of sight (object permanence) and begins to remember and imagine experiences (mental representation)

•           Develops thinking and goal-directed behavior

Preoperational Thought: 2 to 6 Years

•           Develops egocentric thinking (understands the world from only one perspective—that of the self)

•           Uses trial and error to discover new traits and characteristics

•           Conceptualizes time in present terms only

•           Uses symbols to represent objects

•           Develops more logical, intuitive thinking

•           Centers or focuses on a single aspect of an object, producing some distortion of reality

•           Gains in imaginative ability

•           Gradually begins to “decenter” (becomes less egocentric and understands other points of view)

Concrete Operational Thought: 7 to 11 Years

•           Understands and applies logical operations or principles to help interpret specific experiences or perceptions

•           Has more realistic views; better understands other viewpoints

•           Improves use of memory

•           Focuses on more than one task; develops logical, socialized thoughts

•           Recognizes cause-and-effect relationships

•           Learns to identify behavior outcome

•           Understands basic ideas of conversation, number classification, and other concrete ideas

Formal Operational Thought: 12+ Years

•           Uses a systematic, scientific problem-solving approach

•           Recognizes past, present, and future

•           Is able to think about abstractions and hypothetical concepts and is able to move in thought “from the real to the possible”

•           Becomes more interested in ethics, politics, and all social and moral issues as ability to take a broader and more theoretic approach to experience increases

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Crystal NietoA03
Infant:

0-12 months

·    As the infant is growing he/she  establishes trusting, meaningful relationships, Recognizes primary caregiver

·      Develops attachment behavior

·      Recognizes objects

·      Develops exploration skills

·      Develops communication skills by beginning vocalization, developing nonverbal communication system, and imitating simple vocalizations,

·       Develops muscular control

·      Establishes patterns of living, begins to develop independent living skills

Toddler:

1 to 3 years

·      Autonomy vs shame and doubt

·      Children learn to be either self-sufficient in many activities (including toileting, feeding, walking, and talking)

·      Children doubt their own abilities

Preschool:

3 to 5 years:

·      This age group recognizes self as a separate person

·       Develops increased attention span

·       Begins to develop communication skills

·      Begins to develop self-control skills

·      Masters toilet-training basics

·      Achieves independent mobility

·      Develops independent skills of daily living.

School age:

6 to 12 years

·      Children eagerly learn to be competent and productive or feel inferior and unable to do any task well. During the school-age period, the growth pattern is usually gradual and subtle.

Adolescence:

13 to 19 year

·      Adolescents try to figure out “Who am I?”

·      establish sexual, ethnic, and career identities or are confused about what future roles to play,

·      accompanying the pubertal changes are corresponding changes in the personality, is generally regarded as the psychological, social, and maturation process initiated by pubertal changes.

Early adulthood:

20 to 40 years

·      Young adults seek companionship and love with another person or become isolated from others, on financial responsibilities, making career choices, beginning social relationships, entering marriage, and becoming a parent.

·      Fantasies of what adulthood entails usually give way to more realistic expectations and hopes.

Middle adulthood:

40 to 65 years

·      Most individuals of this age group enjoy a healthy body. Some changes result in a gradual shift of balance away from peak performance.

·       The extent of these changes is directly related to diet, heredity, exercise, rest, mental outlook, stress, and disease.

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Infant:

0-12 months

·    As the infant is growing he/she  establishes trusting, meaningful relationships, Recognizes primary caregiver

·      Develops attachment behavior

·      Recognizes objects

·      Develops exploration skills

·      Develops communication skills by beginning vocalization, developing nonverbal communication system, and imitating simple vocalizations,

·       Develops muscular control

·      Establishes patterns of living, begins to develop independent living skills

Toddler:

1 to 3 years

·      Autonomy vs shame and doubt

·      Children learn to be either self-sufficient in many activities (including toileting, feeding, walking, and talking)

·      Children doubt their own abilities

Preschool:

3 to 5 years:

·      This age group recognizes self as a separate person

·       Develops increased attention span

·       Begins to develop communication skills

·      Begins to develop self-control skills

·      Masters toilet-training basics

·      Achieves independent mobility

·      Develops independent skills of daily living.

School age:

6 to 12 years

·      Children eagerly learn to be competent and productive or feel inferior and unable to do any task well. During the school-age period, the growth pattern is usually gradual and subtle.

Adolescence:

13 to 19 year

·      Adolescents try to figure out “Who am I?”

·      establish sexual, ethnic, and career identities or are confused about what future roles to play,

·      accompanying the pubertal changes are corresponding changes in the personality, is generally regarded as the psychological, social, and maturation process initiated by pubertal changes.

Early adulthood:

20 to 40 years

·      Young adults seek companionship and love with another person or become isolated from others, on financial responsibilities, making career choices, beginning social relationships, entering marriage, and becoming a parent.

·      Fantasies of what adulthood entails usually give way to more realistic expectations and hopes.

Middle adulthood:

40 to 65 years

·      Most individuals of this age group enjoy a healthy body. Some changes result in a gradual shift of balance away from peak performance.

·       The extent of these changes is directly related to diet, heredity, exercise, rest, mental outlook, stress, and disease.

Late adulthood:

65 years and over

·      Middle-aged adults are productive, performing meaningful work and raising a family, or become stagnant and inactive, new roles, relationships, and leisure time

·      Maximizes independence and maintains high level of involvement. Accepts own mortality and prepares for death.

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To me Piaget's stages of cognitive development are way more interesting than the ericksons theories since i think piaget's are more analitical but they do go hand in hand with each other
Sensorimotor: Birth to 2 years
Uses senses and motor abilities to understand the surroundigs. Begins to interact with the enviroment and develops thinking and goal directed behavior
Preoperational thought: 2-6 yrs
On this stage they develop a self centered way of thinking and understand the from from only one perspective, uses trial and error may use symbols to represent objects, gain imaginative abilities and as time passes they become less self centered
Concrete operational thought: 7-11
On this stage they use and apply logical operations, may have a more realistic view to their surroundings and sees the workd now from different point of views not only their self, memory improves dramatically and learns cause and effect.
Formal operational thought: 12+
On this stage they are more analitical they use a sientific systematic problem solving approach: recognizes past, present, and future; here they become more interested in social matters like politics social and moral issues.

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James InessEriksonStages of psychosocial developmentInfancy Birth to 1            learn to trust or mistrust Toddler 1 to 3                   autonomy vs shame and doubtPreschool 4 to 6               Initiative vs guiltSchool age 7 to 11           Industry vs inferiorityAdolescence 12 to19       Identity vs role confusionYoung adulthood 20 to 44 Intimacy vs isolationMiddle 45to 65                Generativity vs stagnationLate adulthood 65+         Ego integrity vs despairPiaget’s stages of cognitive developmentSensorimotor: Birth to 2 Years•Uses senses and motor abilities to understand the world and coordinates sensorimotor skills; this period begins with reflexes•	•Develops schema•	•Begins to interact with environmentPreoperational Thought: 2 to 6 Years•Develops egocentric thinking (understands the world from only one perspective—that of the self)•	•Uses trial and error to discover new traits and characteristics•	•Conceptualizes time in present terms only.Concrete Operational Thought: 7 to 11 Years•	•Understands and applies logical operations or principles to help interpret specific experiences or perceptions•	•Has more realistic views; better understands other viewpoints•	•Improves use of memoryFormal Operational Thought: 12+ Years•	•Uses a systematic, scientific problem-solving approach•	•Recognizes past, present, and future

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James InessEriksonStages of psychosocial developmentInfancy Birth to 1            learn to trust or mistrust Toddler 1 to 3                   autonomy vs shame and doubtPreschool 4 to 6               Initiative vs guiltSchool age 7 to 11           Industry vs inferiorityAdolescence 12 to19       Identity vs role confusionYoung adulthood 20 to 44 Intimacy vs isolationMiddle 45to 65                Generativity vs stagnationLate adulthood 65+         Ego integrity vs despairPiaget’s stages of cognitive developmentSensorimotor: Birth to 2 Years•Uses senses and motor abilities to understand the world and coordinates sensorimotor skills; this period begins with reflexes•	•Develops schema•	•Begins to interact with environmentPreoperational Thought: 2 to 6 Years•Develops egocentric thinking (understands the world from only one perspective—that of the self)•	•Uses trial and error to discover new traits and characteristics•	•Conceptualizes time in present terms only.Concrete Operational Thought: 7 to 11 Years•	•Understands and applies logical operations or principles to help interpret specific experiences or perceptions•	•Has more realistic views; better understands other viewpoints•	•Improves use of memoryFormal Operational Thought: 12+ Years•	•Uses a systematic, scientific problem-solving approach•	•Recognizes past, present, and future

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Erikson developed the psychosocial development stages

1.       Infancy

a.       As infants grow up they either learn to trust others or mistrust others of how they care for them.

2.       Toddler

a.       Toddlers learn skills for example, walking or talking, and their developmental task is either autonomy or shame and doubt

3.       Preschool

a.       This age group want to be like adults. Known as initiative versus guilt. They try to be beyond their parents but afterwards they feel guilty.

4.       School age

a.       Children want to be able to be competent in what they do and not feel inferior by not being able to complete the task

5.       Adolescence

a.       As you reach this age group, they try to figure out who they are. This developmental task is identity versus confusion.

6.       Young adulthood

a.       Adult wants to search for companionship. If they don’t then they become isolated.

7.       Middle adulthood

a.       Adults want to be productive and feel like what they are doing has meaningfulness and raise a family or the adult becomes inactive and does not feel like there work has meaning

8.       Late adulthood

a.       They try to look back in their lives and figure out if their life was fulfilled as they wanted. If they don’t feel like their life was complete they despair with their goals that were not reached or didn’t have answers.

Piaget developed cognitive development

1.       Sensorimotor (birth – 2 years)

a.       Piaget categorized this by how they use sense and motor abilities. They start to be familiar with their environment and learn and imagine experiences

2.       Preoperational (2-6 years)

a.       This stage starts to develop egocentric thinking, use trial and error, use symbols to represent objects. They starts to understand other points and not just one.

3.       Concrete operational thought (7-11 years)

a.       This group understand and applies logical operations. They have more realistic views which help them better understand viewpoints of others. Memory starts to improve and starts to become more social to others thoughts. Starts to understand ideas, classification and other concrete ideas.

4.       Formal operational thought

a.       This stage uses a systematic, scientific problem-solving approach. They use more critical thinking and recognize what has happened in their life. People are more interested in ethics, politics and all social and moral issues to take a more theoretic approach to experience.

Cooper, K., Gosnell, K. (2015). Foundations and Adult Health Nursing, 7th Edition. [Bookshelf Online]. Retrieved from https://bookshelf.vitalsource.com/#/books/9780323100014/

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Foundations Assign - Padlet- Growth & Dev

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Erikson’s Stages of psychosocial Development

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Erik son's Stages of Psychosocial Development
1.Infancy
Birth to 1
Basic trust vs mistrust
Infants learn to either trust or not trust that significant others will properly care for their basic needs, including nourishment, sucking, warmth, cleanliness, and physical contact.
2.Toddler
1 to 3
Autonomy vs shame and doubt
Children learn to be either self-sufficient in many activities (including toileting, feeding, walking, and talking) or doubt their own abilities.
3.Preschool
4 to 6
Initiative vs guilt
Children want to undertake many adult-like activities, sometimes going beyond the limits set by parents and feeling guilty because of it.
4.School age
7 to 11
Industry vs inferiority
Children eagerly learn to be competent and productive or feel inferior and unable to do any task well.
5.Adolescence
12 to 19
Identity vs role confusion
Adolescents try to figure out “Who am I?” They establish sexual, ethnic, and career identities or are confused about what future roles to play.
6.Young adulthood
20 to 44
Intimacy vs isolation
Young adults seek companionship and love with another person or become isolated from others.
7.Middle adulthood
45 to 65
Generativity vs stagnation
Middle-aged adults are productive, performing meaningful work and raising a family, or become stagnant and inactive.
8.Late adulthood
65+
Ego integrity vs despair
Older adults try to make sense out of their lives, either seeing life as meaningful and whole or despairing at goals never reached and questions never answered.
Sensorimotor: Birth to 2 Years
•Uses senses and motor abilities to understand the world and coordinates sensorimotor skills; this period begins with reflexes
•Develops schema
•Begins to interact with environment
•Learns that an object still exists when it is out of sight (object permanence) and begins to remember and imagine experiences (mental representation)
•Develops thinking and goal-directed behavior
Preoperational Thought: 2 to 6 Years
•Develops egocentric thinking (understands the world from only one perspective—that of the self)
•Uses trial and error to discover new traits and characteristics
•Conceptualizes time in present terms only
•Uses symbols to represent objects
•Develops more logical, intuitive thinking
•Centers or focuses on a single aspect of an object, producing some distortion of reality
•Gains in imaginative ability
•Gradually begins to “decenter” (becomes less egocentric and understands other points of view)
Concrete Operational Thought: 7 to 11 Years
•Understands and applies logical operations or principles to help interpret specific experiences or perceptions
•Has more realistic views; better understands other viewpoints
•Improves use of memory
•Focuses on more than one task; develops logical, socialized thoughts
•Recognizes cause-and-effect relationships
•Learns to identify behavior outcome
•Understands basic ideas of conversation, number classification, and other concrete ideas
Formal Operational Thought: 12+ Years
•Uses a systematic, scientific problem-solving approach
•Recognizes past, present, and future
•Is able to think about abstractions and hypothetical concepts and is able to move in thought “from the real to the possible”
•Becomes more interested in ethics, politics, and all social and moral issues as ability to take a broader and more theoretic approach to experience increases
(Cooper 705)
Cooper, Kim, Kelly Gosnell. Foundations and Adult Health Nursing, 7th Edition. Mosby, 082014. VitalBook file.

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1. Infancy | Birth to 1 | Basic trust vs mistrust | Infants learn to either trust or not trust that significant others will properly care for their basic needs, including nourishment, sucking, warmth, cleanliness, and physical contact.
2. Toddler | 1 to 3 | Autonomy vs shame and doubt | Children learn to be either self-sufficient in many activities (including toileting, feeding, walking, and talking) or doubt their own abilities.
3. Preschool | 4 to 6 | Initiative vs guilt | Children want to undertake many adult-like activities, sometimes going beyond the limits set by parents and feeling guilty because of it.
4. School age | 7 to 11 | Industry vs inferiority | Children eagerly learn to be competent and productive or feel inferior and unable to do any task well.
5. Adolescence | 12 to 19 | Identity vs role confusion | Adolescents try to figure out “Who am I?” They establish sexual, ethnic, and career identities or are confused about what future roles to play.
6. Young adulthood | 20 to 44 | Intimacy vs isolation | Young adults seek companionship and love with another person or become isolated from others.
7. Middle adulthood | 45 to 65 | Generativity vs stagnation | Middle-aged adults are productive, performing meaningful work and raising a family, or become stagnant and inactive.
8. Late adulthood | 65+ | Ego integrity vs despair | Older adults try to make sense out of their lives, either seeing life as meaningful and whole or despairing at goals never reached and questions never answered.

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Infancy birth to 1 year: Establishes trusting, meaningful relationships, Recognizes primary caregiver, Develops attachment behavior, Learns to recognize objects, Develops exploration skills, Develops communication skills by beginning vocalization, developing nonverbal communication system, and imitating simple vocalizations, Develops muscular control, Establishes patterns of living, begins to develop independent living skills

Toddler: 1 to 3 years:
Autonomy vs shame and doubt, Children learn to be either self-sufficient in many activities (including toileting, feeding, walking, and talking) or doubt their own abilities.

Preschool 3 to 5 years: Recognizes self as a separate person, Develops increased attention span, Begins to develop communication skills, Begins to develop self-control skills, Masters toilet-training basics, Achieves independent mobility, Develops independent skills of daily living.

School age: 6 to 12 years: inferiority: Children eagerly learn to be competent and productive or feel inferior and unable to do any task well. During the school-age period, the growth pattern is usually gradual and subtle.

Adolescence: 13 to 19 year: Adolescents try to figure out “Who am I?” They establish sexual, ethnic, and career identities or are confused about what future roles to play, accompanying the pubertal changes are corresponding changes in the personality, is generally regarded as the psychological, social, and maturation process initiated by pubertal changes.

Early adulthood: 20 to 40 years: Young adults seek companionship and love with another person or become isolated from others, on financial responsibilities, making career choices, beginning social relationships, entering marriage, and becoming a parent. Fantasies of what adulthood entails usually give way to more realistic expectations and hopes.

Middle adulthood: 40 to 65 years: Most individuals of this age group enjoy a healthy body. Some changes result in a gradual shift of balance away from peak performance. The extent of these changes is directly related to diet, heredity, exercise, rest, mental outlook, stress, and disease.

Late adulthood: 65 years and over:
Middle-aged adults are productive, performing meaningful work and raising a family, or become stagnant and inactive, new roles, relationships, and leisure time, Maximizes independence and maintains high level of involvement. Accepts own mortality and prepares for death.

Cooper, K., Gosnell, K. (2015). Foundations and Adult Health Nursing, 7th Edition. [Pageburstl]. Retrieved from https://pageburstls.elsevier.com/#/books/9780323100014/

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Piaget's theory defines cognitive acts based on the way the mind works at different stages of life.

Sensorimotor: Birth to 2 Years

• Uses senses and motor abilities to understand the world and coordinates sensorimotor skills; this period begins with reflexes • Develops schema • Begins to interact with environment • Learns that an object still exists when it is out of sight (object permanence) and begins to remember and imagine experiences (mental representation) • Develops thinking and goal-directed behavior

Preoperational Thought: 2 to 6 Years •

Develops egocentric thinking (understands the world from only one perspective—that of the self) • Uses trial and error to discover new traits and characteristics • Conceptualizes time in present terms only • Uses symbols to represent objects • Develops more logical, intuitive thinking • Centers or focuses on a single aspect of an object, producing some distortion of reality • Gains in imaginative ability • Gradually begins to “decenter” (becomes less egocentric and understands other points of view) Concrete Operational Thought: 7 to 11 Years •

Understands and applies logical operations or principles to help interpret specific experiences or perceptions • Has more realistic views; better understands other viewpoints • Improves use of memory • Focuses on more than one task; develops logical, socialized thoughts • Recognizes cause-and-effect relationships • Learns to identify behavior outcome • Understands basic ideas of conversation, number classification, and other concrete ideas

Formal Operational Thought: 12+ Years •

Uses a systematic, scientific problem-solving approach • Recognizes past, present, and future • Is able to think about abstractions and hypothetical concepts and is able to move in thought “from the real to the possible” • Becomes more interested in ethics, politics, and all social and moral issues as ability to take a broader and more theoretic approach to experience increases.

(Cooper 705)

Cooper, Kim, Kelly Gosnell. Foundations and Adult Health Nursing,  7th Edition. Mosby, 082014. VitalBook file

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Piaget's Stages of Cognitive Development

Sensorimotor: Birth to 2 Years

-Uses senses and motor abilities to understand the world and coordinates sensorimotor skills; this period begins with reflexes
-Develops schema

-Begins to interact with environment

-Learns that an object still exists when it is out of sight (object permanence) and begins to remember and imagine experiences (mental representation)

-Develops thinking and goal-directed behavior

Preoperational Thought: 2 to 6 Years

-Develops egocentric thinking (understands the world from only one perspective ”that of the self)

-Uses trial and error to discover new traits and characteristics

-Conceptualizes time in present terms only

-Uses symbols to represent objects

-Develops more logical, intuitive thinking

-Centers or focuses on a single aspect of an object, producing some distortion of reality

-Gains in imaginative ability

-Gradually begins to decenter (becomes less egocentric and understands other points of view)

Concrete Operational Thought: 7 to 11 Years

-Understands and applies logical operations or principles to help interpret specific experiences or perceptions

-Has more realistic views; better understands other viewpoints

-Improves use of memory

-Focuses on more than one task; develops logical, socialized thoughts

-Recognizes cause-and-effect relationships

-Learns to identify behavior outcome

-Understands basic ideas of conversation, number classification, and other concrete ideas

Formal Operational Thought: 12+ Years

-Uses a systematic, scientific problem-solving approach

-Recognizes past, present, and future

-Is able to think about abstractions and hypothetical concepts and is able to move in thought from the real to the possible

-Becomes more interested in ethics, politics, and all social and moral issues as ability to take a broader and more theoretic approach to experience increases

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Commitment, goals, and respect for each other all call for equal time and energy. Success at marriage satisfies Erikson's task of intimacy and helps fulfill the individual's need for love and belonging.  Infancy | Birth to 1 | Basic trust vs mistrust | Infants learn to either trust or not trust that significant others will properly carefor their basic needs, including nourishment, sucking, warmth, cleanliness, and physical contact.
2. Toddler | 1 to 3 | Autonomy vs shame and doubt | Children learn to be either self-sufficient in many activities (including toileting, feeding, walking, and talking) or doubt their own abilities.
3. Preschool | 4 to 6 | Initiative vs guilt | Children want to undertake many adult-like activities, sometimes going beyond the limits set by parents and feeling guilty because of it.
4. School age | 7 to 11 | Industry vs inferiority | Children eagerly learn to be competent and productive or feel inferior and unable to do any task well.
5. Adolescence | 12 to 19 | Identity vs role confusion | Adolescents try to figure out “Who am I?” They establish sexual, ethnic, and career identities or are confused about what future roles to play.
6. Young adulthood | 20 to 44 | Intimacy vs isolation | Young adults seek companionship and love with another person or become isolated from others.
7. Middle adulthood | 45 to 65 | Generativity vs stagnation | Middle-aged adults are productive, performing meaningful work and raising a family, or become stagnant and inactive.
8. Late adulthood | 65+ | Ego integrity vs despair | Older adults try to make sense out of their lives, either seeing life as meaningful and whole or despairing at goals never reached and questions never answered.
Piaget focused on the concept of cognitive development beginning in infancy and continuing throughout the childhood years.

During this stage, the infant uses the senses to learn about self and environment. The infant learns with exploration of objects and events and with interaction. Piaget describes the infant as being in the sensorimotor stage of cognitive development.

The period from 12 to 24 months of age completes the last phase of sensorimotor development, in which the toddler's knowledge of the world comes about primarily through sensory impressions and motor activities. The period of early childhood is the preoperational thought stage. The child uses trial and error to discover new traits and characteristics. According to Piaget, this stage extends from 2 to 7 years of age.  According to Piaget, the preschool child is at the preoperational stage of cognitive development. Preschoolers use symbols to represent objects. They use trial and error to discover and adopt new traits and characteristics. Between ages 4 and 7 years, intuitive thinking develops and the child begins to think logically. Children in the preoperational stage see the world from their own viewpoint. They see things as absolutes, in terms of white and black. All things are to the preschool child either good or bad.
Piaget saw adulthood as actively developing the formal operational approach to learning and problem solving. He believed that the same cognitive operations apply throughout adulthood to a larger, more expansive list of experiences. Adults tend to think in an integrative way.

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Piagets's stages of cognitive development:
Sensory Motor Birth-2 years: Uses senses and motor abilities to understand the world and coordinates sensorimotor skills, this period begins with reflexes. Develops schema. Begins to interact with environment. Learns object permanence and begins with mental representation. develops thinking and goal-oriented behavior.

Perioperational Thought: 2 to 6 years
Develops egocentric thinking. Uses trial and error to discover new traits and characteristics. Conceptualizes time in present terms only. Uses symbols to represent objects. Develops more logical, intuitive thinking. Centers or focuses on a single aspect of an object, producing some distortion of reality. Gains in imaginative ability. Gradually begins to "decenter".

Concrete Operational Thought: 7 to 11 years
Understands and applies logical operations or principles to help interpret specific experiences or perceptions. Has more realistic views; better understands other viewpoints. Improves use of memory. Focuses on more than one task; develops logical, socialized thoughts. Recognizes cause-and-effect. Learns to identify behavior outcome. Understands basic ideas of conversation, number classification, and other concrete ideas.

Formal Operational Thought: 12+ years
Uses systematic, scientific problem-solving approach. Recognizes past, present, future. Is able to think about abstractions and hypothetical concept and is able to move in thought "from the real to the possible". Becomes more interested in ethics, politics, and all social and moral issues as ability to take a broader and more therapeutic approach to experience increases.

Box 23-6
:https://pageburstls.elsevier.com/ Pageburstl: Foundations and Adult Health Nursing

https://pageburstls.elsevier.com/books/9780323100014/epubcfi/6/58[idloc_028.xhtml-itemref]!/4[eid68784]/32[eid69739]/10[eid69750]/4[eid69752]/2[eid69753]@0:0

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Stages of Growth and Development
Infancy

Birth to 1

Basic trust vs mistrust

Infants learn to either trust or not trust that significant others will properly care for their basic needs, including nourishment, sucking, warmth, cleanliness, and physical contact. An infant's physical development happens so rapidly that size, shape, and skills seem to change daily. The infant growth, which proceeds in a cephalocaudal and proximodistal sequence, is rapid during the first 6 months of life. Infants are expected to gain about 1.5 pounds per month until 5 months, and infants usually double their birth weight by 4 to 6 months. By the time the baby is 1 year of age, the birth weight has tripled (average weight is 21.5 pounds). By 12 months of age, the infant's birth length has increased about 50%; the typical length is 30 inches (75 cm). The motor development At 2 months, the infant is able to hold the head up while in the prone position. By 4 months, the infant has the ability to hold the head up steadily to a 90-degree angle while in the prone position. At 6 months, most infants are able to balance the head quite well. By the end of the 7 months, infants have acquired the ability to sit up steadily without support.

Toddler (1 to 3)

Autonomy vs shame and doubt

At 2 months, the infant is able to hold the head up while in the prone position. By 4 months, the infant has the ability to hold the head up steadily to a 90-degree angle while in the prone position. At 6 months, most infants are able to balance the head quite well. By the end of the 7 months, infants have acquired the ability to sit up steadily without support. Children learn to be either self-sufficient in many activities (including toileting, feeding, walking, and talking) or doubt their own abilities. Many gross motor skills emerge in this period, including walking, climbing stairs (2 years), and hopping (3 years). The toddler develops running, pulling, and holding-on-tight skills, exploring the world in ways previously impossible. This time is also when the fine motor skills begin to be acquired, such as beginning to scribble (2 years) and copying a circle (3 years). Erikson sees the toddler as struggling with autonomy (self-control) in opposition to shame and doubt. With newfound skills of independence, walking, talking, self-feeding, and beginning toilet training, the toddler is struggling to be independent.

Preschool (4 to 6)

Initiative vs guilt

Children want to undertake many adult-like activities, sometimes going beyond the limits set by parents and feeling guilty because of it. Physical development during early childhood occurs on many fronts. The most obvious are the striking changes in size and shape; and the most important—maturation of the nervous system and mastery of motor skills—are the least obvious. Growth during the preschool period tends to be slow and steady. The preschooler looks taller and thinner than at earlier stages as the toddler's lordosis and protuberant abdomen are left behind (the abdominal muscles strengthen, and the child loses the potbelly appearance). Average weight gain is less than 5 pounds per year. First, children learn to function independently; they subsequently use imagination to creatively explore new experiences. Erikson describes the task of the preschooler in terms of initiative versus guilt. Preschoolers search for and create fantasies about the different kinds of people they would like to become.

School age (7 to 11)

Industry vs inferiority

Children eagerly learn to be competent and productive or feel inferior and unable to do any task well. During the school-age period, the growth pattern is usually gradual and subtle. The most obvious growth is in the long bones of the extremities and in the development of the facial bones. As a result of this bone growth, some children report “growing pains,” particularly at night. Persistent pains call for evaluation by a physician to rule out any underlying pathologic condition. From ages 6 to 12 years, height and weight increase by about 2 inches and 4.5 to 6.5 pounds per year for both boys and girls. Entrance into school challenges the child and creates demands for new social and cognitive skills. The child becomes more independent and participates in a broader world of peers and new experiences. School-age children become increasingly aware of rules and socialization skills and expectations. The beginning abilities to compromise and compete are challenges that face this age group.

Adolescence (12 to 19)

Identity vs role confusion

Adolescents try to figure out “Who am I?” They establish sexual, ethnic, and career identities or are confused about what future roles to play. The term adolescence covers the transition period from childhood to adulthood. Adolescence begins at puberty; accompanying the pubertal changes are corresponding changes in the personality. Puberty, the period of life at which the ability to reproduce begins, entails the maturation of the reproductive system, including all the primary and secondary sexual developmental changes. Primary changes occur in the organs related to reproduction (ovaries, breasts, uterus, testes, and penis). Exactly when adolescence begins is different in each individual. Some enter adolescence at an early age; others develop later. Regardless of the exact age of onset, we usually perceive the nearing of this stage by recognizing the onset of distinct behavioral changes.

Young adulthood (20 to 44)

Intimacy vs isolation

Young adults seek companionship and love with another person or become isolated from others. The transition to adulthood in the United States is marked by events such as taking on financial responsibilities, making career choices, beginning social relationships, entering marriage, and becoming a parent. All the challenges and accomplishments of the earlier developmental stages have helped prepare the individual for the responsibilities of adult maturity. Fantasies of what adulthood entails usually give way to more realistic expectations and hopes. Dual-career families have grown out of the economic realities of our times, as well as women's interest in pursuing careers. The feminist movement has resulted in many positive social changes. Both the home and the workplace show the effects of these changes and the dual-career lifestyle.

Middle adulthood (45 to 65)

Generativity vs stagnation

Middle-aged adults are productive, performing meaningful work and raising a family, or become stagnant and inactive. The middle adulthood period is arbitrarily designated as occurring between 40 and 65 years of age. Most individuals of this age group enjoy a healthy body. Some changes result in a gradual shift of balance away from peak performance. The extent of these changes is directly related to diet, heredity, exercise, rest, mental outlook, stress, and disease.According to Erikson, the developmental task of middle age is generativity versus stagnation, which means accepting responsibility for and offering guidance to the next generation. Generativity encompasses productivity, continuity, and creativity. If this developmental task is not met, people become stagnant (inactive or lifeless).

Late adulthood (65+)

Ego integrity vs despair

Older adults try to make sense out of their lives, either seeing life as meaningful and whole or despairing at goals never reached and questions never answered. Older adults represent a rapidly growing segment of the population, and we all should prepare for and understand the aging process. There are many approaches to examining the experience of growing old. Aging is a normal condition of human existence and has been studied from sociologic, physiologic, and psychological perspectives. Throughout the life span, all these aspects of the human experience are interrelated. Years of living along with successes, failures, strengths, weaknesses, and all the early experiences influence the emotional stability of older adults. Despite the physiologic changes associated with the aging process, the older years should be viewed as a time of satisfaction and pleasure. Many older adults choose to work after age 65 years.

Cooper, Kim, Kelly Gosnell. Foundations and Adult Health Nursing, 7th Edition. Mosby, 2015. [Pageburstl].

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Stages of Growth and Development -Kimberly Sanchez

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Stages of Growth and Development -Kimberly Sanchez

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Piaget's theory defines cognitive acts based on the way the mind works at different stages of life.

Sensorimotor: Birth to 2 Years

• Uses senses and motor abilities to understand the world and coordinates sensorimotor skills; this period begins with reflexes • Develops schema • Begins to interact with environment • Learns that an object still exists when it is out of sight (object permanence) and begins to remember and imagine experiences (mental representation) • Develops thinking and goal-directed behavior

Preoperational Thought: 2 to 6 Years •

Develops egocentric thinking (understands the world from only one perspective—that of the self) • Uses trial and error to discover new traits and characteristics • Conceptualizes time in present terms only • Uses symbols to represent objects • Develops more logical, intuitive thinking • Centers or focuses on a single aspect of an object, producing some distortion of reality • Gains in imaginative ability • Gradually begins to “decenter” (becomes less egocentric and understands other points of view) Concrete Operational Thought: 7 to 11 Years •

Understands and applies logical operations or principles to help interpret specific experiences or perceptions • Has more realistic views; better understands other viewpoints • Improves use of memory • Focuses on more than one task; develops logical, socialized thoughts • Recognizes cause-and-effect relationships • Learns to identify behavior outcome • Understands basic ideas of conversation, number classification, and other concrete ideas

Formal Operational Thought: 12+ Years •

Uses a systematic, scientific problem-solving approach • Recognizes past, present, and future • Is able to think about abstractions and hypothetical concepts and is able to move in thought “from the real to the possible” • Becomes more interested in ethics, politics, and all social and moral issues as ability to take a broader and more theoretic approach to experience increases.

(Cooper 705)

Cooper, Kim, Kelly Gosnell. Foundations and Adult Health Nursing,  7th Edition. Mosby, 082014. VitalBook file.

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STAGE

DEVELOPMENTAL TASK

OUTCOMES

1. Infancy | Birth to 1 | Basic trust vs mistrust | Infants learn to either trust or not trust that significant others will properly care for their basic needs, including nourishment, sucking, warmth, cleanliness, and physical contact.
2. Toddler | 1 to 3 | Autonomy vs shame and doubt | Children learn to be either self-sufficient in many activities (including toileting, feeding, walking, and talking) or doubt their own abilities.
3. Preschool | 4 to 6 | Initiative vs guilt | Children want to undertake many adult-like activities, sometimes going beyond the limits set by parents and feeling guilty because of it.
4. School age | 7 to 11 | Industry vs inferiority | Children eagerly learn to be competent and productive or feel inferior and unable to do any task well.
5. Adolescence | 12 to 19 | Identity vs role confusion | Adolescents try to figure out “Who am I?” They establish sexual, ethnic, and career identities or are confused about what future roles to play.
6. Young adulthood | 20 to 44 | Intimacy vs isolation | Young adults seek companionship and love with another person or become isolated from others.
7. Middle adulthood | 45 to 65 | Generativity vs stagnation | Middle-aged adults are productive, performing meaningful work and raising a family, or become stagnant and inactive.
8. Late adulthood | 65+ | Ego integrity vs despair | Older adults try to make sense out of their lives, either seeing life as meaningful and whole or despairing at goals never reached and questions never answered.

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Ashley Flores A01 1.InfancyBirth to 1 Basic trust vs mistrustInfants learn to either trust or not trust that significant others will properly care for their basic needs, including nourishment, sucking, warmth, cleanliness, and physical contact. 2.Toddler 1 to 3 Autonomy vs shame and doubt Children learn to be either self-sufficient in many activities (including toileting, feeding, walking, and talking) or doubt their own abilities. 3.Preschool 4 to 6Initiative vs guilt Children want to undertake many adult-like activities, sometimes going beyond the limits set by parents and feeling guilty because of it. 4.School age7 to 11 Industry vs inferiorityChildren eagerly learn to be competent and productive or feel inferior and unable to do any task well. 5.Adolescence12 to 19 Identity vs role confusionAdolescents try to figure out “Who am I?” They establish sexual, ethnic, and career identities or are confused about what future roles to play. 6.Young adulthood 20 to 44 Intimacy vs isolationYoung adults seek companionship and love with another person or become isolated from others. (Cooper 703)Cooper, Kim, Kelly Gosnell. Foundations and Adult Health Nursing, 7th Edition. Mosby, 082014. VitalBook file.The citation provided is a guideline. Please check each citation for accuracy before use. 

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Ashley Flores A01 1.InfancyBirth to 1 Basic trust vs mistrustInfants learn to either trust or not trust that significant others will properly care for their basic needs, including nourishment, sucking, warmth, cleanliness, and physical contact. 2.Toddler 1 to 3 Autonomy vs shame and doubt Children learn to be either self-sufficient in many activities (including toileting, feeding, walking, and talking) or doubt their own abilities. 3.Preschool 4 to 6Initiative vs guilt Children want to undertake many adult-like activities, sometimes going beyond the limits set by parents and feeling guilty because of it. 4.School age7 to 11 Industry vs inferiorityChildren eagerly learn to be competent and productive or feel inferior and unable to do any task well. 5.Adolescence12 to 19 Identity vs role confusionAdolescents try to figure out “Who am I?” They establish sexual, ethnic, and career identities or are confused about what future roles to play. 6.Young adulthood 20 to 44 Intimacy vs isolationYoung adults seek companionship and love with another person or become isolated from others. (Cooper 703)Cooper, Kim, Kelly Gosnell. Foundations and Adult Health Nursing, 7th Edition. Mosby, 082014. VitalBook file.The citation provided is a guideline. Please check each citation for accuracy before use. 

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Ivy Bautista A01                                        Erikson’s Stages 1.  Infancy Birth to 1 Basic trust vs mistrust Infants learn to either trust or not trust that significant others will properly care for their basic needs, including nourishment, sucking, warmth, cleanliness, and physical contact. 2.  Toddler 1 to 3 Autonomy vs shame and doubt Children learn to be either self-sufficient in many activities (including toileting, feeding, walking, and talking) or doubt their own abilities. 3.  Preschool 4 to 6 Initiative vs guilt Children want to undertake many adult-like activities, sometimes going beyond the limits set by parents and feeling guilty because of it. 4.  School age 7 to 11 Industry vs inferiority Children eagerly learn to be competent and productive or feel inferior and unable to do any task well. 5.  Adolescence 12 to 19 Identity vs role confusion Adolescents try to figure out “Who am I?” They establish sexual, ethnic, and career identities or are confused about what future roles to play. 6.  Young adulthood 20 to 44 Intimacy vs isolation Young adults seek companionship and love with another person or become isolated from others. 

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Ivy Bautista A01                                        Erikson’s Stages 1.  Infancy Birth to 1 Basic trust vs mistrust Infants learn to either trust or not trust that significant others will properly care for their basic needs, including nourishment, sucking, warmth, cleanliness, and physical contact. 2.  Toddler 1 to 3 Autonomy vs shame and doubt Children learn to be either self-sufficient in many activities (including toileting, feeding, walking, and talking) or doubt their own abilities. 3.  Preschool 4 to 6 Initiative vs guilt Children want to undertake many adult-like activities, sometimes going beyond the limits set by parents and feeling guilty because of it. 4.  School age 7 to 11 Industry vs inferiority Children eagerly learn to be competent and productive or feel inferior and unable to do any task well. 5.  Adolescence 12 to 19 Identity vs role confusion Adolescents try to figure out “Who am I?” They establish sexual, ethnic, and career identities or are confused about what future roles to play. 6.  Young adulthood 20 to 44 Intimacy vs isolation Young adults seek companionship and love with another person or become isolated from others. 

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A01

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Erikson's development of psychosocial development:
~ Infancy: Basic Trust vs Mistrust
~Toddler: Autonomy vs shame and doubt
~ Preschool: Initiative vs Guilt
~ School Age: Industry vs Inferiority
~ Adolescence: Identity vs Role confusion
~ Young Adulthood: Intimacy vs Isolation
~ Middle Adulthod: Generativity vs Stagnation
~ Late Adulthood: Ego Integrity vs Despair
Piaget's Stages of Cognitive Development:
~ Sensorimotor: Birth to 2 years
Uses senses and motor abilities to understand the world and coordinates sensorimotor skills; this period begins with reflexes.
~Preoperational Thought: 2 to 6 years
Develops egocentric thinking understands the world from only one perspective.
~Concrete Operational Thought: 7 to 11 years
Understands and applies logical operations or principles to help interpret specific experiences or perceptions.
~Formal Operational Thought: 12+ years
Use systematic, scientific problem solving approach.

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Piaget: (From Birth to 12+) Proposed that there are 4  stages to cognitive development: Sensorimotor, Preoperational Thought, Concrete Operational Thought and Formal Operational Thought.
Erikson: Psychosocial development; believes there are identity crisis' or tasks:  (From Birth to Old Age)

Trust vs. Mistrust.

Autonomy vs. Shame and Doubt.

Initiative vs. Guilt.

Industry (competence) vs. Inferiority.

Identity vs. Role Confusion.

Intimacy vs. Isolation.

Generativity vs. Stagnation.

Ego Integrity vs. Despair.

(Cooper, 082014, p. 702- 707)Cooper, K., Gosnell, K. (082014). Foundations and Adult Health Nursing, 7th Edition [VitalSource Bookshelf version]. Retrieved from https://evolveebooks.elsevier.com/books/9780323100014

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Psychosocial Development

Infancy- basic trust vs. mistrust

Infant learn how to trust of not trust that significant others will properly care for their basic needs, including nourishment, sucking, warmth, cleanliness, and physical contact.

Toddler- autonomy vs shame and doubt

Children learn to be either self-sufficient in many activities (including toileting, feeding, walking, and talking) or doubt their own abilities

Preschool- initiative vs guilt

Children want to undertake many adult-like activities, sometimes going beyond the limits set by parents and feeling guilty because of it.

School age- Industry vs inferiority

Children eagerly learn to be competent and productive or feel inferior and unable to do any task well.

Adolescence- identity vs role confusion

Adolescents try to figure out. They establish sexual, ethnic, and career identities or are confused about what future roles to play.

Young adulthood- intimacy vs isolation

Young adults seek companionship and love with another person or become isolated from others.

Middle adulthood- Generativity vs stagnation

Middle-aged adults are productive, performing meaningful work and raising a family, or become stagnant and inactive.

Late adulthood- Ego integrity vs despair

Late adulthood- Ego integrity vs despair

Older adults try to make sense out of their lives, either seeing life as meaningful and whole or despairing at goals never reached and questions never answered.

(Cooper 705)Â Cooper, Kim, Kelly Gosnell. Foundations and Adult Health Nursing, 7th Edition. Mosby, 082014. VitalBook file.

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1. Infancy Birth to 1
Basic trust vs mistrust Infants learn to either trust or not trust that significant others will properly care for their basic needs, including nourishment, sucking, warmth, cleanliness, and physical contact.
2. Toddler 1 to 3 yrs.
Autonomy vs shame and doubt Children learn to be either self-sufficient in many activities (including toileting, feeding, walking, and talking) or doubt their own abilities
3. Preschool 4 to 6 yrs.
Initiative vs guilt Children want to undertake many adult-like activities, sometimes going beyond the limits set by parents andfeeling guilty because of it.
4. School age 7 to 11 yrs.
Industry vs inferiority Children eagerly learn to be competent and productive or feel inferior and unable to do any task well.
5.Adolescence 12 to 19 yrs.
Identity vs role confusion Adolescents try to figure out out Who am I? They establish sexual, ethnic, and career identities or are confused about what future roles to play.
6. Young adulthood 20 to 44 yrs.
Intimacy vs isolation Young adults seek companionship and love with another person or become isolated from others.
7. Middle adulthood 45 to 65
Generativity vs stagnation
Middle-aged adults are productive, performing meaningful work and raising a family, or become stagnant and inactive.
8. Late adulthood 65+
Ego integrity vs despair Older adults try to make sense out of their lives, either seeing life as meaningful and whole or despairing at goals never reached and questions never answered.
Cooper, K., Gosnell, K. (2015). Foundations and Adult Health Nursing, 7th Edition. [Pageburstl]. Retrieved from

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Piagets stages
Sensorimotor: Birth to 2 Years

•Uses senses and motor abilities to understand the world and coordinates sensorimotor skills; this period begins with reflexes

•Learns that an object still exists when it is out of sight (object permanence) and begins to remember and imagine experiences (mental representation)

•Develops thinking and goal-directed behavior

Preoperational Thought: 2 to 6 Years

•Develops egocentric thinking (understands the world from only one perspective—that of the self)

child beings to use symbols, language and to speak. Child also gains understanding of past and present.

Uses trial and error to discover new traits and characteristics

Develops more logical, intuitive thinking

Centers or focuses on a single aspect of an object, producing some distortion of reality

Gains in imaginative ability

Concrete Operational Thought: 7 to 11 Years

·       Improves use of memory

·       child is capable of mental operations. Learns to manipulate symbols

·       Focuses on more than one task; develops logical, socialized thoughts

·       Recognizes cause-and-effect relationships

·       Understands basic ideas of conversation, number classification, and other concrete ideas

Formal Operational Thought: 12+ Years

•Uses a systematic, scientific problem-solving approach

•Recognizes past, present, and future

•Is able to think about abstractions and hypothetical concepts and is able to move in thought “from the real to the possible”

•Becomes more interested in ethics, politics, and all social and moral issues as ability to take a broader and more theoretic approach to experience increases

(Cooper 705)

Cooper, Kim, Kelly Gosnell. Foundations and Adult Health Nursing, 7th Edition. Mosby, 082014. VitalBook file.

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Anel Lopez Guzman   According to Piaget, children in the school years move into the concrete operational phase. During this phase, thoughts become increasingly logical and coherent, so that the child is able to classify, sort, and organize facts while still being incapable of generalizing or dealing with abstractions. Children have the capacity to think rationally about almost any specific and concrete perception. Between ages 7 and 11 years, children usually come to understand logical principles—again, as long as the principles can be applied to concrete, specific cases. They distinguish purpose from behavior and outcome and are able to focus on more than one aspect of a task. Children in this age group have begun to develop logical socialized thought. They view the world more realistically than they did at younger ages, and they are capable of understanding the views of others. Movement is away from fantasy as the child realizes that a physical cause is behind an event. The child's developing cognitive skills serve as a motivator for learning how to work. A supportive learning environment often enhances the child's approach to problem solving and helps lead to success.The school-age child experiences gradual and subtle growth changes while learning new social and cognitiveBox 23-14 Developmental Tasks of the School-Age Child    • Develops a sense of belonging with family, peers    • Develops work habits and learns to organize, set, and reach goals; evaluate work; and accept criticism    • Learns competence in reading, writing, calculation, grammar, and communication    • Refines fine-motor and gross-motor coordination                    Cooper, K., Gosnell, K. (2015). Foundations  and Adult Health Nursing, 7th Edition. 

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Anel Lopez Guzman   According to Piaget, children in the school years move into the concrete operational phase. During this phase, thoughts become increasingly logical and coherent, so that the child is able to classify, sort, and organize facts while still being incapable of generalizing or dealing with abstractions. Children have the capacity to think rationally about almost any specific and concrete perception. Between ages 7 and 11 years, children usually come to understand logical principles—again, as long as the principles can be applied to concrete, specific cases. They distinguish purpose from behavior and outcome and are able to focus on more than one aspect of a task. Children in this age group have begun to develop logical socialized thought. They view the world more realistically than they did at younger ages, and they are capable of understanding the views of others. Movement is away from fantasy as the child realizes that a physical cause is behind an event. The child's developing cognitive skills serve as a motivator for learning how to work. A supportive learning environment often enhances the child's approach to problem solving and helps lead to success.The school-age child experiences gradual and subtle growth changes while learning new social and cognitiveBox 23-14 Developmental Tasks of the School-Age Child    • Develops a sense of belonging with family, peers    • Develops work habits and learns to organize, set, and reach goals; evaluate work; and accept criticism    • Learns competence in reading, writing, calculation, grammar, and communication    • Refines fine-motor and gross-motor coordination                    Cooper, K., Gosnell, K. (2015). Foundations  and Adult Health Nursing, 7th Edition. 

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Eriksons stages of pyschosocial development

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Erik Erikson

Psychosocial development

The human life cycle as a series of eight ego developmental stages from birth to death.  According to Erikson’s theory of psychosocial development, each psychosocial crises must be resolved for the child or adult to progress emotionally. Unsuccessful resolution may leave the person emotionally disabled. Infancy: Trust vs. mistrust

Toddler: Autonomy vs. shame and doubt

Preschool: initiative vs. guilt

School age: industry vs. inferiority

Adolescence: identity vs. role confusion

Early adulthood: intimacy vs. isolation

Middle adulthood: generativity vs., stagnation

Late adulthood: integrity vs. despair

Jean Piaget

Cognitive development

Cognitive acts as the ways in which the mind organizes and adapts to its environment.

Sensory stage: birth to 2 years (the infant or toddler learns reality and how it works)

Preoperational stage: 2 to 7 years (the child learn to think in terms of past, present, and future)

Concrete operational: 7 to 11 years (the child is able to classify, order, and sort faces)

Formal operations: 11 to adulthood (the person is able to think abstractly and logically)

Lawrence Kohlberg

Moral development

Egocentric judgment: birth to 2 years ( the infant has no awareness of right or wrong)

Punishment-obidience orientation: 2 to 3 years (at this stage children cannot reason as mature members of society)

Instrumental relativist orientation: 4 to 7 years ( the child conforms to rules to obtain rewards or have favors returned.

Conventional morality. ( the child conforms to rules to please others)

Good boy nice girl orientation: 7 years to 10 years (conformity occurs t avoid disapproval of dislike by others)

Law and order orientation: 10 to 12 years (the child has more concern with society as a whole)

Post conventional morality (the individual focuses on individual rights and principals of conscience)

Social contract and legalistic orientation: ( the adolescent is aware that people hold a variety of values and opinions and most values and rules are relative to the group)

Universal ethical principles orientation (conformity is based on universal principles of jjustice and occurs to avoid self-condemnation.)

Sigmund Freud

Psychosocial Development

Levels of awareness

Agencies of the min: id, ego, and superego

Concept of anxiety and defense mechanisms

Psychosexual stages of development

Oral stage: birth to 1 year (during the stage, the infant is concern with his or her own gratification)

Anal stage: 1 to 3 years (toilet training occurs during this period, the child gains pleasure from both the elimination and retention of feces)

Phallic stage 3 to 6 years (the child experiences both pleasurable and conflicting feelings associated with the genital organs)

Latency stage: 6 to 12 years (during this stage, there is tapering off of conscious biological and sexual urges)

Genital stage: 12 years and beyond (this emerges at adolescence with the onset of puberty, when the genital organs mature)

Silvestri, Linda. Saunders' Comprehensive Review for the NCLEX-PN® Examination, 6th Edition. Saunders, 032015. VitalBook file.

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Beatriz Del Toro
A02
Eriksons Stages of Development

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Erikson's Stages of Psychosocial Development

Infancy Birth to 1

Basic trust vs mistrust

Infants learn to either trust or not trust that significant others will properly care for their basic needs, including nourishment, sucking, warmth, cleanliness, and physical contact.

Toddler 1 to 3

Autonomy vs shame and doubt

Children learn to be either self-sufficient in many activities (including toileting, feeding, walking, and talking) or doubt their own abilities.

Preschool 4 to 6

Initiative vs guilt

Children want to undertake many adult-like activities, sometimes going beyond the limits set by parents and feeling guilty because of it.

School age 7 to 11

Industry vs inferiority

Children eagerly learn to be competent and productive or feel inferior and unable to do any task well.

Adolescence 12 to 19

Identity vs role confusion

Adolescents try to figure out “Who am I?” They establish sexual, ethnic, and career identities or are confused about what future roles to play.

Young adulthood 20 to 44

Intimacy vs isolation

Young adults seek companionship and love with another person or become isolated from others.

Middle adulthood 45 to 65

Generativity vs stagnation

Middle-aged adults are productive, performing meaningful work and raising a family, or become stagnant and inactive.

Late adulthood 65+

Ego integrity vs despair

Older adults try to make sense out of their lives, either seeing life as meaningful and whole or despairing at goals never reached and questions never answered.

Piaget's Stages of Cognitive Development

Sensorimotor: Birth to 2 Years

•  Uses senses and motor abilities to understand the world and coordinates sensorimotor skills; this period begins with reflexes

•  Develops schema

•  Begins to interact with environment

•  Learns that an object still exists when it is out of sight (object permanence) and begins to remember and imagine experiences (mental representation)

•  Develops thinking and goal-directed behavior

Preoperational Thought: 2 to 6 Years

•  Develops egocentric thinking (understands the world from only one perspective—that of the self)

•  Uses trial and error to discover new traits and characteristics

•  Conceptualizes time in present terms only

•  Uses symbols to represent objects

•  Develops more logical, intuitive thinking

•  Centers or focuses on a single aspect of an object, producing some distortion of reality

•  Gains in imaginative ability

•  Gradually begins to “decenter” (becomes less egocentric and understands other points of view)

Concrete Operational Thought: 7 to 11 Years

•  Understands and applies logical operations or principles to help interpret specific experiences or perceptions

•  Has more realistic views; better understands other viewpoints

•  Improves use of memory

•  Focuses on more than one task; develops logical, socialized thoughts

•  Recognizes cause-and-effect relationships

•  Learns to identify behavior outcome

•  Understands basic ideas of conversation, number classification, and other concrete ideas

Formal Operational Thought: 12+ Years

•  Uses a systematic, scientific problem-solving approach

•  Recognizes past, present, and future

•  Is able to think about abstractions and hypothetical concepts and is able to move in thought “from the real to the possible”

•  Becomes more interested in ethics, politics, and all social and moral issues as ability to take a broader and more theoretic approach to experience increases

Cooper, Kim, Kelly Gosnell. Foundations and Adult Health Nursing,  7th Edition. Mosby, 082014. VitalBook file.

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A02
Piaget's Stages of Cognitive Development

Sensorimotor: Birth to 2 Years

• Uses senses and motor abilities to understand the world and coordinates sensorimotor skills; this period begins with reflexes

Preoperational Thought: 2 to 6 Years

• Develops egocentric thinking (understands the world from only one perspective—that of the self)
• Uses symbols to represent objects

• Develops more logical, intuitive thinking

Concrete Operational Thought: 7 to 11 Years

• Understands and applies logical operations or principles to help interpret specific experiences or perceptions

• Has more realistic views; better understands other viewpoints

Formal Operational Thought: 12+ Years

• Uses a systematic, scientific problem-solving approach

• Recognizes past, present, and future

• Is able to think about abstractions and hypothetical concepts and is able to move in thought “from the real to the possible"

Cooper, Kim, Kelly Gosnell. Foundations and Adult Health Nursing,  7th Edition. Mosby, 082014. VitalBook file.

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Erik Erikson, an American psychoanalyst, viewed the life cycle as a series of developmental stages, each accompanied by a developmental task or challenge. All stages are present at birth but only begin to unfold according to both a natural scheme and one's ecological and cultural upbringing. In each stage, the person confronts, and hopefully masters, new challenges. Each stage builds upon the successful completion of earlier stages.

1. Stage: Infancy Age group: Birth to 1 Developmental Task: Basic trust vs mistrust Outcome: Infants learn to either trust or not trust that significant others will properly care for their basic needs, including nourishment, sucking, warmth, cleanliness, and physical contact.

2. Stage: Toddler Age group: 1 to 3 Developmental Task: Autonomy vs shame and doubt Outcome: Children learn to be either self-sufficient in many activities (including toileting, feeding, walking, and talking) or doubt their own abilities.

3. Stage: Preschool Age Group: 4 to 6 Developmental Task: Initiative vs guilt Outcome: Children want to undertake many adult-like activities, sometimes going beyond the limits set by parents and feeling guilty because of it.

4. Stage: School age Age group: 7 to 11 Developmental Task: Industry vs inferiority Outcome: Children eagerly learn to be competent and productive or feel inferior and unable to do any task well.

5. Stage: Adolescence Age Group: 12 to 19 Developmental Task: Identity vs role confusion Outcome: Adolescents try to figure out “Who am I?” They establish sexual, ethnic, and career identities or are confused about what future roles to play.

6. Stage: Young adulthood Age group:20 to 44 Developmental Task: Intimacy vs isolation Outcome: Young adults seek companionship and love with another person or become isolated from others.

7. Stage: Middle adulthood Age Group: 45 to 65 Developmental Task: Generativity vs stagnation Outcome: Middle-aged adults are productive, performing meaningful work and raising a family, or become stagnant and inactive.

8. Stage: Late adulthood Age Group: 65+ Developmental Task: Ego integrity vs despair Outcome: Older adults try to make sense out of their lives, either seeing life as meaningful and whole or despairing at goals never reached and questions never answered.

(Cooper 703)

Cooper, Kim, Kelly Gosnell. Foundations and Adult Health Nursing,  7th Edition. Mosby, 082014. VitalBook file.

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ERIKSONS STAGES OF DEVELOPMENT

Trust v. Mistrust

Infancy (0-1.5) a sense of trust requires a feeling of physical comfort & minimal amount of fear about the future. Infant's basic needs are met by responsive, sensitive caregivers

Autonomy v. Shame & Doubt

Toddler (1.5-3) after gaining trust infants discover they have a will. They assert their sense of autonomy or independence. If restrained or punished too harshly, they are likely to develop a sense of shame & doubt

Initiative v. Guilt

3-5 Preschool learn to initiate tasks and carry out plans or they feel guilty about efforts to be independent

Industry v. Inferiority

Middle/Late Childhood (6-puberty) Children direct their energy toward mastering knowledge & intellectual skills the danger at this stage involves feeling incompetent & unproductive

Identity v. Role Confusion

Teens -20s Teenagers work at refining a sense of self by testing roles and then intergrating them in form a single idenity or become confused about who they are

Intimacy v. Isolation

20s-40s Young adults struggle to from close relstionships and to gain the capacity for intimate love, or they feel social isolated

Generativity v. Stagnation

40s-60s The middle-ages discover a sense of contrbuting to the world usually through family and work, or they feel a lack of purpose

Ego Integrity v. Despair

Late Adulthood....Review their lives and if satisfied feel sense of accomplishment they will experience ego integrity........if not they may sink to despair.
SourceURL:https://pageburstls.elsevier.com/ Pageburstl: Foundations and Adult Health Nursing

Cooper, K., Gosnell. (2015). Foundations and Adult Health Nursing, 7th Edition. [Pageburstl]. Retrieved from https://pageburstls.elsevier.com/#/books/9780323100014/

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A02

Erikson’s Stages

1.  Infancy Birth to 1

Basic trust vs mistrust

Infants learn to either trust or not trust that significant others will properly care for their basic needs, including nourishment, sucking, warmth, cleanliness, and physical contact.

2.  Toddler 1 to 3

Autonomy vs shame and doubt

Children learn to be either self-sufficient in many activities (including toileting, feeding, walking, and talking) or doubt their own abilities.

3.  Preschool 4 to 6

Initiative vs guilt

Children want to undertake many adult-like activities, sometimes going beyond the limits set by parents and feeling guilty because of it.

4.  School age 7 to 11

Industry vs inferiority

Children eagerly learn to be competent and productive or feel inferior and unable to do any task well.

5.  Adolescence 12 to 19

Identity vs role confusion

Adolescents try to figure out “Who am I?” They establish sexual, ethnic, and career identities or are confused about what future roles to play.

6.  Young adulthood 20 to 44

Intimacy vs isolation

Young adults seek companionship and love with another person or become isolated from others.

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Amanda Lopez

Erickson's stages of psychosocial development

1. Infancy

Birth to 1

Basic trust vs mistrust

Infants learn to either trust or not trust that significant others will properly care for their basic needs, including nourishment, sucking, warmth, cleanliness, and physical contact.

2. Toddler

1 to 3

Autonomy vs shame and doubt

Children learn to be either self-sufficient in many activities (including toileting, feeding, walking, and talking) or doubt their own abilities.

3. Preschool

4 to 6

Initiative vs guilt

Children want to undertake many adult-like activities, sometimes going beyond the limits set by parents and feeling guilty because of it.

4. School age

7 to 11

Industry vs inferiority

Children eagerly learn to be competent and productive or feel inferior and unable to do any task well.

5. Adolescence

12 to 19

Identity vs role confusion

Adolescents try to figure out Who am I?They establish sexual, ethnic, and career identities or are confused about what future roles to play.

6. Young adulthood

20 to 44

Intimacy vs isolation
Young adults seek companionship and love with another person or become isolated from others.

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Joanna Luna                         A03     Jean Piaget’s stages of cognitive development

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Joanna Luna                         A03     Jean Piaget’s stages of cognitive development

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Sensorimotor: Birth-2 Years

Uses senses and motor abilities to understand the world and coordinates sensorimotor skills; this period begins with reflexes. Develops schemes, begins to interact with the environment. Learns that an object still exists when it is out of sight (object permeance) and begins to remember and imagine experiences (mental representation) Develops thinking and goal directed behavior.

Preoperational Thought: 2- 6 Years

Develops egocentric thinking (understands the world from only one perspective-that of the self). Uses trial and error to discover new traits and characteristics. Conceptualizes time in present terms only. Uses symbols to represent objects. Develops more logical, intuitive thinking. Centers or focuses on a single aspect of an object, producing some distortion of reality. Gains in imaginative ability. Gradually begins to “decenter” (becomes less egocentric and understands other points of view)

Concrete Operational Thought: 7-11 Years

Understands and applies logical operations or principles to help interpret specific experiences of perceptions. Has more realistic views; better understands other viewpoints. Improves use of memory. Focuses on more than one task; develops logical, socialized thoughts. Recognizes cause-and-effect relationships. Learns to identify behavior outcome. Understands basic ideas of conversation, number classification, and other concrete ideas.

Formal Operational Thought: 12+years

Uses a systemic, scientific problem-solving approach. Recognizes past, present, and future. Is able to think about abstractions and hypothetical concepts and is able to move in though “from the real to the possible”. Becomes more interested in ethics, politics, and all social and moral issues as ability to take a broader and more theoretic approach to experience increases.

Cooper, Kim, Kelly Gosnell. Foundations and Adult Health Nursing, 7th Edition. Mosby, 082014. VitalBook file.

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Erikson’s Stages of psychosocial development

1. Infancy (Birth to 1) Basic trust vs mistrust

Infants learn to either trust or not trust that significant others will properly care for their basic needs, including nourishment, sucking, warmth, cleanliness, and physical contact.

2.Toddler (1 to 3) Autonomy vs shame and doubt

Children learn to be either self-sufficient in many activities (including toileting, feeding, walking, and talking) or doubt their own abilities.

3.Preschool (4 to 6) Initiative vs guilt

Children want to undertake many adult-like activities, sometimes going beyond the limits set by parents and feeling guilty because of it.

4.School age (7 to 11) Industry vs inferiority

Children eagerly learn to be competent and productive or feel inferior and unable to do any task well.

5.Adolescence (12 to 19) Identity vs role confusion

Adolescents try to figure out “Who am I?” They establish sexual, ethnic, and career identities or are confused about what future roles to play.

6.Young adulthood (20 to 44) Intimacy vs isolation

Young adults seek companionship and love with another person or become isolated from others.

7.Middle adulthood (45 to 65) Generativity vs stagnation

Middle-aged adults are productive, performing meaningful work and raising a family, or become stagnant and inactive.

8.Late adulthood (65+) Ego integrity vs despair

Older adults try to make sense out of their lives, either seeing life as meaningful and whole or despairing at goals never reached and questions never answered.

Cooper, Kim, Kelly Gosnell. Foundations and Adult Health Nursing, 7th Edition. Mosby, 082014. VitalBook file.

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By: Calixtro Carranza
Erikson’s Stages of Psychosocial Development

Infancy: stage is from birth until 1 year of age. Basic trust vs. mistrust. Infant begin to know who to trust and not to trust.

Toddler: stage is 1 to 3 years of age. Autonomy vs. shame and doubt. Toddlers begin to learn how to do activities or doubt their own abilites.

Preschool: stage is 4 to 6 years of age. Initiative vs. guilt. The child wants to do activities that an adult would do and often feel guilty.

School age: stage is 7 to 11 years of age. Industry vs. Inferiority. The child wants to learn but are unable to do the task.

Adolescence: stage is 12 to 19 years of age. Identity vs. Role Confusion. Adolescents begin to find out who they really are and some have no clue.

Young adulthood: stage is 20 t0 44 years of age. Intimacy vs. Isolation. Young adults have companionship with another person or they are to themselves.

Piaget’s Stages of Cognitive Development

Sensorimotor stage: is from birth to 2 years of age. They begin to interact and use senses and motor skills to understand the world.

Preoperational Thought stage: is from 2 to 6 years of age. They develop egocentric thinking and use symbols to represent objects. They also develop logic thinking and use imaginative ability.

Concrete Operational Thought stage: is from 7 to 11 years of age. They have improved memory and understand and applies logic operations. They also can focus on more than one task and recognize cause and effect outcomes.

Formal Operational Thought stage: is from 12 years and older. They recognize past, present, future and use problem-solving approach. They have interest in ethics, politics and social media.

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Erikson's Stages of Psychosocial Development

Infancy: Birth to 1 year. Basic trust vs. mistrust. Infants learn to either trust or not trust that significant others will properly care for their basic needs, including nourishment, sucking, warmth, cleanliness, and physical contact.

Toddler: 1yo to 3yo. Autonomy vs. shame and doubt. Children learn to be either self-sufficient in many activities (including toileting, feeding, walking, and talking) or doubt their own abilities.

Preschool: 4yo to 6yo. Initiative vs. guilt. Children want to undertake many adult-like activities, sometimes going beyond the limits set by parents and feeling guilty because of it.

School Age: 7yo to 11yo. Industry vs. inferiority.  Children eagerly learn to be competent and productive or feel inferior and unable to do any task well.

Adolescence: 12yo to 19yo. Identity vs. role confusion. Adolescents try to figure out “Who am I?” They establish sexual, ethnic, and career identities or are confused about what future roles to play.

Young Adulthood: 20yo to 44yo. Intimacy vs. isolation.  Young adults seek companionship and love with another person or become isolated from others.

Middle Adulthood: 45yo to 65yo. Generativity vs stagnation. Middle-aged adults are productive, performing meaningful work and raising a family, or become stagnant and inactive

Late Adulthood: 65+ yo. Ego integrity vs. despair. Older adults try to make sense out of their lives, either seeing life as meaningful and whole or despairing at goals never reached and questions never answered.

(Cooper 703)

Piaget's Stages of Cognitive Developmental

Sensorimotor: Birth to 2 years:
•Uses senses and motor abilities to understand the world and coordinates sensorimotor skills; this period begins with reflexes

•Develops schema

•Begins to interact with environment

•Learns that an object still exists when it is out of sight (object permanence) and begins to remember and imagine experiences (mental representation)

•Develops thinking and goal-directed behavior

Preoperational Thought: 2 to 6 years:

•Develops egocentric thinking (understands the world from only one perspective—that of the self)

•Uses trial and error to discover new traits and characteristics

•Conceptualizes time in present terms only

•Uses symbols to represent objects

•Develops more logical, intuitive thinking

•Centers or focuses on a single aspect of an object, producing some distortion of reality

•Gains in imaginative ability

•Gradually begins to “decenter” (becomes less egocentric and understands other points of view)

Concrete Operational Thought: 7 to 11 years:

•Understands and applies logical operations or principles to help interpret specific experiences or perceptions

•Has more realistic views; better understands other viewpoints

•Improves use of memory

•Focuses on more than one task; develops logical, socialized thoughts

•Recognizes cause-and-effect relationships

•Learns to identify behavior outcome

•Understands basic ideas of conversation, number classification, and other concrete ideas

Formal Operational Thought 12+ years:

•Uses a systematic, scientific problem-solving approach

•Recognizes past, present, and future

•Is able to think about abstractions and hypothetical concepts and is able to move in thought “from the real to the possible”

•Becomes more interested in ethics, politics, and all social and moral issues as ability to take a broader and more theoretic approach to experience increases

(Cooper 705)

Cooper, Kim, Kelly Gosnell. Foundations and Adult Health Nursing,  7th Edition. Mosby, 082014. VitalBook file.

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Erik Erickson viewed the life cycle as a series of developmental stages each accompanies by a task or challenge.

Stages of Psychosocial Development:

·         Infancy:            Birth to 1 yr--Basic trust vs mistrust

·         Toddler:            1-3 yr--Autonomy vs Shame and doubt

·         Preschool:       4-6 yr–Initiative vs Guilt

·         School age:      7-11 yr—Industry vs Inferiority

·         Adolescence:   12-29 yr—Identify vs Role confusion

·         Young Adulthood: 20-44 yr—Intimacy vs Isolation

·         Middle Adulthood: 45-55 yr—Generativity vs Stagnation

·         Late Adulthood:       65+ yr – Ego integrity vs Despair

Jean Piaget believed cognitive development occurred as a process which occurs due to biological maturation and interaction with the environment.

Stages of Cognitive Development:

·         Sensorimotor:            Birth -2 yr            uses senses and motor abilities to understand the world and coordinates sensorimotor skills. Infant begins to interact with environment and learns that object still exists when it is out of sight.

·         Preoperational Thought:    2-6yr    Egocentric thinking is developed. Uses symbols to represent objects. Trial and error are used to discover new traits and characteristics

·         Concrete Operational Thought:       7-11 yr Understands and applies logical operations or principles to help interpret specific experiences or perceptions. At this stage the child has a more realistic view and better understands viewpoints.

·         Formal Operational Thought:           12 + yr                 Uses systematic, scientific problem -solving approach. Can think about abstraction and hypothetical concepts. Interest in ethics, politics develop. Social and moral issues as ability to take a broader and more theoretic approach to experience increases.

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Erikson's stages of Psychosocial development

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Piaget's stages of cognitive development

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Erik Erikson’s main contribution to psychology was his developmental theory. He believed that humans developed throughout their life span. Erikson developed eight psychosocial stages of development and believed that each stage presented a crisis that must be resolved before one can proceed to the next stage.
Stages:
Trust vs. Mistrust
Autonomy vs. Shame and Doubt
Initiative vs. Guilt
Industry vs. Inferiority
Identity vs. Role Confusion
Intimacy vs. Isolation
Generativity vs. Stagnation
Integrity vs. Despair

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Jean Piaget's theory of cognitive development explains how a child constructs a mental model of the world. He disagreed with the idea that intelligence was a fixed trait, and regarded cognitive development as a process which occurs due to biological maturation and interaction with the environment. He became intrigued with the reasons children gave for their wrong answers to the questions that required logical thinking. He believed that these incorrect answers revealed important differences between the thinking of adults and children.

Piaget's Stages of Cognitive Development
Sensorimotor: Birth to 2 Years
•  Uses senses and motor abilities to understand the world and coordinates sensorimotor skills; this period begins with reflexes
•  Begins to interact with environment
•  Learns that an object still exists when it is out of sight (object permanence) and begins to remember and imagine experiences (mental representation)
•  Develops thinking and goal-directed behavior
Preoperational Thought: 2 to 6 Years
•  Develops egocentric thinking (understands the world from only one perspective—that of the self)
•  Uses trial and error to discover new traits and characteristics
•  Conceptualizes time in present terms only
•  Uses symbols to represent objects
•  Develops more logical, intuitive thinking
•  Centers or focuses on a single aspect of an object, producing some distortion of reality
•  Gradually begins to “decenter” (becomes less egocentric and understands other points of view)
Concrete Operational Thought: 7 to 11 Years
•  Understands and applies logical operations or principles to help interpret specific experiences or perceptions
•  Has more realistic views; better understands other viewpoints
•  Improves use of memory
•  Focuses on more than one task; develops logical, socialized thoughts
•  Recognizes cause-and-effect relationships
•  Learns to identify behavior outcome
•  Understands basic ideas of conversation, number classification, and other concrete ideas
Formal Operational Thought: 12+ Years
•  Uses a systematic, scientific problem-solving approach
•  Recognizes past, present, and future
• Is able to think about abstractions and hypothetical concepts and is able to move in thought “from the real to the possible”

Cooper, Kim, Kelly Gosnell. Foundations and Adult Health Nursing, 7th Edition. Mosby, 2015. [Pageburstl].

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Phychosocial development
Erik Erikson, an American psychoanalyst, viewed the life cycle as a series of developmental stages, each accompanied by a developmental task or challenge. The cycle provides an overview of Erikson's stages of psychosocial development. Many of the subsections that follow include stage-appropriate characterization according to Erikson's framework.
Cognitive and Intellectual
Jean Piaget's a Swiss theorist provided Development stages of cognitive development are these are outlined in Box 23-6.
Sensorimotor: Birth to 2 Years, Preoperational Thought: 2 to 6 Years, Concrete Operational Thought: 7 to 11 Years, Formal Operational Thought: 12+ Years.
Biologic theorists of aging
Hippocrates, one of the earliest theories of aging, speculated that aging was an irreversible natural event caused by a decrease in body heat.
Galen, later, supported this concept and claimed that aging was a lifelong process rather than an event that occurred at the end of the life span. Leonardo da Vinci, among the first to attempt to identify the physical changes associated with aging, performed autopsies to compare old men and young children.
Cited: Cooper, K. and Gosnell, K. (2014). Foundations and Adult Health Nursing. 7th ed. St. Louis: Mosby.

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Growth and Development

by Lupita Aguilar

Erikson's theory of psychosocial development has eight distinct stages, taking in five stages up to the age of 18 years and three further stages beyond, into adulthood. Freud, Erikson believed that a crisis occurs at each stage of development.

This theory of development considers the impact of external factors, parents and society on personality development from childhood to adulthood. According to Erikson’s theory, every person must pass through a series of eight interrelated stages over the entire life cycle.

Erik Erikson’s Theory of Psychosocial Development

Stage   | Conflict Faced | Age Range
1.- Trust vs. mistrust / First year of life

2.- Autonomy vs. shame and doubt | 1–3 years
3.- Initiative vs. guilt | 3–6 years

4.- Industry vs. inferiority | 6–12 years
5.- Identity vs. role confusion | Adolescence
6.- Intimacy vs. isolation | Early adulthood
7.- Generativity vs. self-absorption | Middle adulthood
8.- Integrity vs. despair | Old age
(Cooper 703) Cooper, Kim, Kelly Gosnell. Foundations and Adult Health Nursing, 7th Edition. Mosby,

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Piaget's theory of cognitive development

Is a comprehensive theory about the nature and development of the human intelligence, It was first created by the Swiss developmental psychologist Jean Piaget. The theory deals with the nature of knowledge itself and how humans gradually come to acquire, construct, and use it. Piaget's theory is mainly known as a developmental stage theory.

Piaget’s theory of cognitive development explains how a child constructs a mental model of the world. He disagreed with the idea that intelligence was a fixed trait, and regarded cognitive development as a process which occurs due to biological maturation and interaction with the environment.

He was the first psychologist to make a systematic study of cognitive development. His contributions include a stage theory of child cognitive development, detailed observational studies of cognition in children, and a series of simple but ingenious tests to reveal different cognitive abilities.

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Erikson's Stages of Psychosocial Development were categorized into 8 different stages, age groups, developmental tasks and outcomes.

1. Stage: Infancy; Age group: Birth to 1yr; Developmental task: Basic trust vs mistrust

Outcomes: Infants learn to either trust or not trust that significant others will properly care for their basic needs, including nourishment, sucking, warmth, cleanliness, and physical contact.

2. Stage: Toddler; Age Group: 1 to 3yrs; Developmental task: Autonomy vs shame and doubt

Outcomes: Children learn to be either self-sufficient in many activities (including toileting, feeding, walking, and talking) or doubt their own abilities.

3. Stage: Preschool; Age Group: 4 to 6yrs; Developmental task: Initiative vs guilt

Outcomes: Children want to undertake many adult-like activities, sometimes going beyond the limits set by parents and feeling guilty because of it.

4. Stage: School age; Age Groups: 7 to 11yrs; Developmental task: Industry vs inferiority

Outcomes: Children eagerly learn to be competent and productive or feel inferior and unable to do any task well.

5. Stage: Adolescence; Age Groups: 12 to 19yrs; Developmental task; Identity vs role confusion

Outcomes: Adolescents try to figure out "Who am I?". They establish sexual, ethnic, and career identities or are confused about what future roles to play.

6. Stage: Young adulthood; Age Groups: 20 to 44yrs; Developmental task: Intimacy vs isolation

Outcomes: Young adults seek companionship and love with another person or become isolated from others.

7. Stage: Middle adulthood; Age Groups: 45 to 65yrs; Developmental task: Generativity vs stagnation

Outcomes: Middle-aged adults are productive, performing meaningful work and raising a family, or become stagnant and inactive.

8. Stage: Late adulthood; Age Group: 65yrs+; Developmental task: Ego integrity vs despair

Outcomes: Older adults try to make sense out of their lives, either seeing life as meaningful and whole or despairing at goals never reached and questions never answered.
SourceURL:https://pageburstls.elsevier.com/ Pageburstl: Foundations and Adult Health Nursing

Cooper, K., Gosnell. (2015). Foundations and Adult Health Nursing, 7th Edition. [Pageburstl]. Retrieved from https://pageburstls.elsevier.com/#/books/9780323100014/

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Piaget’s stages of cognitive development:

1.       Sensorimotor: Birth to 2 years  Senses and motor. Learns that an object still exists when it is out of sight (object permanence) and begins to remember and imagine experiences (mental representation).

2.       Preoperational Thought: 2 to 6 years Develops egocentric thinking (understands the world from only one perspective—that of the self).

3.       Concrete Operational Thought: 7 to 11 years Understands and applies logical operations or principles to help interpret specific experiences or perceptions

4.       Formal Operational Thought: 12+ years Is able to think about abstractions and hypothetical concepts and is able to move in thought “from the real to the possible”

Erikson’s stages of psychosocial development:

1.       Infancy (Birth to 1)  either trust or not trust that significant others will properly care for their basic needs

2.       Toddler (1 to 3 years) Children learn to be either self-sufficient or doubt their own abilities.

3.       Preschool (4 to 6 years) undertake many adult-like activities.

4.       School age (7 to 11 years) eagerly learn to be competent and productive or feel inferior.

5.       Adolescence (12 to 19 years) They establish sexual, ethnic, and career identities or are confused about what future roles to play.

6.       Young adulthood (20 to 44 years) Young adults seek companionship and love with another person or become isolated from others.

7.       Middle adulthood (45 to 65 years) productive, performing meaningful work and raising a family.

8.       Late adulthood (65+ years) try to make sense out of their lives, either seeing life as meaningful and whole or despairing at goals.

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Swiss biologist and psychologist Jean Piaget (1896-1980) observed his children (and their process of making sense of the world around them) and eventually developed a four-stage model of how the mind processes new information encountered. He posited that children progress through 4 stages and that they all do so in the same order. These four stages are:

Sensorimotor: Birth to 2 Years

• Uses senses and motor abilities to understand the world and coordinates sensorimotor skills; this period begins with reflexes

• Develops schema

• Begins to interact with environment

• Learns that an object still exists when it is out of sight (object permanence) and begins to remember and imagine experiences (mental representation)

• Develops thinking and goal-directed behavior

Preoperational Thought: 2 to 6 Years

• Develops egocentric thinking (understands the world from only one perspective—that of the self)

• Uses trial and error to discover new traits and characteristics

• Conceptualizes time in present terms only

• Uses symbols to represent objects

• Develops more logical, intuitive thinking

• Centers or focuses on a single aspect of an object, producing some distortion of reality

• Gains in imaginative ability

• Gradually begins to “decenter” (becomes less egocentric and understands other points of view)

Concrete Operational Thought: 7 to 11 Years

• Understands and applies logical operations or principles to help interpret specific experiences or perceptions

• Has more realistic views; better understands other viewpoints

• Improves use of memory

• Focuses on more than one task; develops logical, socialized thoughts

• Recognizes cause-and-effect relationships

• Learns to identify behavior outcome

• Understands basic ideas of conversation, number classification, and other concrete ideas

Formal Operational Thought: 12+ Years

• Uses a systematic, scientific problem-solving approach

• Recognizes past, present, and future

• Is able to think about abstractions and hypothetical concepts and is able to move in thought “from the real to the possible”

• Becomes more interested in ethics, politics, and all social and moral issues as ability to take a broader and more theoretic approach to experience increases

Cooper, K., Gosnell, K. (2015). Foundations and Adult Health Nursing, 7th Edition.

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Several famous psychologists, including Sigmund Freud, Erik Erikson, Jean Piaget, describe development as a series of stages.

Erik Erikson’s Theory of Psychosocial Development
Erikson´s stages provides the psychosocial development and addresses both personality stability and personality change.

| Stage | Conflict Faced | Typical Age Range | Major Challenge(s)
| 1 | Trust vs. mistrust | First year of life | Having basic needs met, attaching to people
| 2 | Autonomy vs. shame and doubt | 1–3 years | Gaining independence
| 3 | Initiative vs. guilt | 3–6 years | Acting in a socially responsible way
| 4 | Industry vs. inferiority | 6–12 years | Competing with peers, preparing for adult roles
| 5 | Identity vs. role confusion | Adolescence | Determining one’s identity
| 6 | Intimacy vs. isolation | Early adulthood | Developing intimate relationships
| 7 | Generativity vs. self-absorption | Middle adulthood | Being productive
| 8 | Integrity vs. despair | Old age | Evaluating one’s life

COGNITIVE AND INTELLECTUAL DEVELOPMENT  (Piaget’s Theory )
. According to Piaget, children’s thought processes change as they mature physically and interact with the world around them.

|   | Stage | Age | Important Features

| 1 | Sensorimotor | First two years of life | Object permanence, symbolic thought
| 2 | Preoperational | 2–7 years | Centration, irreversibility, egocentrism, and animism
| 3 | Concrete operational | 7–11 years | Reversibility, decentration, decrease in egocentrism, conservation
| 4 | Formal operational | 11 through adulthood | Abstract thought

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Sigmund Freud emphasized the importance of the unconscious mind, and primary assumption of Freudian theory is that the unconscious mind governs behavior to a greater degree than people suspect.  In fact the goal of psychoanalysis is to make the unconscious conscious.

The Id

Freud assumed the id operated at an unconscious level according to the pleasure principle, gratification from satisfying basic instincts.  The id comprises two kinds of biological instincts or drives.

The ego

The ego develops from the id during infancy.  The egos goal is to satisfy the demands of the id in a safe a socially acceptable way.  The ego follows the reality principle as it operates in both the conscious and unconscious mind.

The superego

The superego develops during early childhood, when the child identifies with the same sex parent and is responsible for ensuring moral standards are followed. Superego operates on the morality principle and motivates us to behave in a socially responsible and acceptable manner.

An example given was, the superego can make a person feel guilty if rules are not followed.  When there is a conflict between the goals of the id and superego, the ego must act as a referee and mediate this conflict. The ego can position various defense mechanisms to prevent it from becoming overwhelmed by anxiety.

Cooper, K., Gosnell, K. (2015).  Foundations and Adult Health Nursing, 7th Edition.
https://www.simplypsychology.org/Sigmund-Freud.html

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Erik Erikson’s main contribution to psychology was his developmental theory. He believed that humans developed throughout their life span. Erikson developed eight psychosocial stages of development and believed that each stage presented a crisis that must be resolved before one can proceed to the next stage.
Stages:
Trust vs. Mistrust
Autonomy vs. Shame and Doubt
Initiative vs. Guilt
Industry vs. Inferiority
Identity vs. Role Confusion
Intimacy vs. Isolation
Generativity vs. Stagnation
Integrity vs. Despair

# data[].attributes.body
Erickson Stage of Psychosocial Development

·       Infancy (Birth to 1)

Basic trust vs mistrust

Infants learn to either trust or not trust that significant other will properly care for their basic needs, including nourishment, sucking, warmth, cleanliness, and physical contact.

·       Toddler (1 to 3)

Autonomy vs shame and doubt

Children learn to be either self-sufficient in many activities (including toileting, feeding, walking, and talking) or doubt their own abilities.

·       Preschool (4 to 6)

Initiative vs guilt

Children want to undertake many adult-like activities, sometimes going beyond the limits set by parents and feeling guilty because of it.

·       School age (7 to 11)

Industry vs inferiority

Children eagerly learn to be competent and productive or feel inferior and unable to do any task well.

·       Adolescence (12 to 19)

Identity vs role confusion

Adolescents try to figure out “Who am I?” They establish sexual, ethnic, and career identities or are confused about what future roles to play.

·       Young adulthood (20 to 44)

Intimacy vs isolation

Young adults seek companionship and love with another person or become isolated from others.

·       Middle adulthood (45 to 65)

Generativity vs stagnation

Middle-aged adults are productive, performing meaningful work and raising a family, or become stagnant and inactive.

·       Late adulthood (65+)

Ego integrity vs despair

Older adults try to make sense out of their lives, either seeing life as meaningful and whole or despairing at goals never reached and questions never answered.

(Cooper 703) Cooper, Kim, Kelly Gosnell. Foundations and Adult Health Nursing, 7th Edition. Mosby, 082014. VitalBook file.

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Piaget Cognitive Development

Sensorimotor: Birth to 2 Years

• Uses senses and motor abilities to understand the world and begins with reflexes

• Begins to interact with environment

• Develops thinking and goal-directed behavior

Preoperational Thought: 2 to 6 Years

• Develops egocentric thinking

• Uses trial and error to discover new traits and characteristics

• Uses symbols to represent objects

• Develops more logical, intuitive thinking

Concrete Operational Thought: 7 to 11 Years

• Understands and applies logical operations or principles to help interpret specific experiences or perceptions

• Has more realistic views; better understands other viewpoints

• Improves use of memory

• Focuses on more than one task; develops logical, socialized thoughts

• Recognizes cause-and-effect relationships

• Learns to identify behavior outcome

• Understands basic ideas of conversation, number classification, and other concrete ideas

Formal Operational Thought: 12+ Years

• Uses a systematic, scientific problem-solving approach

• Recognizes past, present, and future

• Becomes more interested in ethics, politics, and all social and moral issues as ability to take a broader and more theoretic approach to experience increase

# data[].attributes.body
Jean Piaget (Cognitive Development)

Piaget believed that cognitive development occurred as a process which occurs due to biological maturation and interaction with the environment. Piaget's theory of cognitive development and epistemological view are together called "genetic epistemology

His Stages of Cognitive Development are as follows:

·         Sensorimotor:  Birth to 2 years; Infant’s knowledge comes primarily through sensory impressions and motor activities.

·         Preoperational Thought:  2 to 6 years; Child focuses on the use of language as a tool to meet needs, the child has the emerging ability to think mentally.

·         Concrete Operational Thought:  7 to 11 years; Thoughts become increasingly logical and coherent, so that the child is able to classify, sort, and organize facts while still being incapable of generalizing or dealing with abstractions. Children have the capacity to think rationally about almost any specific and concrete perception.

·         Formal Operational Thought:  12+ years; Individual’s cognitive function reaches maturity during adolescence.  This is a higher process that permits abstract reasoning and systematic, scientific problem solving.

Erik Erickson (Psychosocial)

Ø  American psychoanalyst, viewed the life cycle as a series of developmental stages, each accompanied by a developmental task or challenge His stages of Psychosocial Development are as follows:

·         Infancy:  Birth to 1 – Basic trust vs. mistrust

·         Toddler:  1 to 3 – Autonomy vs. shame and doubt

·         Preschool:  4 to 6 – Initiative vs. guilt

·         School age:  7 to 11 – Industry vs. inferiority

·         Adolescence:  12 to 19 – Identity vs. role confusion

·         Young Adulthood:  20 to 44 – Intimacy vs. isolation

·         Middle Adulthood:  45 to 65 – Generativity vs. stagnation

·         Late Adulthood:  65+  - Ego integrity vs. despair

Cooper and Gosnell: Foundations and Adult Health Nursing, 7th Edition

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Erik Erickson (Phsycosocial)

Erickson viewed the life cycle as a series of developmental stages, each accompanied by a development task or challenge.

His stages of phsycosocial Development are as follows:

Infancy:  Birth to 1 – Basic trust vs. mistrust

Toddler:  1 to 3 – Autonomy vs. shame and doubt

Preschool:  4 to 6 – Initiative vs. guilt

School age:  7 to 11 – Industry vs. inferiority

Adolescence:  12 to 19 – Identity vs. role confusion

Young Adulthood:  20 to 44 – Intimacy vs. isolation

Middle Adulthood:  45 to 65 – Generaltivity vs. stagnation

Late Adulthood:  65+  - Ego integrity vs. despair

Jean Piaget (Cognitive Development)

Piaget believed that cognitive development occurred as a process which occurs due to biological maturation and interaction with the environment.  His Stages of Cognitive Development are as follows:

Sensorimotor:  Birth to 2 years;  In this stage, an infant’s knowledge comes primarily through sensory impressions and motor activities.

Pre-operational Thought:  2 to 6 years; This is when the child focuses on the use of language as a tool to meet needs, the child has the emerging ability to think mentally.

Concrete Operational Thought:  7 to 11 years; During this phase, thoughts become increasingly logical and coherent, so that the child is able to classify, sort, and organize facts while still being incapable of generalizing or dealing with abstractions. Children have the capacity to think rationally about almost any specific and concrete perception.

Formal Operational Thought:  12+ years;  During this phase, an individual’s cognitive function reaches maturity during adolescence.  This is a higher process that permits abstract reasoning and systematic, scientific problem solving.

Cooper and Gosnell:  Foundations and Adult Health Nursing, 7th Edition

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Erik Erikson identified a central task that needs to be resolved at each stage of the life span:  1. Infancy | Birth to 1 | Basic trust vs mistrust | Infants learn to either trust or not trust that significant others will properly carefor their basic needs, including nourishment, sucking, warmth, cleanliness, and physical contact.
2. Toddler | 1 to 3 | Autonomy vs shame and doubt | Children learn to be either self-sufficient in many activities (including toileting, feeding, walking, and talking) or doubt their own abilities.
3. Preschool | 4 to 6 | Initiative vs guilt | Children want to undertake many adult-like activities, sometimes going beyond the limits set by parents and feeling guilty because of it.
4. School age | 7 to 11 | Industry vs inferiority | Children eagerly learn to be competent and productive or feel inferior and unable to do any task well.
5. Adolescence | 12 to 19 | Identity vs role confusion | Adolescents try to figure out “Who am I?” They establish sexual, ethnic, and career identities or are confused about what future roles to play.
6. Young adulthood | 20 to 44 | Intimacy vs isolation | Young adults seek companionship and love with another person or become isolated from others.
7. Middle adulthood | 45 to 65 | Generativity vs stagnation | Middle-aged adults are productive, performing meaningful work and raising a family, or become stagnant and inactive.
8. Late adulthood | 65+ | Ego integrity vs despair | Older adults try to make sense out of their lives, either seeing life as meaningful and whole or despairing at goals never reached and questions never answered.
Piaget focused on the concept of cognitive development beginning in infancy and continuing throughout the childhood years. Piagets Stages of Cognitive Development:
Sensorimotor: Birth to 2 Years
-Uses sensor and motor abilities  to understand the world and coordinates sensorimotor skills; this period begins with reflexes

• Develops schema

• Begins to interact with environment
-learns that an object still exists when it is out of sight (object permanence)and begins to remember and imagine experiences (mental representation)
-Develops thinking and goal-directed behavior
Preoperational thought:  2 to 6 years
• Develops egocentric thinking (understands the world from only one perspective—that of the self)

• Uses trial and error to discover new traits and characteristics

• Conceptualizes time in present terms only

• Uses symbols to represent objects

• Develops more logical, intuitive thinking

• Centers or focuses on a single aspect of an object, producing some distortion of reality

• Gains in imaginative ability

• Gradually begins to “decenter” (becomes less egocentric and understands other points of view)

Concrete Operational Thought: 7 to 11 Years
• Understands and applies logical operations or principles to help interpret specific experiences or perceptions

• Has more realistic views; better understands other viewpoints

• Improves use of memory

• Focuses on more than one task; develops logical, socialized thoughts

• Recognizes cause-and-effect relationships

• Learns to identify behavior outcome

• Understands basic ideas of conversation, number classification, and other concrete ideas

Formal Operational Thought: 12+ Years
• Uses a systematic, scientific problem-solving approach

• Recognizes past, present, and future

• Is able to think about abstractions and hypothetical concepts and is able to move in thought “from the real to the possible”

• Becomes more interested in ethics, politics, and all social and moral issues as ability to take a broader and more theoretic approach to experience increases
Cooper, K., Gosnell, K. (2015). Foundations and Adult Health Nursing, 7th Edition. [Pageburstl]. Retrieved from https://pageburstls.elsevier.com/#/books/9780323100014/

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Miranda Martinez

Piaget’s stages of cognitive Development

Sensorimotor: Birth to 2 years

·      Uses senses and motor abilities to understands the world and coordinates sensorimotor skills; this period begins with reflexes

·      Develops schema interacts with environment

·      Learns that an object still exists when it is out of sight (object permanence) and begins to remember and imagine experiences

Preoperational Thought: 2 to 6 years

·      Develops egocentric thinking (understands the world from only one perspective-that of the self)

·      Uses symbols to represent objects

·      Develops more logical, intuitive thinking

Concrete Operational Thought: 7 to 11 years

·      Understands and applies logical operations or principles to help interpret specific experiences or perception

·      Has more realistic views; better understands other viewpoints

·      Improves use of memory understands basic ideas of conversation, number classification and other concrete ideas

Formal Operational Thought: 12 + years

·      Uses a systematic, scientific problem solving approach

·      Recognizes past, present and future

·      Becomes more interested in ethics, politic and all social and moral issues  as ability to take a broader and more theoretic approach to experience increases

Cooper, K., Gosnell, K. (2015). Foundations and Adult Health Nursing, 7th Edition. [Pageburstl]. Retrieved from https://pageburstls.elsevier.com/#/books/9780323100014/

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Erikson’s Stages of Development

1.      Infancy Birth-1 year

Basic trust vs mistrust

Infant learn to trust the people that provide their basic needs (nourishment, sucking, warmth, cleanliness, and physical contact). If these needs are not met mistrust may develop.

2.      Toddler 1-3 years

Autonomy vs Shame and Doubt

During this stage the toddler is developing a greater sense of self control, they become confident about their abilities or doubt their abilities (including toileting, feeding, walking, and talking).

3.      Preschool 4-6 years

Initiative vs Guilt

The preschooler want to undertake many adult-like activities, sometimes going beyond the limits set by parents and feeling guilty because of it.

4.      School Age 7-11 years

Industry vs Inferiority

Children feel that doing great like getting good grade schools gives them recognition from their parents or teachers but doing inferior when they fail and don’t receive recognition.

5.      Adolescence 12-19 years

Identity vs Role confusion

During this time adolescents explore their independence and build a sense of self ( Who am I?)

6.      Young Adulthood 20-44 years

Intimacy vs Isolation

Young adults seek companionship and love with another person or become isolated from others.

7.      Middle Adulthood 45-65 years

Generativity vs Stagnation

Middle-aged adults are productive, performing meaningful work and raising a family, or become stagnant and inactive

8.      Late Adulthood 65+

Ego Integrity vs Despair

Older adults try to make sense out of their lives, either seeing life as meaningful and whole or despairing at goals never reached and questions never answered.

(Cooper 703)

Cooper, Kim, Kelly Gosnell. Foundations and Adult Health Nursing, 7th Edition. Mosby, 082014.

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Erikson’s Stages of Psychosocial Development

1.       Infancy- birth to 1yr –Basic trust vs mistrust- infants will trust or not trust. Others will take care of the other needs, like warmth, sucking, cleanliness, contact, and nourishment.

2.       Toddler- 1 to 3- Autonomy vs shame& doubt- They learn to be self-sufficient like toileting, feeding, walking, and talking or doubt their abilities.

3.       Preschool-4 to 6- Initiative vs Guilt- They want to take on adult-like roles. Sometimes going too far and then feeling guilty for it.

4.       School age- 7 to 11-Industry vs Inferiority- Kids become adaptive and creative or lesser and unqualified.

5.       Adolescence 12 to 19- Identity vs Role Confusion- They are trying to figure out WHO they are. They form sexual, ethnic and career identities or are puzzled about what part to play in life.

6.       Young Adult- 20 to 44- Intimacy vs Isolation- They look for closeness and love from another individual or cutoff from others.

7.       Middle adulthood- 45 to 65- Generativity vs stagnation- They are inventive at performing meaningful work, and raising a family or become dormant and lifeless.

8.       Late adulthood- 65+- Ego integrity vs despair- These adults try to make sense of how they lived their lives, if it was productive and full or regretting that their goal were never achieved and unresolved matters.

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Theorists and their contributions

Erik Erickson (Psychosocial)

Erickson viewed the life cycle as a series of developmental stages, each accompanied by a development task or challenge.

His stages of Psychosocial Development are as follows:

Infancy:  Birth to 1 – Basic trust vs. mistrust

Toddler:  1 to 3 – Autonomy vs. shame and doubt

Preschool:  4 to 6 – Initiative vs. guilt

School age:  7 to 11 – Industry vs. inferiority

Adolescence:  12 to 19 – Identity vs. role confusion

Young Adulthood:  20 to 44 – Intimacy vs. isolation

Middle Adulthood:  45 to 65 – Generativity vs. stagnation

Late Adulthood:  65+  - Ego integrity vs. despair

Jean Piaget (Cognitive Development)

Piaget believed that cognitive development occurred as a process which occurs due to biological maturation and interaction with the environment.  His Stages of Cognitive Development are as follows:

Sensorimotor:  Birth to 2 years;  In this stage, an infant’s knowledge comes primarily through sensory impressions and motor activities.

Preoperational Thought:  2 to 6 years; This is when the child focuses on the use of language as a tool to meet needs, the child has the emerging ability to think mentally.

Concrete Operational Thought:  7 to 11 years; During this phase, thoughts become increasingly logical and coherent, so that the child is able to classify, sort, and organize facts while still being incapable of generalizing or dealing with abstractions. Children have the capacity to think rationally about almost any specific and concrete perception.

Formal Operational Thought:  12+ years;  During this phase, an individual’s cognitive function reaches maturity during adolescence.  This is a higher process that permits abstract reasoning and systematic, scientific problem solving.

Cooper and Gosnell: Foundations and Adult Health Nursing, 7th Edition

# data[].attributes.body
Piaget's Stages of Cognitive Development
Sensorimotor (Birth - 2 yrs)
Uses senses and motor abilities, begins with reflexes. Develops schema. Interacts with environment. Knows an object is permanent. Has goal-directed behavior.
Pre operational Thought (2-6 yrs)
Egocentric thinking, "me me me", but with time becomes less egocentric. Imaginative at this stage. Uses trial and error. Intuitive thinking. Focuses on single object.
Concrete Operational Thought (7-11 yrs)
Uses logical operations to understand an experience. Realistic views, understanding other views. Better memory. Can understand cause and effect relationship. Learns outcomes to behaviors. Can understand ideas of a conversation, number classifications and concrete ideas.
Formal Operational Thought (12 +)
Uses scientific problem solving. Familiar with past, present, and future. Thinks abstractly and hypothetically. Becomes more politically, ethically, and socially involved, taking a theoretic approach.
Cooper, K., Gosnell, K. (2015). Foundations and Adult Health Nursing, 7th Edition. [Pageburstl]. Retrieved from https://pageburstls.elsevier.com/#/books/9780323100014/

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Erickson's Stages of Psychosocial Development

Stage 1: Infancy Birth to 1 yr
Basic trust vs mistrust: Infants learn to either trust or not trust that significant others will properly care for their basic needs, including nourishment, sucking, warmth, cleanliness, and physical. contact.

Stage 2: Toddler 1 to 3 yrs
Autonomy vs shame and doubt: Children learn to be either self-sufficient in many activities (including toileting, feeding, walking, and talking) or doubt their own abilities.

Stage 3: Preschool 4 to 6 yrs
Initiative vs guilt: Children want to undertake many adult-like activities, sometimes going beyond the limits set by parents and feeling guilty because of it.

Stage 4: School age 7 to 11 yrs
Industry vs inferiority: Children eagerly learn to be competent and productive or feel inferior and  unable to do any task well.

Stage 5: Adolescence 12 to 19 yrs
Identity vs role confusion: Adolescents try to figure out "Who am I?" They establish sexual, ethnic, and career identities or are confused about what future roles to play.

Stage 6: Young adulthood 20 to 44 yrs Intimacy vs isolation: Young adults seek companionship and love with another person or become isolated from others.

Stage 7: Middle adulthood 45 to 65 yrs Generative vs stagnation: Middle-aged adults are productive, performing meaningful work and raising a family, or become stagnant and inactive.

Stage 8: Late adulthood 65+ yrs
Ego integrity vs despair: Older adults try to make sense out of their lives, either seeing life as meaningful and whole or despairing at goals never reached and questions never answered.

https://pageburstls.elsevier.com/#/books/9780323100014/

# data[].attributes.body
Erikson's Stages of Psychosocial Development

Stage 1: Infancy
Basic trust vs mistrust
From infant to 1 year old, the child learns to trust or mistrust based on how one treats them.

Stage 2: Toddler
Autonomy vs shame and doubt
From 1 to 3 years old, toddlers learns to be either independent in activities, like potty training, feeding, talking, and walking, or doubt their own abilities and depend on an adult to help them with these activities.

Stage 3: Preschool
Initiative vs guilt
From 4 to 6 years old, preschoolers want to undertake many adult activities, sometimes going beyond their limits, then feeling guilty about it.

Stage 4: School age
Industry vs inferiority
From age, 7 to 11 years old, the child learns to either be competent and productive or incompetent and inferior.

Stage 5: Adolescence
Identity vs role confusion
During adolescence, 12 to 19 years old, they try to figure out who they are such as sexuality, ethnicity, career wise, and future roles.

Stage 6: Young adulthood
Intimacy vs isolation
20 to 44 year olds seek companionship and love or become isolated from others.

Stage 7: Middle adulthood
Generativity vs stagnation
Middle-ages adults, 45 to 65, are either being productive or inactive.

Stage 8: Late adulthood
Ego integrity vs despair
Older adults, 65 and older try to make sense out of their life either being proud of accomplishments or feeling despair over unachieved goals and continue thinking what they could've done.

Cooper, Kim, Kelly Gosnell. Foundations and Adult Health Nursing, 7th Edition. Mosby, 2015. [Pageburstl]

# data[].attributes.body
Erikson's Stages of Psychosocial Development
Infancy (birth-1)
basic trust vs mistrust -infants either trust or not trust that significant others will properly care for their basic needs.
Toddler( 1-3yrs)
autonomy vs shame and doubt-learn to be either-sufficient in many activities or doubt their own abilities
Preschool (4-6yrs)
initiative vs guilt-children want to undertake many adult like activities
School age (7-11yrs)
industry vs inferiority- children eagerly learn to be competent and productive or feel inferior and unable to do any task well.
Adolescence (12-19yrs)
identity vs role confusion- adolescents try to figure out "who am I"?
Young Adult (20-44yrs)
intimacy vs isolation- young adults seek companionship and love or become isolated from others
Middle adulthood (45-65yrs)
generativity vs stagnation- middle aged adults are productive or become stagnant and inactive
Late Adulthood (65+)
ego integrity vs despair-older adults try to make sense out of their lives or despairing at goals never reached and questions never answered.

Cooper, Kim, Kelly Gosnell.
Foundations and Adult Health Nursing, 7th Edition. Mosby, 2015.
[Pageburst]

# data[].attributes.body
Infancy ( Birth to 1 year old )
Basic trust vs Mistrust
Infants learn to either trust or not trust that significant others will properly care for their basic needs

Toddler ( 1 to 3 years old )
Autonomy vs shame and doubt
learn to be either self-sufficient in many activities or doubt their own abilities.

Preschool ( 4 to 6 years old )
Initiative vs guilt

Children want to undertake many adult-like activities

School age ( 7 to 11 years old )
Industry vs inferiority

Children eagerly learn to be competent and productive or feel inferior

Adolescence (12 to 19 years old )

Identity vs role confusion

Adolescents try to figure out “Who am I?”

Young Adult ( 20 to 44 years old )
Intimacy vs isolation

Young adults seek companionship and love with another person or become isolated.

Middle adulthood ( 45 to 65 years old )
Generativity vs stagnation

Middle-aged adults are productive, performing meaningful work and raising a family, or become stagnant and inactive

Late adulthood ( 65 and over)
Ego integrity vs despair
Older adults try to make sense out of their lives, either seeing life as meaningful and whole .

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Developmental tasks

1.       Infancy birth to 1 yr basic trust vs mistrust

Infants learn to either trust or distrust due to parents meeting their needs like including nourishment or warmth

2.       Toddler 1-3 yrs

Autonomy vs shame and doubt

Children learn to be self-sufficient in tasks like toileting playing with other children

3.       Preschool 4-6 Intuitive vs guilt

Children want to take roles like an adult acting like their parents then feeling guilty about it

4.       School age 7-11

Industry vs Inferiority

Children learn to be productive and feel inferior

5.       Adolescence 12-19

Identity vs confusion role

In this phase the adolescence questions everything and tries to find themselves in their identity Adolescents try to figure out “Who am I?” They establish sexual, ethnic, and career identities or are confused about what future roles to play

6.       Young adult 20-44

Intimacy vs role

Young adults seek companionship and love with another person or become isolated from others. Find financial stability, buy a house and have a family

7.       Middle adulthood 45-60

Generativity vs stagnation

Adults in this age have to find something to pass to the future generation if not become depressed with their own life reflecting in their past accomplishments

Middle-aged adults are productive, performing meaningful work and raising a family, or become stagnant and inactive

8.       Late adulthood 65+ ego vs despair

In this phase adults have accepted their past accomplishments and have accepted their own faith Older adults try to make sense out of their lives, either seeing life as meaningful and whole or despairing at goals never reached and questions never answered.

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Erikson viewed the life cycle as a series of developmental stages, each accompanied by a developmental task or challenge
Ericksons stages of development:

1. Infancy:
-basic trust vs mistrust
-Infants learn to either trust or not trust that significant others will properly carefor their basic needs, including nourishment, sucking, warmth, cleanliness, and physical contact.
2. Toddler:
-autonomy vs. shame and doubt
-Children learn to be either self-sufficient in many activities (including toileting, feeding, walking, and talking) or doubt their own abilities.
3. Preschool:
-initiative vs guilt
-Children want to undertake many adult-like activities, sometimes going beyond the limits set by parents and feeling guilty because of it.
4. School age:
-industry vs inferiority
-Children eagerly learn to be competent and productive or feel inferior and unable to do any task well.
5. adolescence:
-identity vs confusion role
-Adolescents try to figure out “Who am I?” They establish sexual, ethnic, and career identities or are confused about what future roles to play.
6. young adult:
-intamacy vs isolation
-Young adults seek companionship and love with another person or become isolated from others.
7. middle adult:
-generativity vs stagnation
-Middle-aged adults are productive, performing meaningful work and raising a family, or become stagnant and inactive.
8. late adult:
-ego integrity vs despair
-Older adults try to make sense out of their lives, either seeing life as meaningful and whole or despairing at goals never reached and questions never answered.

Cooper, Kim, Kelly Gosnell. Foundations and Adult Health Nursing, 7th Edition. Mosby, 2015. [Pageburstl].

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Lawrence Kohlberg's Development of Moral Reasoning
Pre-conventional "do's and don'ts"
Toddlerhood (1-3 years old) to Preschool (3-6 years old)
stage 1: punishment and obedience orientation
Right is obedience to power and avoidance of punishment. "I must follow the rules otherwise I will be punished."
stage 2: instrumental relativist orientation
Right is taking responsibility and leaving others to be responsible for themselves. "I must follow the rules for the reward and favor it gives."
Conventional
School Age (6-12 years) to adolescence and adulthood
stage 3: good boy nice girl orientation
Right is being considerate: uphold the values of other adolescents and adults rules of society. "I must follow the rules so I will be accepted."
stage 4: society maintaining orientation
Right is being good, with the values and norms of family and society at large. "I must follow rules so there is order in the society."
Post-conventional
Adolescence to adulthood (20 years -older)
stage 5: social contract reorientation
Right is finding inner universal rights balance between self-rights and societal rules - a social contract. "I must follow rules as there are reasonable laws for it."
stage 6: universal ethical principle orientation
Right is based on a higher order of applying principles to all human kind; being non-judgmental and respecting all human life. "I must follow rules because my conscience tells me."

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Erikson's Stages of Developmental Theory is  an American psychoanalyst, viewed the life cycle as a series of developmental stages, each accompanied by a developmental task or challenge.
-Infancy Birth to 1 yr.
Basic trust vs. mistrust: Infants learn either trust or not trust that significant others will properly care for their basic needs, including nourishment, sucking, warmth, cleanliness, and physical contact.
-Toddler 1-3 years
Autonomy vs shame and doubt: Children learn to be either self-sufficient in many activities or doubt their own abilities.
-Preschool 4-6 yrs.
Initiative vs guilt: Children want to undertake many adult-like activities, sometimes going beyond the limits set by parents and feeling guilty because of it.
-School age 7-11 yrs
Industry vs inferiority: Children eagerly learn to be competent and productive or feel inferior and unable to do any task well.
-Adolescence 12-19 yrs.
Identity vs role confusion: Adolescents try to figure out "Who am I?" They establish sexual, ethnic, and career identities or are confused about what future roles to play.
-Young adulthood 20-44 yrs.
Intimacy vs isolation: Young adults seek companionship and love with another person or become isolated from others.
-Middle adulthood 45-65 yrs.
Generativity vs stagnation: Middle-aged adults are productive, performing meaningful work and raising a family, or become stagnant and inactive.
-Late adulthood 65+ yrs
Ego integrity vs despair: Older adults try to make sense out of their lives, either seeing life as meaningful and whole or despairing at goals never reached and questions never answered.
Reference
Cooper, Kim, Kelly Gosnell. Foundations and Adult Health Nursing, 7th Edition. Mosby, 082014. VitalBook file. Cooper, Kim, Kelly Gosnell. Foundations and Adult Health Nursing, 7th Edition. Mosby, 082014. VitalBook file.

# data[].attributes.body
Erikson's Stages of Psychosocial Development

Stage 1: Infancy
During the first stage the infant, birth to 1 year old, learn to either trust or mistrust significant others based on how they treat them.

Stage 2: Toddler
The toddler, 1 to 3 years old, learns to be either self sufficient in activities, such as toileting, feeding, walking, and talking, or doubt their own abilities.

Stage 3: Preschool
The preschooler, 4 to 6 years old, wants to undertake many adult activities, sometimes going beyond their limits, then feeling guilty about it.

Stage 4: School age
During school age, 7 to 11 years old, the child learns to either be competent and productive or incompetent and inferior.

Stage 5: Adolescence
During adolescence, 12 to 19 years old, they try to figure out who they are such as sexuality, ethnicity, career wise, and future roles.

Stage 6: Young adulthood
20 to 44 year olds seek companionship and love or become isolated from others.

Stage 7: Middle adulthood
Middle-ages adults, 45 to 65, are either being productive or inactive.

Stage 8: Late adulthood
Older adults, 65+ try to make sense out of their life either being proud of accomplishments or feeling despair over unachieved goals.

Cooper, Kim, Kelly Gosnell. Foundations and Adult Health Nursing, 7th Edition. Mosby, 2015. [Pageburstl].

# data[].attributes.body
Erikson's Stages of Psychosocial Development

1. Infancy  Birth to 1
Basic trust vs mistrust
Infants learn to either trust or not trust that significant others will properly care for their basic needs, including nourishment, sucking, warmth, cleanliness, and physical contact.

2. Toddler 1 to 3
Autonomy vs shame and doubt
Children learn to be either self-sufficient in many activities (including toileting, feeding, walking, and talking) or doubt their own abilities.

3. Preschool 4 to 6
Initiative vs guilt
Children want to undertake many adult-like activities, sometimes going beyond the limits set by parents and feeling guilty because of it.

4. School age 7 to 11
Industry vs inferiority
Children eagerly learn to be competent and productive or feel inferior and unable to do any task well.

5. Adolescence 12 to 19
Identity vs role confusion
Adolescents try to figure out “Who am I?” They establish sexual, ethnic, and career identities or are confused about what future roles to play.

6. Young adulthood 20 to 44
Intimacy vs isolation
Young adults seek companionship and love with another person or become isolated from others.

7. Middle adulthood 45 to 65 Generativity vs stagnation
Middle-aged adults are productive, performing meaningful work and raising a family, or become stagnant and inactive.

8. Late adulthood  65+
Ego integrity vs despair
Older adults try to make sense out of their lives, either seeing life as meaningful and whole or despairing at goals never reached and questions never answered.

Cooper, K., Gosnell, K. (2015). Foundations and Adult Health Nursing, 7th Edition. [Pageburstl]. Retrieved from https://pageburstls.elsevier.com/#/books/9780323100014/

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Erikson’s psychosocial theory of development considers the impact of external factors, parents and society on personality development from childhood to adulthood. According to Erikson’s theory, every person must pass through a series of eight interrelated stages over the entire life cycle[2].

1. INFANCY: BIRTH-18 MONTHS OLD

Basic Trust vs. Mistrust – Hope

During the first or second year of life, the major emphasis is on the mother and father’s nurturing ability and care for a child, especially in terms of visual contact and touch. The child will develop optimism, trust, confidence, and security if properly cared for and handled. If a child does not experience trust, he or she may develop insecurity, worthlessness, and general mistrust to the world.

2. TODDLER / EARLY CHILDHOOD YEARS: 18 MONTHS TO 3 YEARS

Autonomy vs. Shame – Will

The second stage occurs between 18 months and 3 years. At this point, the child has an opportunity to build self-esteem and autonomy as he or she learns new skills and right from wrong. The well-cared for child is sure of himself, carrying himself or herself with pride rather than shame. During this time of the “terrible twos”, defiance, temper tantrums, and stubbornness can also appear. Children tend to be vulnerable during this stage, sometimes feeling shame and and low self-esteem during an inability to learn certain skills.

3. PRESCHOOLER: 3 TO 5 YEARS

Initiative vs. Guilt – Purpose

During this period we experience a desire to copy the adults around us and take initiative in creating play situations. We make up stories with Barbie’s and Ken’s, toy phones and miniature cars, playing out roles in a trial universe, experimenting with the blueprint for what we believe it means to be an adult. We also begin to use that wonderful word for exploring the world—”WHY?”

While Erikson was influenced by Freud, he downplays biological sexuality in favor of the psychosocial features of conflict between child and parents. Nevertheless, he said that at this stage we usually become involved in the classic “Oedipal struggle” and resolve this struggle through “social role identification.” If we’re frustrated over natural desires and goals, we may easily experience guilt.

The most significant relationship is with the basic family.

4. SCHOOL AGE CHILD: 6 TO 12 YEARS

Industry vs. Inferiority – Competence

During this stage, often called the Latency, we are capable of learning, creating and accomplishing numerous new skills and knowledge, thus developing a sense of industry. This is also a very social stage of development and if we experience unresolved feelings of inadequacy and inferiority among our peers, we can have serious problems in terms of competence and self-esteem.

As the world expands a bit, our most significant relationship is with the school and neighborhood. Parents are no longer the complete authorities they once were, although they are still important.

5. ADOLESCENT: 12 TO 18 YEARS

Identity vs. Role Confusion – Fidelity

Up until this fifth stage, development depends on what is done to a person. At this point, development now depends primarily upon what a person does. An adolescent must struggle to discover and find his or her own identity, while negotiating and struggling with social interactions and “fitting in”, and developing a sense of morality and right from wrong.

Some attempt to delay entrance to adulthood and withdraw from responsibilities (moratorium). Those unsuccessful with this stage tend to experience role confusion and upheaval. Adolescents begin to develop a strong affiliation and devotion to ideals, causes, and friends.

6. YOUNG ADULT: 18 TO 35

Intimacy and Solidarity vs. Isolation – Love

At the young adult stage, people tend to seek companionship and love. Some also begin to “settle down” and start families, although seems to have been pushed back farther in recent years.

Young adults seek deep intimacy and satisfying relationships, but if unsuccessful, isolation may occur. Significant relationships at this stage are with marital partners and friends.

7. MIDDLE-AGED ADULT: 35 TO 55 OR 65

Generativity vs. Self absorption or Stagnation – Care

Career and work are the most important things at this stage, along with family. Middle adulthood is also the time when people can take on greater responsibilities and control.

For this stage, working to establish stability and Erikson’s idea of generativity – attempting to produce something that makes a difference to society. Inactivity and meaninglessness are common fears during this stage.

Major life shifts can occur during this stage. For example, children leave the household, careers can change, and so on. Some may struggle with finding purpose. Significant relationships are those within the family, workplace, local church and other communities.

8. LATE ADULT: 55 OR 65 TO DEATH

Integrity vs. Despair – Wisdom

Erikson believed that much of life is preparing for the middle adulthood stage and the last stage involves much reflection. As older adults, some can look back with a feeling of integrity — that is, contentment and fulfillment, having led a meaningful life and valuable contribution to society. Others may have a sense of despair during this stage, reflecting upon their experiences and failures. They may fear death as they struggle to find a purpose to their lives, wondering “What was the point of life? Was it worth it?”

Cooper, K., Gosnell, K. (2015). Foundations and Adult Health Nursing, 7th Edition. [Pageburstl]. Retrieved from https://pageburstls.elsevier.com/#/books/9780323100014/

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Erikson's stages of psychosocial.
1. Infancy Birth to 1

Basic trust vs mistrust

Infants learn to either trust or not trust that significant others will properly care for their basic needs, including nourishment, sucking, warmth, cleanliness, and physical contact.
2. Toddler 1 to 3 yrs.

Autonomy vs shame and doubt

Children learn to be either self-sufficient in many activities (including toileting, feeding, walking, andtalking) or doubt their own abilities
3. Preschool 4 to 6 yrs.

Initiative vs guilt

Children want to undertake many adult-like activities, sometimes going beyond the limits set by parents andfeeling guilty because of it.
4. School age 7 to 11 yrs.

Industry vs inferiority

Children eagerly learn to be competent and productive or feel inferior and unable to do any task well.
5.Adolescence 12 to 19 yrs.

Identity vs role confusion

Adolescents try to figure out “Who am I?” They establish sexual, ethnic, and career identities or are confused about what future roles to play.
6. Young adulthood 20 to 44 yrs.

Intimacy vs isolation

Young adults seek companionship and love with another person or become isolated from others.
7. Middle adulthood 45 to 65

Generativity vs stagnation

Middle-aged adults are productive, performing meaningful work and raising a family, or become stagnant and inactive.
8. Late adulthood 65+

Ego integrity vs despair

Older adults try to make sense out of their lives, either seeing life as meaningful and whole or despairing at goals never reached and questions never answered.

Cooper, K., Gosnell, K. (2015). Foundations and Adult Health Nursing, 7th Edition. [Pageburstl]. Retrieved from https://pageburstls.elsevier.com/#/books/9780323100014/

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Birth to 1 (basic trust vs mistrust)

Infants learn to either trust or not trust that significant others will properly care for their basic needs, including nourishment, sucking, warmth, cleanliness, and physical contact. If trust is not made, infants will have trouble trusting other family members.
Toddler (1 to 3 years) Autonomy vs shame and doubt
Children learn to be either self-sufficient in many activities or doubt their own abilities. If child is unsuccessful in gaining control over the environment, children starts doubting.

Preschool (4 to 6 years) Initiative vs guilt
Children want to undertake many adult-like activities, sometimes going beyond the limits set by parents and feeling guilty because of it.
School age (7 to 11 years) Industry vs inferiority
Children eagerly learn to be competent and productive or feel inferior and unable to do any task well. Not being able to outperform activities, they start feeling less capable of doing any assigned activities.
Adolescence (12 to 19 years) Identity vs role confusion
Adolescents try to figure out “Who am I?” They establish sexual, ethnic, and career identities or are confused about what future roles to play.
Young adulthood (20 to 44 years) Intimacy vs isolation
Young adults seek companionship and love with another person or become isolated from others.

Cooper, Kim, Kelly Gosnell. Foundations and Adult Health Nursing, 7th Edition. Mosby, 082014. VitalBook file.

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Stage One – Trust vs Mistrust

The first stage of the Erikson stages starts from infant to about 18 months. At this stage, infants must learn how to trust others, particularly those who care for their basic needs. They should feel that they are being cared for and that all their needs are met.
Small babies are new to this world and may view the outside world as threatening. Depending on how they are treated by people around them, the sense of threat can be replaced by trust. When this happens, they gain a sense of security and begin to learn to trust people around them.
The first and most important person to teach an infant about trust is usually the parents.

Stage Two – Autonomy vs Shame and Doubt

At stage two of the Erikson stages, children should be taught the basic ways of taking care of themselves, including changing their clothes and feeding themselves.

Stage Three – Initiative vs Guilt

As children continue to grow up, they like to explore and do things on their own. At stage three of the Erikson stages, children can learn new concepts introduced in school and are expected to practice these lessons in real life. They know that they can accomplish these tasks on their own, but if they fail to do so and end up asking for assistance from others, they may feel a sense of guilt.

Stage Four – Industry vs Inferiority

At Erikson’s psychosocial
Children also become more competitive during this Erikson stage of development. They want to do things that other children of the same age can do. When they make the effort to perform a task and succeed, they develop self-confidence. However, if they fail, they tend to feel that they are inferior to others.

Stage Five – Identity vs Role Confusion

During adolescence, young people are expected to develop their sexual identity. This is gained through the discovery of oneself and in the course of finding meaning to their personhood. They may also experience identity crisis as a result of the transition from childhood to adulthood.

Stage Six – Intimacy vs Isolation

Stage six of the Erikson stages is very apparent for young adults who are in their 30s. People at this stage become worried about finding the right partner and fear that if they fail to do so, they may have to spend the rest of their lives alone. Young adults are most vulnerable to feel intimacy and loneliness because they interact with a lot of people in this phase of their lives.

Stage Seven – Generativity versus Stagnation

Adults who are in their 40s and 50s tend to find meaning in their work. They feel like at this point in their lives, they should be able to contribute something meaningful to the society and leave a legacy.

Stage Eight – Ego Integrity vs Despair

At the last stage of the Erikson stages, people are in their 60s or older who are typically retirees. It is important for them to feel a sense of fulfillment knowing that they have done something significant during their younger years. When they look back in their life, they feel content, as they believe that they have lived their life to the fullest. If they feel that they haven’t done much during their life, it’s likely that they will experience a sense of despair.

https://pageburstls.elsevier.com/#/books/9780323100014/

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Erick Erikson has eight stages that a  person experiences from infancy to adulthood. During these stages the person will experience psychosocial that can be positive or negative on personality development

1. Infancy | Birth to 1 | Basic trust vs mistrust | Infants learn to either trust or not trust that significant others will properly care for their basic needs, including nourishment, sucking, warmth, cleanliness, and physical contact.

2. Toddler | 1 to 3 | Autonomy vs shame and doubt | Children learn to be either self-sufficient in many activities (including toileting, feeding, walking, and talking) or doubt their own abilities.

3. Preschool | 4 to 6 | Initiative vs guilt | Children want to undertake many adult-like activities, sometimes going beyond the limits set by parents and feeling guilty because of it.

4. School age | 7 to 11 | Industry vs inferiority | Children eagerly learn to be competent and productive or feel inferior and unable to do any task well.

5. Adolescence | 12 to 19 | Identity vs role confusion | Adolescents try to figure out “Who am I?” They establish sexual, ethnic, and career identities or are confused about what future roles to play.

6. Young adulthood | 20 to 44 | Intimacy vs isolation | Young adults seek companionship and love with another person or become isolated from others.

7. Middle adulthood | 45 to 65 | Generativity vs stagnation | Middle-aged adults are productive, performing meaningful work and raising a family, or become stagnant and inactive.

8. Late adulthood | 65+ | Ego integrity vs despair | Older adults try to make sense out of their lives, either seeing life as meaningful and whole or despairing at goals never reached and questions never answered.

Cooper, K., Gosnell, K. (2015). Foundations and Adult Health Nursing, 7th Edition. [Pageburstl]. Retrieved from https://pageburstls.elsevier.com/#/books/9780323100014/

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                               Elsa Lerma W01     

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                               Elsa Lerma W01     

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Erickson's psychosocial theory of development considers the impact of external factors, parents and society on personality development from childhood to adulthood. Erickson's stages of development are associated with eight intellectual stages throughout a life time.
Infancy~ Birth to 1 year old
{Basic trust vs. mistrust}
During the first and second year of life, the major emphasis is on the mother and father's nurturing ability and care for the child, especially in terms of visual contact and touch. In this stage the infant is learning the role of trust and mistrust. The child will develop optimism, trust, confidence, and security if properly cared and handled. If a child develops mistrust and insecurity, worthlessness, to everyone.
Toddler~ 1 year old - 3 year old
Autonomy Vs. shame and doubt
This stage the child has as opportunity to build self -esteem and autonomy as he or she learns new skills an right from wrong. The well cared child is sure of himself with pride rather than shame. "Terrible Twos," defiance, temper tantrums and stubbornness can also appear. Some tend to be vulnerable during this stage, sometimes feeling shame and low self-esteem during an inability to learn new things.
Preschool~ 4 year old - 6 year old
Initiative Vs. Guilt
Children want to undertake many adult like activities, sometimes going beyond the limits set by parents and feelings of guilty because of it.
School age ~ 7 year old - 11 year old
Industry Vs. inferiority
Children eagerly learn to be competent and productive or feel inferior and unable to o any task well. Adolescence~ 12 year old - 19 year old
Identity Vs. role confusion
Adolescents try to figure out " Who I am?'' They establish sexual, ethnic, and career identities or are confused about future roles to play.
Young adulthood~ 20 year old - 40 yr.
Intimacy Vs. isolation
Young adults seek companionship and love with another person or become isolated from others.
Middle adulthood~45 year old - 65 yrs.
Generativity Vs. stagnation
Middle aged adults are productive, performing meaningful work and raising a family, or become stagnant and inactive.
Late adulthood 65+
Ego Vs. despair
Older adults try to make sense out of their lives, either seeing life as meaningful and whole or despairing at goals never reached and questions never answered.
Cooper, Kim, Kelly Gosnell. Foundations and Adult Health Nursing, 7th Edition. Mosby, 082014. VitalBook file.
Retrieved from https://pageburstls.elsevier.com/#/books/9780323100014/

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Eriksons stages of psychosocial development talks about the development each stage from birth to death has and their outcomes.
1. Infancy (birth to 1) Basic trust vs. mistrust. The infant learns who to trust and who not to trust.
2. Toddler (1-3) Autonomy vs. shame and doubt. Become sufficient in many activities or doubt their own abilities.
3. Preschool (4-6) Initative vs guilt. In this stage many of the children undertake many adult like activities.
4. School age (7-11) Industry vs inferiority. Children learn to be competent/productive or feel inferior/unable.
5. Adolescence (12-19) Identity vs role confusion. They question "Who am I?" Sexual, ethnic and career identities are established.
6. Young adulthood (20-44) Intimacy vs isolation. Young adults seek companionship.
7.Middle adulthood (45-65) Generativity vs stagnation. Middle aged adults are productive, perform meaningful work raise a family or become stagnant and inactive.
8. Late adulthood (65+) ego integrity vs despair. older adults try to make sense out of their lives either seeing life as meaninful/whole or desapiring that they never met their goals.

While Piaget stages of cognitive development talk about cognitive and intellectual development at different stages of life from birth to 12+.
1. Sensorimotor: Birth to 2 years
2. Preoperational thought: 2-6 years
3. Concrete operational thought 7-11
4. Formal operational thought 12+

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By: Ashley Martinez
Erikson’s Stages of Psychosocial Development

Infancy stage is from birth until 1 year of age. Basic trust vs. mistrust. Infant begin to know who to trust and not to trust.

Toddler stage is 1 to 3 years of age. Autonomy vs. shame and doubt. Toddlers begin to learn how to do activities or doubt their own abilites.

Preschool stage is 4 to 6 years of age. Initiative vs. guilt. The child wants to do activities that an adult would do and often feel guilty.

School age stage is 7 to 11 years of age. Industry vs. Inferiority. The child wants to learn but are unable to do the task.

Adolescence stage is 12 to 19 years of age. Identity vs. Role Confusion. Adolescents begin to find out who they really are and some have no clue.

Young adulthood stage is 20 t0 44 years of age. Intimacy vs. Isolation. Young adults have companionship with another person or they are to themselves.

Piaget’s Stages of Cognitive Development

Sensorimotor stage is from birth to 2 years of age. They begin to interact and use senses and motor skills to understand the world.

Preoperational Thought stage is from 2 to 6 years of age. They develop egocentric thinking and use symbols to represent objects. They also develop logic thinking and use imaginative ability.

Concrete Operational Thought stage is from 7 to 11 years of age. They have improved memory and understand and applies logic operations. They also can focus on more than one task and recognize cause and effect outcomes.

Formal Operational Thought stage is from 12 years and older. They recognize past, present, future and use problem-solving approach. They have interest in ethics, politics and social media.

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Piaget Stages of Cognitive development  

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Piaget Stages of Cognitive development  

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BY: Maria Ramos
Erikson’s Developmental Stages

·         Stage: Basic Trust VS Mistrust

o   Infancy: Birth to 1

o   Infants learn to either trust one with proper care such as basic needs, including feeding, sucking, warmth, cleanliness, and physical contact.

o   + positive outcome, develops strong bond trust in the mothering figure.

o   – Negative outcome, inability to bond, insecure, distrustful.

·         Stage: Autonomy VS shame or doubt

o   Toddler : Age: 1 – 3 years

o   Children learn to be either self sufficient in activites such as (toileting, feeding, walking, and talking) or doubt abilities.

o   Positive outcomes include Independence and self- esteem.

o   Negative include being doubtful of owns ability, dependent.

·         Stage: Initiative Vs. Guilt

o   Preschool: Age: 4-6 years old

o   Children want to overtake many adults like activities. Sometimes children will go beyond the limit set by parents and feeling guilty because of it.

o   Positive outcomes: Sense of purpose and ability

o   Negative: Immobilized guilt and dependence.

·         Stage: Industry VS. inferiority

o   School Age: 7-11  years old

o   Positive outcomes include sense of self confidence by doing and achieving.

o   Negative outcomes include sense if inferiority inability to achieve.

·         Stage: Identity VS, Role Confusion

o   Adolescence 12- 19 years old

o   Adolescents try to figure out who they are. (Who am i?) Establish sexual, ethnic and career identities or are confused about the future roles to play.

o   Positive out comes include sense of self positive ideals

o   Negative outcomes: Confusion inability to make descisions.

·         Stage: Intimacy VS. Isolation

o   Young Adulthood: Ages 20-44

o   In this stage they seek championship and love or become isolated.

o   Positive outcomes: Lasting relationships or commitment

o   Negative Outcomes: Isolation and fear of commitment.

·         Stage: Generativity vs. stagnation

o   Middle Adulthood: Ages 45-65

o   At this age they are productive performing meaningful work and raising family, or become stagnant and inactive.

o   Positive outcomes creates family, considers future welfare of other.

o   Negative outcomes: Stagnation, self-centered, unfilled life career.

·         Stage: Ego integrity VS. Despair

o   Late Adulthood: Age: 65+

o   In this age adults try to make sense of their lives, either seeing life meaningful or in despair at goals that were never reached and unanswered questions.

o   Postive Outcomes  Positive sense of self- worth, accepts and prepares for death.

o   Negative outcomes:  Feeling hoplessness, fears and denies death.
to understand  (Cooper 705)Cooper, Kim, Kelly ell. Gosn Foundations and Adult Health Nursing, 7th Edition. Mosby, 082014.

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stages of psycho social, growth and development 

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stages of psycho social, growth and development 

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Claudia Ornelas
W03
Erikson’s divide stages of psychosocial by ages Infancy (Birth to 1) Developmental task is Basic trust vs mistrust, Infants learn to either trust or not trust that significant others will properly care for their basic needs, including nourishment, sucking, warmth, cleanliness, and physical contact. Toddler (1 to 3) Development Autonomy vs shame and doubt, Children learn to be either self-sufficient in many activities (including toileting, feeding, walking, and talking) or doubt their own abilities. Preschool (4 to 6) Development Initiative vs guilt, Children want to undertake many adult-like activities, sometimes going beyond the limits set by parents and feeling guilty because of it. School age (7 to 11) Developmental Industry vs inferiority, Children eagerly learn to be competent and productive or feel inferior and unable to do any task well. Adolescence (12 to 19) Developmental Identity vs role confusion, Adolescents try to figure out “Who am I?” They establish sexual, ethnic, and career identities or are confused about what future roles to play. this goes by the hand of the physical growth Two directional terms important to understanding growth and development are cephalocaudal and Proximodistal. Cephalocaudal is defined as growth and development that proceeds from the head toward the feet. The infant's head is large as compared with the rest of its body; gradually the body catches up. Proximodistal refers to growth and development that originates in the center of the body and moves toward the outside. Growth and Development proceed at a highly rate may vary from person to person, is continuous and carry a process. This is control by Nutrition, Heredity, and environment.

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Erikson’s Stages of Psychosocial Development

Infancy→ Birth-1 → Basic trust vs mistrust→ Learn to trust or not trust others will provide basic needs.

Toddler→ 1-3→ Autonomy vs shame and doubt→ Learn be self-sufficient or doubt abilities.

Preschool→ 4-6→ Initiative vs guilt→ Want undertake adult-like activities, if go beyond feel guilty.

School age→ 7-11→ Industry vs inferiority→ Learn be competent or feel inferior to do tasks well.

Adolescence→ 12-19→ Identity vs role confusion→ Try figure out “Who am I?” or feel confuse in roles.

Young adulthood→ 20-44→ Intimacy vs isolation→ Seek companionship and love or become isolated.

Middle adulthood→ 45-65→ Generativity vs stagnation→ Productive, raise family or stagnant/inactive.

Late adulthood→ 65⁺→ Ego integrity vs despair→ Try make  life sense or despair at goals never reached.

Piaget’s Stages of Cognitive Development

Sensorimotor: birth-2 yrs

Uses senses and motor abilities, begin with reflexes, interact with environment, object permanence, mental representation, thinking and goal-directed behavior.

Preoperational Thought” 2-6 yrs

Egocentric thinking, trial and error, time in present only, uses symbols for objects, more logical, intuitive thinking, focus on single object aspect, imaginative ability, decenter gradually

Concrete Operational Thought: 7–11 yrs

Apply logical operations, more realistic views, improve use of memory, focus on more than one task, recognize cause-and-effect, identify behavior outcome, understand conversations and numbers.

Formal Operational Thought: 12⁺ yrs

Uses systematic, scientific problem-solving approach, recognize past, present and future, think aobut abstractions and hypothetical concepts, interested in ethics, politics, social and moral.

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Andrea Jackson

VNSG 1304 W01

While Piagets's Stages of Cognitive Development focuses on the concept of cognitive development from infancy to childhood, Erikson's psychosocial theory of development talks about how the impact of external factors, parents, and society can play a role on personality development from childhood to adulthood. According to Erikson's theory, every person is to pass through a series of eight interrelated stages over their entire life cycle.

1. INFANCY: BIRTH- 18 MONTHS OLD

Basic Trust vs. Mistrust- Hope

During the first couple of years of life, the most emphasis is on the mother and fathers nurturing ability to care for a child, through the use of visual contact and touch.  The child will develop optimism, trust, confidence, and security if properly cared for.  If a child does not experience trust, he or she may have a chance of developing insecurity, worthlessness, and general mistrust to the world.

1. TODDLER/EARLY CHILDHOOD YEARS: 18 MONTHS TO 3 YEARS

Autonomy vs. Shame- Will

This second stage occurs between the ages of 18 months to 3 years. At this point, a child has the opportunity to build self-esteem and autonomy as he or she learns new skills and right from wrong. The well cared for child is secure of himself and carries him/her self with pride rather than with shame. During this time, the child goes through what is called "terrible twos". They show signs ofdefiance, throw temper tantrums, and are stubborn. A child may experience feeling shame and have a low self esteem during an inability to learn certain skills as well.

1. PRESCHOOLER: 3 TO 5 YEARS

Initiative vs. Guilt- Purpose

During this period, the child has a desire to immitate the adults around and take initiative in creating play situations.  They make up stories with Barbie dolls and Kens, toy phones, and miniature cars, playing out roles in a trial universe, experimenting with the blue print for what they believe it means to be an adult. They also begin to use the word "WHY?" For exploring.

According to Erikson and Freud, the child downplays biologica sexuality in favor of the psychosocial feature of conflict between child and parents.  At this age, the child becomes involved in Oedipal Struggle and resolves the struggle through social role identification. If the child is to be frustrated over natural desires and goals, they may easily experience guilt. The most significant relationship is with the basic family.

1. SCHOOL AGE CHILD: 6 TO 12 YEARS

Industry vs. Inferiority- Competence

During this stage, often called the Latency, the child is capable of learning, creating, and accomplishing numerous new skills and knowledge, thus developing a sense of industry. This is also a very social stage of development and if the child experiences unresolved feelings of inadequacy and inferiority among their peers, they can have serious problems in terms of competence and self-esteem.

As the world expands a bit, the childs most significant relationship is with the school and neighborhood. Parents are no longer the complete authorities they once were, although they are still important.

1. ADOLESCENT: 12 TO 18 YEARS

Identity vs. Role Confusion- Fidelity

Up until this stage, development depends on what is done to a person. Development depends primarily upon what a person does. An adolescent must struggle to discover and find his or her own identity, while negotiating and struggling with social interactions and "fitting in", and developing a sense of morality and right from wrong.

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Piaget's Stages of Cognitive Development Piaget focused on the concept of cognitive development beginning in infancy and continuing throughout the childhood years. Sensorimotor: Birth to 2 Years• Uses senses and motor abilities to understand the world and coordinates sensorimotor skills; this period begins with reflexes  Develops schema • Begins to interact with environment • Learns that an object still exists when it is out of sight (object permanence) and begins to remember and imagine experiences (mental representation) • Develops thinking and goal-directed behavior Preoperational Thought: 2 to 6 Years• Develops egocentric thinking (understands the world from only one perspective—that of the self) • Uses trial and error to discover new traits and characteristics • Conceptualizes time in present terms only • Uses symbols to represent objects • Develops more logical, intuitive thinking • Centers or focuses on a single aspect of an object, producing some distortion of reality • Gains in imaginative ability • Gradually begins to “decenter” (becomes less egocentric and understands other points of view) Concrete Operational Thought: 7 to 11 Years• Understands and applies logical operations or principles to help interpret specific experiences or perceptions • Has more realistic views; better understands other viewpoints • Improves use of memory • Focuses on more than one task; develops logical, socialized thoughts • Recognizes cause-and-effect relationships • Learns to identify behavior outcome • Understands basic ideas of conversation, number classification, and other concrete ideas Formal Operational Thought: 12+ Years• Uses a systematic, scientific problem-solving approach • Recognizes past, present, and future • Is able to think about abstractions and hypothetical concepts and is able to move in thought “from the real to the possible” • Becomes more interested in ethics, politics, and all social and moral issues as ability to take a broader and more theoretic approach to experience increases

Cooper and Gosnell: Foundations and Adult Health Nursing, 7th Edition

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Yulissa Gonzalez