PSYCHOSOCIAL DEVELOPMENT

- For a concept to be psychosocial means it relates to one’s psychological development

in, and interaction with, a social environment. Involving both psychological and
social aspects in human development.
- It was first commonly used by psychologist Erik Erikson in his stages of social
development.

Erik Erikson’s theory of psychosocial development

 Is one of the best known theories of personality in psychology. He
believed that personality develops in a series of stages. Erikson’s theory
describes the impact of social experience across the whole lifespan.
 One of the main elements of Erikson’s psychosocial stage theory is the
development of ego identity. Ego identity is the conscious sense of self
that we develop through social interaction.
 Each stage in Erikson’s theory concerned with becoming competent in an
area of life. Each stage builds upon the successful completion of earlier
stages. If the stage is handled well, the person will feel a sense of mastery.
If the stage is managed poorly, the person will emerge with a crisis or
problems in the future that serves as a turning point in development.

THE EIGHT STAGES OF DEVELOPMENT

ERIK H. ERIKSON

Stages Basic Conflict Important Events Outcome

Nurture, children develop a

Infancy Stage TRUST VS.MISTRUST Feeding sense of trust when care
-Birth 18 months givers provide reliability
care and affection. A lack
of this will lead to mistrust.

Virtue : HOPE
 Stages Basic Conflict Important Events Outcome

Children need to develop

Early Childhood Stage AUTONOMY VS. Toilet training the sense of personal
18 months – 3 yrs. SHAME AND DOUBT control over physical skill
and a sense of
independents. Success lead
to failing of autonomy.

Virtue : WILL

Children needs to begin

asserting and power over
Pre- School Age INITIATIVE VS. GUILT Exploration environment. Success in
3 – 6 yrs. Old this stage leads a sense of
purpose children try to
exert too much power
experience, disapproval
resulting to a sense of guilt.

Virtue : PURPOSE

Children need to cope up

with new social and
School Age INDUSTRY VS. School academic demands.
6- 12 yrs. old INFERIORITY Success leads to a sense of
competence, while failure
result to inferiority.

Virtue : COMPETENCE

Teens need to develop a

sense of self and personal
Teen Age IDENTITY VS. ROLE Social Relationship identity. Success lead to
12 – 18 yrs. old CONFUSION stay true to oneself while
failure leads to role
confusion and a weak
sense of self.

Virtue : FIDELITY

Young adult needs to form

intimate loving relationship
 Young Adulthood INTIMACY VS. Relationship with other people, success
18 0r 20 – 40 yrs. old ISOLATION leads to a strong
relationship while failure
result to loneliness and
isolation.

Virtue : LOVE

Adult needs to create or

nurture things that will
Middle Adulthood GENERATIVITY VS. Work and Parenthood outlast them often by
40 – 60 yrs. old STAGNATION having children or creating
a positive change that
benefits other people.
Success leads to feeling,
usefulness and
accomplishment while
failure results in shallow
involvement in the world.

Virtue: CARE

-The person has more ego

integrity than despair
Old Age EGO INTEGRITY VS. Reflection on Life
From 60 till Death DESPAIR -Defined as detached
concern with life.

Virtue : WISDOM

Psychosocial Stage 1 – Trust vs. Mistrust

(Birth 18 months) Can I trust the World?

 The first stage of Erik Erikson’s theory centers around the infant’s basic needs being met by the
parents and this interaction leading to trust or mistrust. Trust as defined by Erikson is “an
essential truthfulness of others as well as fundamental sense of one’s own trustworthiness.’’
 To come out of this stage in good psychological health, a baby must achieve a proper balance of
trust (which allows intimacy) over mistrust (which permits self-protection).

Psychosocial Stage 2 – Autonomy vs. Shame and Doubt

(18 months to 3 yrs.) Is it OK to Be Me?
  As the child gains control over eliminative functions and motor abilities, then they begin to
explore their surroundings. Children at this age like to explore the world around them and they
are constantly learning about their environment. The parents still provide a strong base of
security from which the child can venture out to assert their will.
 Like Freud, Erikson believed that toilet was a vital part of this process. Erikson believe that
learning to control one’s body functions leads to a feeling of control and sense of independence.

Psychosocial Stage 3 – Initiative vs. Guilt

(3 to 6 yrs. old) Is it OK for me to Do, Move, and Act?

 Initiative adds to autonomy the quality of undertaking, planning and attacking a task for the
sake of just being active and on the move. The child is learning to master the world around
them, learning basic skills and principles of physics. Things fall down, not up. Round things
roll. They learn how to zip and tie, count and speak with ease. At this stage, the child wants
to begin and complete their own actions for a purpose.
 The child during this stage faces the complexities of planning and developing a sense of
judgement. During this stage, the child learns to take initiative and prepare for leadership
and goal achievement roles.

Psychosocial Stage 4 – Industry vs. Inferiority

(6 to 12 yrs. old) Can I Make it in the world of People and Things?

 Erikson sees middle childhood as a time of relative emotional calm, when children can
attend to their schooling and learn the skills culture requires.
 Industry the sense of enjoyment from work and from sustained attention. Child learns
skills necessary for economic survival the technological skills that will allow him to
become productive member of his culture. School is the place where child is trained for
future employment.
 Inferiority causes the child to lose confidence in his ability to become contributing
member of society.

Psychosocial Stage 5- Identity vs. Role Confusion

(12 to 18 yrs. old) Who Am I? What Can I Be?

 According to Erikson, the chief task of adolescence is to resolve confusion. The desirable
outcome is a sense of oneself as a unique human being with a meaningful role to play in society.
As the active agent of identity formation is the ego, which puts together its knowledge of the
person’s abilities, needs, and desires and of what must be done to adapt to the social
environment.

Psychosocial Stage 6 – Intimacy vs. Isolation

(18 0r 20 to 40 yrs.) Can I Love?
  At the starts of this stage, identity vs. role confusion is coming to an end, though it still lingers at
the foundation of the stage. Young adults are still eager to blend their identities with friends.
They want to fit in.
 The virtue that develops during young adulthood is the virtue of love, or mutuality of devotion
between partners who have chosen to share their lives.
 Erikson believed that a strong sense of personal identity was important to developing intimate
relationships. Studies have demonstrated that those with a poor sense of self tend to have less
committed relationships and more likely to suffer emotional, isolation, loneliness, and
depression.

Psychosocial Stage 7- Generativity vs. Stagnation

(40 to 60 yrs. old) Can I Make My Life Count?

 Generativity is the concern of mature adults for establishing and guiding the next generation.
The concept is meant to include productivity and creativity. “The adult stage of generativity has
broad application to family, relationships, work, and society.
 People’s impulse to foster the development of the young is not limited to guiding their own
children. it can be expressed through such activities as teaching and mentorship.
 The virtue that develops during this stages to developed sense of care.

Psychosocial Stage 8- Integrity and Despair

(from 60 till death) Is it OK to Have Been Me?

 As we grow older and become senior citizens we tend to slow down our productivity and
explore life as a retired person. It is during this time that we contemplate our accomplishments
and are able to develop integrity if we see ourselves as a leading a successful life. The final
developmental task is retrospection: people look back on their lives and accomplishments. They
develop feelings of contentment and integrity if they believe that they have led a happy,
productive life.
 If we see our life as unproductive, or feel that we did not accomplish our life goals, we become
dissatisfied with life and develop despair often leading to depression and hopelessness.

Theory of Cognitive development

 Jean Piaget

- The goal of the theory is to explain the mechanisms and processes by which the infant, and
then the child, develops into an individual who can reason and think using hypotheses.

- To Piaget, cognitive development was a progressive reorganization of mental processes as a

result of biological maturation and environmental experience. Children construct
understanding of the world around them, then experience discrepancies between what they
already know and what they discover in their environment.

There Are Three Basic Components to Piaget’s Cognitive Theory:

1. Schemas
(building blocks of knowledge).
2. Equilibrium, Assimilation, and Accommodation
- Adaptation processes that enable the transition from one stage to another
3. Stages of Cognitive Development
- sensorimotor
- preoperational
- concrete operational
- formal operational
EQUILIBRIUM
Adaptation process that enable the frame from stage to another.
ASSIMILATION AND ACCOMMODATION
- Process of adaptation
- Using an existing schema does not and need to change to cope up to new situation.

Example of ASSIMILATION
 A 2- year old child sees a man who is bald on top of his head and long frizzy hair
on the sides. To his father’s horror, the toddler shouts “Clown, clown” ( Siegler et
al.,2003).

Example of ACCOMMODATION
  In the “clown” incident, the boy’s father explained to his son that the man was not
a clown and that even though his hair was like a clowns, he wasn’t wearing a
funny costume and wasn’t doing silly things to make people laugh.
 With this new knowledge, the boy was able to change his schema of “clown “and
make this idea fit better to a standard concept of clown
Stages of Development
- Piaget proposed four stages of cognitive development which reflect the increasing
sophistication of children’s thought:

1. Sensorimotor stage (birth to age 2)

2. Pre- operational stage (from age 2 to age 7)
3. Concrete operational stage (from age 7 to age 11)
4. Formal operational stage (age 11± adolescence and adulthood).

 Each child goes through the stages in the same order, and child
development is determined by biological maturation and interaction
with the environment. Although no stage can be missed out, there are
individual differences in the rate at which children progress through
stages, and some individuals may never attain the later stages.
 Piaget did not claim that a particular stage was reached at a certain age-
although descriptions of the stages often include an indication of the
stage at which the average child
-would reach each stage.

Sensorimotor Stage (Birth – 2 yrs.)

 The main achievement during this stage is object permanence knowing that an object
still exists, even if it is hidden.
 It requires the ability to form a mental representation (i.e,. a schema) of the object.

Pre operational Stage (2- 7 yrs.)

 During this stage, young children can think about things symbolically. This is the ability
to make one thing- a word or an object – stand for something other than itself.
 Thinking is still egocentric, and the infant has difficulty taking the viewpoint of others.\

Concrete Operational Stage (7 -11 yrs.)

 Piaget considered the concrete stage a major turning point in the child’s
cognitive development because it marks the beginning of logical or operational
thought:
 This means the child can work things out internally in their head ( rather than
physically try things out in the real world).
  Children can conserve number age 6, mass age 7, and weight age 9.
Conservation is the understanding that something stays the same in quantity
even though its appearance changes.

Formal Operational Stage (11 years and over)

 The formal operational stage begins at approximately age eleven and

lasts into adulthood. During this time, people develop the ability to
think about abstract concepts, and logically test hypotheses.

Educational Implications
- Piaget 1952 did not explicitly relate his theory to education, although later
researchers have explained how features of Piaget’s theory can be applied to
teaching and learning.
- Piaget has been extremely influential in developing educational policy and
teaching practice.
- Discovery learning – the idea that children learn best through doing and actively
exploring – was seen as central to the transformation of the primary school
curriculum.
- The reports recurring themes are individual learning, flexibility in the curriculum,
the centrality of play in children’s learning the use of the environment, learning by
discovery and the importance of the evaluation of children’s progress- teachers
should not assume that only what is measurable is valuable.
Because Piaget’s theory is based upon biological maturation and stages, the notion of readiness is
important. Readiness concerns when certain information or concepts should be taught. According to
Piaget’s theory children should not be taught certain concepts until they have reached the appropriate
stage of cognitive development.

According to Piaget 1958, assimilation and accommodation require an active learner, not a passive one,
because problem solving skills cannot be taught, they must be discovered.

Within the classroom learning should be student- centered and accomplished through active discovery
learning. The role of the teacher is to facilitate learning, rather than direct tuition, therefore, teachers should
encourage the following within the classroom:
 Focus on the process of learning, rather than the end product of it.

 Using active methods that require rediscovering or reconstructing truths.

 ShepherdVille College
Talojongon, Tigaon Cam. Sur
A/Y 2019-2020

A PARTIAL FULFILLMENT IN MC VED 02

PSYCHOLOGICAL THEORIES OF VALUES

EDUCATION
For the first quarter of the 1st semester

Submitted by:
CHELDAN ALLYSA P. FERNANDEZ

Submitted to:
MR. JOBEN COMPETENTE