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5
Developmental Theories –
Unit Freud’s Psychoanalytic Theory

In learning child and adolescent development, it is imperative to look at the

foundation theories that have impacted in knowing and teaching the young. This unit
focuses on Freud’s views about human development. Though a lot of his views were
criticized, his theory is still considered as the most influential in psychology. His
theory formed basis for others to conduct further studies.

Learning Outcomes

At the end of this unit, you should be able to:

● explain Freud’s views about child and adolescent development; and

● draw implications of Freud’s theory of education.

Pretest

You might have come across already Freud’s Psychoanalytic Theory in your high
school years. Here’s a mini-quiz about the basics of his theory. Please be honest in
answering the pretest and do not use the internet in searching for answers. Anyway, this
won’t be graded. Good luck!

Direction: Encircle the letter of the BEST answer.

1. It is the part wherein thoughts and perceptions are located?

a. Ego c. Subconscious
b. Preconscious d. Conscious
2. It is the level wherein people access their memories and stored knowledge?
a. Superego c. Conscious
b. Subconscious d. Id
3. It is the deepest level in the mental iceberg wherein all tendencies are in prison.
a. Ego ideal c. Unconscious
b. Superego d. Subconscious

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4. It is the moral principle of the Freudian personality structure.

a. Id c. Ego
b. Conscious d. Superego
5. It shows the behavior from the combination of all the interactions between
personality structures.
a. Subconscious c. Ego
b. Superego d. Id
6. It is referred as the "little devil" wherein all negative aspects of the personality
structure lives.
a. Superego c. Ego
b. Id d. Preconscious
7. How many stages does Freud’s theory have?
a. 4 c. 6
b. 5 d. 8
8. Which of the following statements is TRUE about the mental iceberg?
a. We only prioritize our conscious state.
b. Unconscious level reflects in the conscious behavior.
c. Our subconscious is always accessible.
d. Conscious states control all levels of the iceberg.
9. When boys develop unconscious sexual desire for their mother and see their
father as their rival, this is called ________.
a. Elektra Complex c. Elektra Problem
b. Oedipus Problem d. Oedipus Problem
10. According to Freud, unresolved unconscious conflicts often produce ________.
a. Pleasure c. Archetypes
b. Fixation d. Anxiety

Thank you for answering the

pretest. You may check the key to
correct answers on page ____.
Was that tough?
Let’s go!

The next section is the content of this unit. It contains vital information of the
topics based on the learning outcomes. There are also additional readings and links
provided so that you can easily understand the topics. Please take time to read the
content.

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Content

Psychoanalytic Theories

Psychoanalytic theories describe development as primarily unconscious (beyond

awareness) and heavily colored by emotion. Psychoanalytic theorists emphasize that
behavior is merely a surface characteristic and that a true understanding of development
requires analyzing the symbolic meanings of behavior and the deep inner workings of
the mind.
Psychoanalytic theorists also stress that early experiences with parents
extensively shape development. These characteristics are highlighted in the main
psychoanalytic theory, that of Sigmund Freud (Santrock, 2002).

Freud’s Psychoanalytic Theory

Freud believed that personality developed

through a series of childhood stages in which the
pleasure-seeking energies of the id become
focused on certain erogenous areas.
An erogenous zone is characterized as
an area of the body that is particularly sensitive to
stimulation.
During the five psychosexual stages,
which are the oral, anal, phallic, latent, and
genital stages, the erogenous zone associated
with each stage serves as a source of pleasure.
The psychosexual energy, or libido, was
described as the driving force behind behavior.
Psychoanalytic theory suggested that
personality is mostly established by the age of
five. Early experiences play a large role in
personality development and continue to influence
behavior later in life. Figure 2. Sigmund Freud
Each stage of development is marked by Sigmund Freud was an Austrian
neurologist and the founder of
conflicts that can help build growth or stifle psychoanalysis, a clinical method for
development, depending upon how they are treating psychopathology through
dialogue between a patient and a
resolved. If these psychosexual stages are psychoanalyst. Freud was born to Galician
completed successfully, a healthy personality is the Jewish parents in the Moravian town of
result. Freiberg, in the Austrian Empire.

If certain issues are not resolved at the

appropriate stage, fixations can occur. A fixation is a persistent focus on an earlier
psychosexual stage. Until this conflict is resolved, the individual will remain "stuck" in
this stage. A person who is fixated at the oral stage, for example, may be over-
dependent on others and may seek oral stimulation through smoking, drinking, or eating
(Verywell, 2018).

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Psychosexual Stages according to Freud

1. Oral Stage
Age Range : Birth to 1 Year
Erogenous Zone : Mouth

During the oral stage, the infant's primary source of interaction occurs through
the mouth, so the rooting and sucking reflex is especially important. The mouth is vital
for eating, and the infant derives pleasure from oral stimulation through gratifying
activities such as tasting and sucking.
Because the infant is entirely dependent upon caretakers (who are responsible
for feeding the child), the child also develops a sense of trust and comfort through this
oral stimulation.
The primary conflict at this stage is the weaning process--the child must become
less dependent upon caretakers. If fixation occurs at this stage, Freud believed the
individual would have issues with dependency or oral aggression. Oral fixation can
result in problems with drinking, eating, smoking, or nail-biting.

2. Anal Stage
Age Range : 1 to 3 years
Erogenous Zone : Anus and Bladder

During the anal stage, Freud believed that the primary focus of the libido was on
controlling anus, bladder and bowel movements. The major conflict at this stage is toilet
training—the child has to learn to control their bodily needs. Developing this control
leads to a sense of accomplishment and independence.
According to Freud, success at this stage is dependent upon the way in which
parents approach toilet training. Parents who utilize praise and rewards for using the
toilet at the appropriate time encourage positive outcomes and help children feel capable
and productive.
Freud believed that positive experiences during the toilet training stage serve as
the basis for people to become competent, productive, and creative adults.
However, not all parents provide the support and encouragement that children
need during this stage. Some parents punish, ridicule, or shame a child for accidents.
According to Freud, inappropriate parental responses can result in negative
outcomes. If parents take an approach that is too lenient, Freud suggested that an anal-
expulsive personality could develop in which the individual has a messy, wasteful, or
destructive personality.
If parents are too strict or begin toilet training too early, Freud believed that an
anal-retentive personality develops in which the individual is stringent, orderly, rigid,
and obsessive.

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3. Phallic Stage
Age Range : 3 to 6 years old
Erogenous Zone : genitals, specifically the penis

As you might guess from the name, this stage involves fixation on the penis.
Freud proposed that for young boys, this meant obsession with their own penis. Hence
the boy develops castration anxiety (McLeod, 2008).
For young girls, this meant fixation on the fact that they don’t have a penis, an
experience he called “penis envy.”

Oedipus Complex
The Oedipus complex is one of Freud’s most controversial ideas. It’s based on
the Greek myth where a young man named Oedipus kills his father and then marries his
mother. When he discovers what he’s done, he pokes his eyes out.
Freud believed that every boy is sexually attracted to his mother, and that every
boy believes that if his father found out, his father would take away the thing the little boy
loves most in the world: his penis. Herein lies castration anxiety.
According to Freud, boys eventually decide to become their fathers — through
imitation — rather than fighting them.
Freud called this “identification” and believed it was ultimately how the Oedipus
complex got resolved.

Electra Complex
Another psychologist, Carl Jung, coined “the Electra Complex” in 1913 to
describe a similar sensation in girls.
In short, it says that young girls compete with their mothers for sexual attention
from their fathers.
But Freud rejected the label, arguing that the two genders undergo distinct
experiences in this phase that shouldn’t be conflated.
So what did Freud believe happened to girls in this stage?
He proposed that girls love their moms until they realize they don’t have a penis,
and then become more attached to their fathers.
Later, they begin to identify with their mothers out of fear of losing their love — a
phenomenon he coined the “feminine Oedipus attitude.”
He believed this stage was crucial for girls to understand their role as women in
the world, as well as their sexuality.

4. Latency Stage
Age Range : 6 to Puberty
Erogenous Zone : Sexual Feelings Are Inactive

During this stage, the superego continues to develop while the id's energies are
suppressed. Children develop social skills, values and relationships with peers and
adults outside of the family.
The development of the ego and superego contribute to this period of calm. The
stage begins around the time that children enter into school and become more
concerned with peer relationships, hobbies, and other interests.

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The latent period is a time of exploration in which the sexual energy repressed or
dormant. This energy is still present, but it is sublimated into other areas such as
intellectual pursuits and social interactions. This stage is important in the development of
social and communication skills and self-confidence.
As with the other psychosexual stages, Freud believed that it was possible for
children to become fixated or "stuck" in this phase. Fixation at this stage can result in
immaturity and an inability to form fulfilling relationships as an adult.

5. Genital Stage
Age Range : Puberty to Death
Erogenous Zone : Maturing Sexual Interests

The onset of puberty causes the libido to become active once again. During the
final stage of psychosexual development, the individual develops a strong sexual
interest in the opposite sex. This stage begins during puberty but last throughout the rest
of a person's life.
Where in earlier stages the focus was solely on individual needs, interest in the
welfare of others grows during this stage. The goal of this stage is to establish a balance
between the various life areas.
If the other stages have been completed successfully, the individual should now
be well-balanced, warm, and caring.
Unlike the many of the earlier stages of development, Freud believed that the
ego and superego were fully formed and functioning at this point. Younger children are
ruled by the id, which demands immediate satisfaction of the most basic needs and
wants.
Teens in the genital stage of development are able to balance their most basic
urges against the need to conform to the demands of reality and social norms.

Evaluating Freud's Psychosexual Stage Theory

Freud's theory is still considered controversial today, but imagine how audacious
it seemed during the late 1800s and early 1900s. There have been a number of
observations and criticisms of Freud's psychosexual theory on a number of grounds,
including scientific and feminist critiques.

Criticisms of the Psychosexual Stages

1. The theory is focused almost entirely on male development with little mention of
female psychosexual development.
2. His theories are difficult to test scientifically. Concepts such as the libido are
impossible to measure, and therefore cannot be tested. The research that has
been conducted tends to discredit Freud's theory.
3. Future predictions are too vague. How can we know that a current behavior was
caused specifically by a childhood experience? The length of time between the
cause and the effect is too long to assume that there is a relationship between
the two variables.

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4. Freud's theory is based upon case studies and not empirical research. Also,
Freud based his theory on the recollections of his adult patients, not on actual
observation and study of children.

You’re halfway there!

Don’t falter, just go on!
Laban lang!

Freud’s Personality Elements

According to Sigmund Freud, human personality is complex and has more than a
single component. In his famous psychoanalytic theory, Freud states that personality is
composed of three elements known as the id, the ego, and the superego. These
elements work together to create complex human behaviors.1
Each component adds its own unique contribution to personality and the three
interact in ways that have a powerful influence on an individual. Each element of
personality emerges at different points in life.
According to Freud's theory, certain aspects of your personality are more primal
and might pressure you to act upon your most basic urges. Other parts of your
personality work to counteract these urges and strive to make you conform to the
demands of reality.
Here's a closer look at each of these key parts of the personality, how they work
individually, and how they interact.

The Id

 According to Freud, the id is the source of all psychic energy, making it the
primary component of personality.1
 The id is the only component of personality that is present from birth.
 This aspect of personality is entirely unconscious and includes instinctive and
primitive behaviors.

The id is driven by the pleasure principle, which strives for immediate

gratification of all desires, wants, and needs. If these needs are not satisfied
immediately, the result is a state anxiety or tension. For example, an increase in hunger
or thirst should produce an immediate attempt to eat or drink.
The id is very important early in life because it ensures that an infant's needs are
met. If the infant is hungry or uncomfortable, he or she will cry until the demands of the
id are satisfied. Young infants are ruled entirely by the id, there is no reasoning with
them when these needs demand satisfaction.

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Imagine trying to convince a baby to wait until lunchtime to eat their meal. The id
requires immediate satisfaction, and because the other components of personality are
not yet present, the infant will cry until these needs are fulfilled.
However, immediately fulfilling these needs is not always realistic or even
possible. If we were ruled entirely by the pleasure principle, we might find ourselves
grabbing the things that we want out of other people's hands to satisfy our own cravings.
This behavior would be both disruptive and socially unacceptable.
According to Freud, the id tries to resolve the tension created by the pleasure
principle through the use of primary process thinking, which involves forming a mental
image of the desired object as a way of satisfying the need.
Although people eventually learn to control the id, this part of personality remains
the same infantile, primal force throughout life. It is the development of the ego and the
superego that allows people to control the id's basic instincts and act in ways that are
both realistic and socially acceptable.

The Ego

 According to Freud, the ego develops from the id and ensures that the impulses
of the id can be expressed in a manner acceptable in the real world.
 The ego functions in the conscious, preconscious, and unconscious mind.
 The ego is the component of personality that is responsible for dealing with
reality.

The ego operates based on the reality principle, which strives to satisfy the id's
desires in realistic and socially appropriate ways. The reality principle weighs the costs
and benefits of an action before deciding to act upon or abandon impulses.
In many cases, the id's impulses can be satisfied through a process of delayed
gratification—the ego will eventually allow the behavior, but only in the appropriate time
and place.
Freud compared the id to a horse and the ego to the horse's rider. The horse
provides the power and motion, while the rider provides direction and guidance. Without
its rider, the horse may simply wander wherever it wished and do whatever it pleased.
The rider gives the horse directions and commands to get it to go where the rider wants
it to go.
The ego also discharges tension created by unmet impulses through secondary
process thinking, in which the ego tries to find an object in the real world that matches
the mental image created by the id's primary process.
Imagine that you are stuck in a long meeting at work. You find yourself growing
increasingly hungry as the meeting drags on. While the id might compel you to jump up
from your seat and rush to the break room for a snack, the ego guides you to sit quietly
and wait for the meeting to end.
Instead of acting upon the primal urges of the id, you spend the rest of the
meeting imagining yourself eating a cheeseburger. Once the meeting is finally over, you
can seek out the object you were imagining and satisfy the demands of the id in a
realistic and appropriate manner.

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The Superego

 According to Freud, the superego begins to emerge at around age five.

 The superego holds the internalized moral standards and ideals that we acquire
from our parents and society (our sense of right and wrong).
 The superego provides guidelines for making judgments.

The superego has two parts:

1. The conscience includes information about things that are viewed as bad by
parents and society. These behaviors are often forbidden and lead to bad
consequences, punishments, or feelings of guilt and remorse.
2. The ego ideal includes the rules and standards for behaviors that the ego
aspires to.

The superego tries to perfect and civilize our behavior. It works to suppress all
unacceptable urges of the id and struggles to make the ego act upon idealistic standards
rather that upon realistic principles. The superego is present in the conscious,
preconscious, and unconscious.

The Interaction of the Id, Ego, and Superego

When talking about the id, the ego, and the superego, it is important to remember
that these are not three separate entities with clearly defined boundaries. These aspects
are dynamic and always interacting to influence an individual's overall personality and
behavior.
With many competing forces, it is easy to see how conflict might arise between
the id, ego, and superego. Freud used the term ego strength to refer to the ego's ability
to function despite these dueling forces.
A person who has good ego strength can effectively manage these pressures,
while a person with too much or too little ego strength can be unyielding or disruptive.

What Happens If There Is an Imbalance?

According to Freud, the key to a healthy personality is a balance between the id,
the ego, and the superego.
If the ego is able to adequately moderate between the demands of reality, the id,
and the superego, a healthy and well-adjusted personality emerges. Freud believed that
an imbalance between these elements would lead to a maladaptive personality.
For example, an individual with an overly dominant id might become impulsive,
uncontrollable, or even criminal. Such an individual acts upon their most basic urges with
no concern for whether their behavior is appropriate, acceptable, or legal.
On the other hand, an overly dominant superego might lead to a personality that
is extremely moralistic and judgmental. A person ruled by the superego might not be
able to accept anything or anyone that they perceive to be "bad" or "immoral."

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Freud’s Three Levels of Mind

Freud didn't exactly invent the idea of the conscious versus unconscious mind,
but he certainly was responsible for making it popular and this was one of his main
contributions to psychology.
Freud (1905) developed a topographical model of the mind, whereby he
described the features of the mind’s structure and function. Freud used the analogy of
an iceberg to describe the three levels of the mind.

Freud (1915) described the

conscious mind, which consists of all the
mental processes of which we are aware,
and this is seen as the tip of the iceberg. For
example, you may be feeling thirsty at this
moment and decide to get a drink.
The preconscious contains thoughts
and feelings that a person is not currently
aware of, but which can easily be brought to
consciousness. It exists just below the level
of consciousness, before the unconscious
mind. The preconscious is like a mental
waiting room, in which thoughts remain until
they 'succeed in attracting the eye of the
conscious' (Freud, 1924).
This is what we mean in our everyday
usage of the word available memory. For
example, you are presently not thinking
about your mobile telephone number, but
now it is mentioned you can recall it with
ease.
Figure 3. Iceberg Metaphor of Sigmund Freud.

Mild emotional experiences may be in the preconscious but sometimes traumatic

and powerful negative emotions are repressed and hence not available in the
preconscious.
Finally, the unconscious mind comprises mental processes that are
inaccessible to consciousness but that influence judgments, feelings, or behavior
(Wilson, 2002).
According to Freud (1915), the unconscious mind is the primary source of human
behavior. Like an iceberg, the most important part of the mind is the part you cannot see.
Our feelings, motives and decisions are actually powerfully influenced by our
past experiences, and stored in the unconscious.
Freud applied these three systems to his structure of the personality, or psyche –
the id, ego and superego. Here the id is regarded as entirely unconscious whilst the ego
and superego have conscious, preconscious, and unconscious aspects.

To further understand Freud’s theory, click these video links

https://youtu.be/V73hdaSTzWg, https://youtu.be/PxJi-sb2ubc.

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Defense Mechanisms

Freud noted a number of ego defenses which he refers to throughout his written
works. His daughter Anna Freud (1936) developed these ideas and elaborated on them,
adding ten of her own. Many psychoanalysts have also added further types of ego
defenses or defense mechanisms.
Here is the list.

Table 1. List of Defense Mechanisms

Mechanism Description Example
It involves the victim An extreme example of this is the
1. Identification adopting the behavior of a Stockholm Syndrome, where hostages
with the person who is more establish an emotional bond with their
Aggressor powerful and hostile captor(s) and take on their behaviors.
towards them.
Repression is an
unconscious defense In the Oedipus complex, aggressive
2. Repression mechanism employed by thoughts about the same sex parents
the ego to keep disturbing are repressed and pushed down into
or threatening thoughts the unconscious.
from becoming conscious.
Projection is a
psychological defense For instance, you might hate someone,
mechanism proposed by but your superego tells you that such
3. Projection Anna Freud in which an hatred is unacceptable. You can
individual attributes 'solve' the problem by believing that
unwanted thoughts, they hate you.
feelings and motives onto
another person.
Displacement is the
redirection of an impulse
(usually aggression) onto Someone who is frustrated by his or
4. Displacement a powerless substitute her superiors may go home and kick
target. The target can be the dog, beat up a family member, or
a person or an object that engage in cross-burnings.
can serve as a symbolic
substitute.
Sublimation is similar to
displacement, but takes Many great artists and musicians have
place when we manage to had unhappy lives and have used the
displace our unacceptable medium of art of music to express
5. Sublimation emotions into behaviors themselves. Sport is another example
which are constructive of putting our emotions (e.g.,
and socially acceptable, aggression) into something
rather than destructive constructive.
activities.
Denial involves a refusal
6. Denial to accept reality, thus A husband may refuse to recognize

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blocking external events obvious signs of his wife’s infidelity.

from awareness.
Regression is when the
ego reverts to an earlier A child may begin to suck their thumb
7. Regression stage of development again or wet the bed when they need to
usually in response to spend some time in the hospital.
stressful situations.
Rationalization involves a When a person finds a situation difficult
8. Rationalization cognitive distortion of "the to accept, they will make up a logical
facts" to make an event or reason why it has happened. For
an impulse less example, a person may explain a
threatening. natural disaster as 'God's will'..
Reaction formation is a Men who are prejudice against
psychological defense homosexuals are making a defense
9. Reaction mechanism in which a against their own homosexual feelings
Formation person goes beyond by adopting a harsh anti-homosexual
denial and behaves in the attitude which helps convince them of
opposite way to which he their heterosexuality.
or she thinks or feels.

That was quite long, right?

But I know you carefully read
and understood every detail of the
content.
Now please respond to the
learning activity that follows.
If you have questions regarding
the activity, you may visit
Our Google class with this code _______.
Please accomplish the activities
within the week, but if you have
unstable internet connection, you are
given another week to accomplish the
task.

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Learning Activity

A. Direction: Please read very carefully each question/situation. Then, encircle the
letter of the best answer. Good luck!

1. Freud believed that smoking, overeating, and habitual gum chewing could result
from fixation in the _______ stage.
a. Genital c. Oral
b. Anal d. Phallic
2. While cleaning up after her party last night, Angela forgot to put the leftover crab
dip in the refrigerator. When she discovered the now spoiled dip in the morning,
Angela said she didn't mind having to throw it out because it wasn't that good
anyway. Most likely Angela is using _______.
a. Reaction formation c. Rationalization
b. Repression d. Regression
3. Under stress, a college student cries and throws things. The behavior of the
student is an example of _______.
a. Regression c. Displacement
b. Reaction Formation d. Sublimation
4. Hopefully, right now the words in this exam question are in your _________
awareness.
a. Conscious c. Preconscious
b. Unconscious d. Subconscious
5. Freud's psychoanalytic theory of personality focuses on all the following EXCEPT
a. Methods used to cope with sexual and aggressive urges
b. The potential for personal growth
c. The influence of childhood experiences
d. Unconscious motives and conflicts
6. The crucial development task associated with the anal stage is ________.
a. The Oedipal complex c. Weaning from the breast or bottle
b. Gaining superiority d. Toilet training
7. The component of personality that operates according to the reality principle is
the _______.
a. Conscious c. Ego
b. Superego d. Id
8. Freud believed that during the phallic stage, children develop erotically tinged
desires for _________.
a. The parent of the opposite sex
b. The parent of the same sex
c. Playmates
d. Siblings

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9. According to Feud, which of the following is entirely unconscious?

a. The self c. The Superego
b. The id d. The Ego
10. The superego is Freud's term for _________.
a. The moral component of personality
b. The biological impulses that drive our behavior
c. The mediating agent between the other two components of personality
d. The unconscious aspect of personality
11. By attributing our own unacceptable feelings to others and saying others have
the feelings and not us, we are using
a. Repression c. Displacement
b. Reaction formation d. Projection
12. When people attempt to bolster their self-esteem by forming an imaginary or real
alliance with some person or group, they are using
a. Regression c. Identification of the Aggressor
b. Displacement d. Rationalization
13. According to Freud's theory, either excessive gratification or excessive frustration
of needs may result in _________.
a. Overcompensation c. Fixation
b. Regression d. Defense Mechanisms
14. Four-year old Sam has erotically tinged desires for his mother and also feels
hostility to his father. Freud would conclude that Sam is experiencing the
a. Oedipal complex c. Identification complex
b. Phallic complex d. Genital complex
15. The thoughts, memories, and desires you have that you do not realize you have
are in your_________ awareness.
a. Superego c. Unconscious
b. Preconscious d. Conscious
16. During the genital stage sexual energy is primarily _________.
a. Suppressed
b. Exhibited through self-stimulation
c. Focused toward the parent of the opposite sex
d. Focused toward peers of the opposite sex
17. When people give a false, but plausible excuse to justify their unacceptable
behavior, they are just using _________.
a. Reaction formation c. Rationalization
b. Displacement d. Projection

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18. The id can be best described as having which of the following statements as its
motto?
a. Mom always liked you best
b. Do the right thing
c. We can work it out
d. If it feels good, do it
19. Mary has an argument with her boss and yells at her kids when she gets home.
Which defense mechanism is Mary displaying?
a. Reaction formation c. Rationalization
b. Displacement d. Projection
20. . What part of the mind do we display to other people?
a. The Woke person
b. The Conscious Mind
c. The Unconscious mind
d. Parapraxis

GREAT! Congratulations for

completing the task on time.
If you have not completed the
task or have a difficulty accomplishing
such, please message me in our Google
classroom or give me a text or call in the
mobile number provided in this module.
You’re almost there!
Here’s another battle for you!

Assessment

A. Freud used the case study method to gather the data he used to formulate his
theories. Among the many case studies, five really stood out as basis of his
concepts and ideas. Do further reading on these case studies and write a
reaction paper on one of these case studies specifically that of “Little Hans”
focusing on how he explained his personality development.

Just click this link https://www.simplypsychology.org/little-hans.html to access the

summarized case study.

________________________________________________________________
________________________________________________________________
________________________________________________________________

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MODULE 1 CHILDHOOD & ADOLESCENCE:
Midterm Coverage JOURNEYS IN DEVELOPMENT

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B. List down five (5) implications of Freud’s theory to education.

1. _____________________________________________________________
2. _____________________________________________________________
3. _____________________________________________________________
4. _____________________________________________________________
5. _____________________________________________________________

Congratulations for completing

Unit 5! You’re amazing!
If you have questions or
clarifications, please don’t hesitate to
message me in our Google classroom,
or you may send me a text message in
the contact number I provided in this
module.
Please write honestly your insights
and thoughts about the completion of
this unit on the space provided for this
purpose.
You are now ready to learn Unit
VI. Enjoy learning.

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 MODULE 1 CHILDHOOD & ADOLESCENCE:
Midterm Coverage JOURNEYS IN DEVELOPMENT

Write your final

thoughts
about this unit
HERE!

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MODULE 1 CHILDHOOD & ADOLESCENCE:
Midterm Coverage JOURNEYS IN DEVELOPMENT

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