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Stages Of Growth & Development Page 1 Stage /AgeFreud/Erickson (Psychosexual) Piaget (Cognitive) Kohlberg Spiritual/moral Play CommonProblems/Concerns Toddler (12 to 36months)Autonomy vs. sense of Shame & doubt(ages 1-3) Newfound senseof independence as a result of having learned somebasic self-care skills walking, feeding, and toileting. Sensorimotor &Preconceptual Phase - Appear mature but are really primitive;- Differentiation of self fromobjectsinc reased toleranceof separation from parents- Object permanence hasadvancedincreasi ngly awareof existence of objects of objects behind doors, indrawers, etc.- Dome stic mimicry- Embryonic concept of time a vagus concept- Why? and How? predominate la nguage.Kohlberg said nothing.- Associate God withsomething special- Assimilate b ehaviors(folding hands in prayer)associated with God- Comforted by spiritualrout ines (bedtime prayers- Near end of toddler- hood,religious teachings such asrewa rd and fear of punishment may influencetheir behavior Parallel play the toddler plays alongside, not withother children- Inspects toys; talks to to ys;tests its strength anddurability- Invents uses for toys- Imitation is adistin guishing characteristicof playengages in fantasy- Temper tantrums- Toilet trainin g voluntarysphincter control is achieved between 18 & 24 months of age. NOTE: bowel training is usuallyaccomplished before bladder training because of its gre ater regularity and predictability.

- Negativismpersistent noanswers Preschool (4 to 7 years) Initiative vs. Guilt (ages 3-6) Child developsthe ability to initiate anddirect own activities.Becaus e they are developinga super ego (conscience),conflicts arise from their desire to explore and thelimits placed upon them bycaregiversleads to feelingof frustrat ion and guilt Preoperational Phase (2-7)- A shift from totallyegocentric thought to socialawareness occursability to consider anothers viewpoint begins. Egocentricity is stillevident.- Play is this childs way of understanding, adjusting to,and working out lifesexperiences- Magica l thinkingthoughtsare powerfulguilt may resultfrom bad thoughts or wishes- Words a re accepted literally you are bad means that Iam a bad person, not merelythat my acti ons were bad. Preconventional/Premoral - Moral judgment is at itsmost basic levellittleconcern for why somethingis wrong .- Actions are directedtoward fulfilling their needsand less frequently the need of others.- These children have a veryconcrete sense of justice- fairness involv es the philosophy of you scratchmy back and Ill scratchyours, with no thought of l oyalty or gratitude.-Development of consciousis strongly linked tospiritual; dev elopment.Behave correctly to avoid punishment, guilt.Associative play group play in similar or identicalactivities, but without rigidorganization or r ules.Provides physical, social,and mental development,with refinement of motor s kills. Includes: jumping,running, and climbing, aswell as the use of tricycles,sports equipment,c onstructive and creativetoys, etc.Imitative, imaginativeand dramatic play probably the mostcharacteristic & persuasive preschool activity. For self expre ssion; involves thereproduction of adult behavior. Toward the end of the prescho ol periodchildren want to do adultactivities not just pretend.- May begin to ask questionsabout sex.- Fear: of the dark; being alone;of animals; pain (and the o bjectsor persons associated with pain);ghosts; sexual matters; etc.- Inability t o separate realityfrom fantasy may lead to fearsand anxietiestelevision programs may lead to animism.BY 5 or 6 they usually relinquishthese fears.- Susceptible t o the effects of excess stress because of their inability to cope.- Some prescho olers are prone toacts of aggression; reinforcementcan shape aggressive behavior to get attentionneg. or pos.- Modeling the behavior of significant othersthis can begood or bad

Stages Of Growth & Development Page 2 Stage/AgeFreud/Erickson (Psychosexual) Piaget (Cognitive) Kohlberg Spiritual/moral Play CommonProblems/Concerns School age (6-12 years) Industry vs. Inferiority (ages 6-11) Learning toachieve, compete, performand developing a sense of self c onfidence because of successes. Thrive onaccomplishments and praise.May develop a sense of inferiority when tasks are toodifficult, thus producingfailureneed sup port. Conceptual thinking. (concrete operations) Thesechildren are able to usethought processes toexperienc e events and actions to understand relationships between things and ideas(reasoni ng); their mental processes allow them to seethings from anothers point of view. Learn to master skillssuch as: conservation,classification, reasoning,comprehens ion, and reading .Reward and punishment guide their judgmenttheyadopt and internalize themoral values of their parents;th ey learn standards for acceptable behavior, actaccordingly & feel guiltywhen the y violate them.However, they do notunderstand the reasons behind the rules.- The se children view God asa human; they are fascinatedwith the concepts of heavenan d hell and may fear hell as punishment.Play takes on a group or clique form (tea m play) itinvolves increased physicalskill, intellectual ability, andfantasy. A s ense of belongingto a team is important.- Games have fixed, rigidrules; Conformi ty and ritual permeate their play;- School-aged children gain asense of power fr

om playinggames where they can usefantasy and imagination togain mastery over ot hers whootherwise dominate them.- Peer influence and pressure becomes acontendin g factor for parental influence.- School-aged children seek greater autonomy wi thincreasing ageleads tofamily conflict.- Antisocial behavior maydeveloplying, ste aling,and cheating- Stress can mount from pressures such as those toexcel academ ically, peer pressures, and familyconflicts, etc. Adolescence (12 to 18 or 20) Identity vs. Role

confusion (group identity vs. alienation-age 12-20) Stage is marked by dramatic physiologi calchanges associated withsexual maturation that leadsto marked preoccupation wi thappearance and body image.Identity development takes place in this stage as th eyouth seeks autonomy, groupidentity, and to answer thequestion, Who am I? Thisis essential for making adultdecisionsmarriage,vocation. Failure to developa sense o f self identity canlead to isolation and inabilityto develop lastingattachments in future. Abstract thinking. The period of formal operations. These people now think inthe realm of what is possible beyond the present andconc rete. They areconcerned with future eventssuch as marriage, college,and vocation s. Their thoughts are influenced bylogical principles rather thantheir own perce ptions andexperiences. They are able tounderstand that few conceptsare absolute or independentof other influencing factors.Adolescents, to gainautonomy from adu lts, oftensubstitute their own set of morals and values. Theyseek to establish a ndinternalize a set of moralsand values that they havetested and found to be wor thyof living bythis oftenmeans questioning andsometimes abandoningexisting morals and values.Often when adults merelyascribe to a code of moralsand values verbally, withoutactually adhering to thecodes, adolescents will beinclined to abandon suc hcodes.While the parents of adolescents remain their primary influence, they ar eever moving away from parental dependency andtoward autonomy. Their peers play an ever increasingrole in terms of significance.To belong is of utmostimportanc e. Their play isgroup (peer) oriented and ismore about relationships than play. Sexual activity andromance preoccupy manyadolescents. The leisure-timeactivities amongstadolescents assist in thedevelopment of their social, physical, and cogn itive skills.- Destructive behavior - Sexual experimentationThere is great press ure onadolescents to becomesexually active.Adolescents oftenexperiment in sexual activitiespetting,fondling, heterosexualintercourse, homosexual(oral and anal ). Few areaware of the dangersassociated with sexualexperimentation.- Adolescents h ave a senseof indestructibility. Thisoften leads them todestructive behavior suc h asdrinking and driving in amanner that is dangerous.Auto accidents are thenumb er one killer of adolescent males.

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Kato Audrey Gare

gr8... 03 / 22 / 2012..

Ramlah Idris Thanks .... 04 / 10 / 2012..

Monica Morris Smola Thank you for this great chart. I am going to pass it on to my students as a qui ck reference. Excellent! 02 / 20 / 2012..

Ramlah Idris Most welcome Ms Monica. gr8! 04 / 10 / 2012..

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