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Trust vs Mistrust Autonomy vs Shame and Doubt Industry vs Inferiority

(0-1 yr old; Erik Erickson) (2-3 years old; Erik Erickson) (6-12 years old; Erik Erickson)

- Needs maximum comfort with - Works to master physical


minimal uncertainty environment while - Tries to develop a sense of self-
to trust himself /herself, others, and maintaining self-esteem worth by refining skills
the environment
- Learns to be independent & - Learns how to do things well
- learns to love and be loved makes decision for self
- Capable of learning, creating,

Trust vs Mistrust Autonomy vs Shame and Doubt Identity vs Role Confusion


(0-1 yr old; Erik Erickson) (2-3 years old; Erik Erickson) (13- 20 years old; Erik Erickson)
- Needs maximum comfort with - Works to master physical
minimal uncertainty - Tries integrating many roles
environment while (child, sibling, student, athlete,
to trust himself /herself, others, and maintaining self-esteem
the environment worker) into a self-image under
- Learns to be independent & role model and peer pressure.
- learns to love and be loved makes decision for self - Develops strong devotion to
friends.

Autonomy vs Shame and Doubt Initiative vs Guilt Identity vs Role Confusion


(2-3 years old; Erik Erickson) (3-5 years old; Erik Erickson) (13- 20 years old; Erik Erickson)
- Works to master physical - Tries integrating many roles
environment while - Begins to initiate, not imitate, (child, sibling, student, athlete,
maintaining self-esteem activities; develops conscience worker) into a self-image under
Intimacy vs Isolation Phallic
and sexual stage
identity Latent stage
- Learns to be independent & role model and peer pressure.
(18-makes
35years old; Erik
decision for Erickson)
self (4- 6 years old;
-Learns how Sigmund Freud)
to do things; takes (6- 12 years old; Sigmund Freud)
- Develops strong devotion to
initiative in play stations friends. development
- Learns to make personal - Learns sexual identity - Personality
commitment to another as here is non-active or dormant
spouse, parent or partner - Major site: genital region
- Libidal energy is repressed
- Seeking for companion & love - The conflict, labelled the into asexual pursuits such as
Oedipus complex ( Electra school, athletics, & same sex
- Most significant relationship: complex in women) friendship
Oral stage Latent stage Genital stage
(1 month- 1year; Sigmund Freud) (6- 12 years old; Sigmund Freud) (13- 20 years old; Sigmund
Freud)
- Major site: mouth, lips, & - Personality development
tongue here is non-active or dormant - Onset of puberty & sexual
maturation
- Sucking is the primary source - Libidal energy is repressed
of pleasure for a newborn. into asexual pursuits such as - Develop normal relationships
school, athletics, & same sex with the opposite sex
- A baby is very dependent friendship

Oral stage Latent stage Genital stage


(1 month- 1year; Sigmund Freud) (6- 12 years old; Sigmund Freud) (13- 20 years old; Sigmund
Freud)
- Major site: mouth, lips, & - Personality development
tongue here is non-active or dormant - Onset of puberty & sexual
maturation
- Sucking is the primary source - Libidal energy is repressed
of pleasure for a newborn. into asexual pursuits such as - Develop normal relationships
school, athletics, & same sex with the opposite sex
- A baby is very dependent friendship

Sensorimotor Peroid Formal Operational Period


Pre-operational Period Concrete Operational Period
(Birth- 2 years old; Jean Piaget) (12 years old; Jean Piaget)
(2- 7 years old; Jean Piaget) (7- 12 years old; Jean Piaget)
- Recognizes self as agent of - Individuals move beyond
- Thought
action & is symbolic
begins to act - Can experiences
concrete think logically.
and
intentionally begin to think abstractly,
- Children primarily learn - Children in this stage can,
reason logically and draw
- through imitation an
Infants construct and play however, only solve problems
conclusions from the
throughout
understanding of the and
symbolic world that apply to actual
information available, as well
intuitive stages. sensory
by coordinating (concrete) objects or events,
as apply all these processes
experiences (such as seeing and not abstract concepts or

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