DEFINE AND EVALUATE TWO THEORIES IN DEVELOPMENTAL PSYCHOLOGY RUBELYN C
DEFINE AND EVALUATE TWO THEORIES IN DEVELOPMENTAL PSYCHOLOGY
RUBELYN C. DE LEON COLLEGE OF BS EDUCATION MAJOR IN ENGLISH
In this paper I will talk about the theories of human development as yielded by Jean Piaget and Sigmund Freud, two of the most compelling analysts of the twentieth century. Advancement depicts the development of people all through their life expectancy, from origination to death. Individuals experience numerous progressions through the span of their lives. Freud was the father of psychoanalysis, a multi-perspective investigation covering the examination of human personality and the association and elements of identity advancement, strategies for treating psychological maladjustment, and a hypothesis that clarifies human conduct. He trusted that identity advancement was fundamentally roused by natural drives and primordial senses alongside ecological impacts. He contended that individuals’ mental issues were established in uncertain issues of adolescence, as in youth encounters in the past generally decide human identity in its later stages. Piaget was one of the spearheading figures of the developmental psychology whose work on hereditary epistemology tried to follow the nature and birthplace of learning from tangible engine activities in outset to formal cognizance and sensible tasks in adulthood. Truth be told; hereditary and formative were equivalent words in his speech. He built up the psychological hypothesis of human advancement, a hypothesis that has turned into the foundation in understanding the development of youth mental procedures. He trusted that the learning procedure is impacted by both inborn and extraneous components, at the end of the day, youngsters’ astuteness principally created through collaboration with their condition. Psychologist endeavors to comprehend how individuals change all through life.
Define and Evaluate Two Theories in Developmental Psychology
Sigmund Freud’s Psychosexual Development
Sigmund Freud was an Austrian neuro-specialist as well as the originator of analysis in which this strategy was utilized for regarding psychological instability too it is additionally a hypothesis that clarifies the conduct of one individual. Freud’s created an arrangement of restorative systems arranged on talk cure that stressed the utilization of methodologies, for example, transference, free affiliation, and dream elucidation. Presently respected questionable and to a great extent obsolete, his thought depends on the idea that guardians play a basic capacity in dealing with their kids’ sexual and forceful drives amid the initial couple of long stretches of life so as to encourage their appropriate advancement.
Analysis turned into a ruling workforce of reasoning all through the early long periods of brain research and remains very compelling today. Notwithstanding his impact on brain science, Freud’s considerations have saturated prevalent lifestyle and standards, for example, refusal, Freudian slips, the oblivious, want satisfaction, and the sense of self are even regularly utilized in everyday dialect.
According to Freud, our personality develops from the interactions among what he proposed as the three fundamental structures of the human mind: the id, ego, and superego (“Lumen Learning”, n.d.). As per his hypothesis, these segments wind up bound together as a little child works through the five degrees of psychosexual improvement. The id, the best area of the brain, is related to necessities and driving forces and is the imperative wellspring of essential natural needs. The ego is related to thinking and is the cognizant, sane area of the identity; it video show units’ conduct keeping in mind the end goal to fulfill crucial wishes excepting enduring terrible outcomes. The superego, or still, small voice, creates through collaborations with others (for the most part guardians) who pick the baby to fit in with the standards of society. The superego confines the desires of the character through making utilization of ethics and qualities from society. Freud trusted that a war existed between these degrees of awareness, affecting persona change and psychopathology.
Freud defined the idea of conscious and unconscious mind to featured its structure and function by using an iceberg as analogy to label the minds in their respected designation. Mcleod, S. (2009), (as cited in Freud 1915) “described conscious mind, which consists of all the mental processes of which we are aware, and this is seen as the tip of the iceberg.” A best example of it is when your body feel exhausted after a long run and decided to get a cold drink. Second, is the preconscious mind in which Mcleod, S. (2009) states that “the preconscious is like a mental waiting room, in which thoughts remain until they ‘succeed in attracting the eye of the conscious (as mentioned by Freud, 1924, p.306).” It is the very reason why normal procedure of words available memory is so meaningful. The example given by Mcleod, S. (2009) is when “you are presently not thinking about your mobile telephone number, but now it is mentioned you can recall it with ease.” Some emotional experiences like “mild emotions” are located in the preconscious but most of “negative and traumatic emotional experience” are blocked and hereafter are not available in the preconscious mind. To wrapped this up, unconscious mind comprises mental processes that are inaccessible to consciousness but that influence judgements, feelings, or behavior (cited in Wilson, 2002) published by Mcleod, S. (2009). Also, in accordance to Freud (1915) from Mcleod, S. (2009) post that “the unconscious mind is the primary source of human behavior.” Just like in his iceberg analogy that unconscious is somewhere in the deepest part of our mind that cannot be seen or perceived.
Similarly, Freud discuss the five phase of psychosexual development that, as indicated by him, must be effectively finished with a specific end goal to accomplish an adjusted and stable grown-up identity. In the event that somebody, nonetheless, doesn’t finish a phase effectively, some portion of their libido can move toward becoming focused at that stage and not permit movement. This can prompt irregularities inside the grown-up identity, where the youngster will keep on looking for fulfillment at this stage. The libido is our oblivious sexual joy drive and is the concentration for every one of the five phases. An ordinary identity will happen just if no drive is focused inside a phase. The five phases are as follows (oral stage, anal stage, phallic stage, latency and genital stage). The article will evaluate the five stages of Freud’s psychosexual development in a manner of ranking starting from the oral stage until the genital, too eventually understand how humans change from the stage when they born until the time when they become teenager and to cope up a better view on how they can surpass it in order to become a fully pledge adult.
The first stage is the oral stage occur during birth (0-1 year of age) in which their primary basis of their interaction with the adults is through mouth. Due to being nursed by their mother, “child derives pleasure from oral activities, such as sucking and tasting” (“Psychology Notes HQ”, 2013). As we observe children beyond this age use their mouth in putting everything to it, like food, toys or other possible things that babies can touch. If a child meets his/her oral need during their infancy then a trust build-up occurs at this stage however when a child’s oral needs does not meet along this stage then a possible oral fixation will occur to the child. Oral fixation would happen at this stage either due to not being breast fed or if nursing halted too early. This would make adult have a gnawing identity (snide), desirous and subordinate. They may likewise chomp their fingernails, smoke frequently or even suck pens. Oral receptive, Oral aggressive and Oral passive our personality that occur during the oral stage. Oral receptive personality is a “person characterized by pessimism, suspicion, and sarcasm and grows into an adult who reduces tension or anxiety through chewing gum or the ends of pens and pencil.” In contrast to oral aggressive personality an “overindulged person characterized by optimism, gullibility, hostility, etc.” As for the oral passive personality “a normal person characterized by indulging in smoking, kissing, eating, oral sexual pleasures, etc.” All our cited in “PsycholoGenie, (2018).
The second stage of psychosexual development is the anal stage starting to the age of 1 up to 3 its primary source of libido energy was on monitoring bladder and bowel movements, “child derives great pleasure from defecating” (Mcleod, S. 2017). Also, in accordance to Freud, “the child becomes aware of his/her anus at this stage and tries to gratify this zone with retention or expulsion of the feces” stated by PsycholoGenie. (2018). Cherry, K. (2018) states that “according to Freud, success at this stage is dependent upon the way in which parents ?approach toilet training.” A positive and proper experience spinning around latrine preparing can support capability, inventiveness and profitability in people. Any obsession at this stage would be either guardians being excessively permissive on the child, which were permitted to make a mess. “The first is an anal expulsive personality, which is defined by a lack of self-control, carelessness, and messy behavior” (“PsycholoGenie”, 2018). An adult personality would thusly be an anally expulsive character who might be chaotic or muddled. “The other possible outcome can be a person with an oral retentive personality, which is characterized by stinginess, excessive tidiness, perfectionism, and stubbornness” PsycholoGenie, (2018). Be that as it may, if the guardians were exceptionally unforgiving if the kid were to make a wreck, the identity would be all the more anally retentive; where they would be cautious, tenacious and maybe a fussbudget. This stage would only be completed as soon as the toilet training is successful.
The third stage is the phallic stage beginning to the age of 3 until 5 or 6 years. At this stage “the focus of pleasure is the genitals” Psychology Notes HQ. (2013) in which the boy experience Oedipus complex while the girls experience Electra complex. In this stage, youngsters will build up their sexual orientation conduct from their folks and obsession of the drive would result in a grown-up acting naturally guaranteed, vain and even unequipped for cherishing somebody. In the phallic stage, at around the ages of 5, sex conduct will be learnt and the superego will create.
The Oedipus complex in young men will originate from a kid’s oblivious, characteristic love for his mom, while seeing his dad as an opponent for her affections. However, the child also fears that he will be punished by the father for these feelings, a fear Freud termed castration anxiety (Cherry, K. 2018). Young men must determine the oblivious emotions towards their dads keeping in mind the end goal to decrease the nervousness and do this by relating to him and learning sex conduct by means of him. Identification means internally adopting the values, attitudes, and behaviors of another person cited by Mcleod, S. (2017). By taking in the dad’s way to deal with social standards, young men will build up the superego. When the sentiments of loathe and dread are settled, the Oedipus complex is finished.
Young ladies encounter a comparative complex, called the Electra complex. In the phallic stage, young ladies find they have no penis and leads them to create penis envy. Young ladies trust that they have just been emasculated as a result of their wants towards their dads. According to Mcleod, S. (2017) the girl resolves this by repressing her desire for her father and substituting the wish for a penis with the wish for a baby. “The girl then represses her feelings (to remove the tension) and identifies with the mother to take on the female gender role” (Mcleod, S. 2017). They see their mom as an adversary and yet they fear losing her sweetheart and start to relate to her, take in their sexual orientation personality from her and their superego creates.
The fourth stage is latency which happens from 6 years of age until adolescence (12/13). The libido in this stage our dormant but the energy is still existing nonetheless it is rerouted to into other areas such as intellectual pursuit and social interactions. Cited by Cherry K. (2018) “that during this stage, the superego continues to develop while the id’s energies are suppressed.” The identity doesn’t change much here as there is no sexual drive and wants are stifled. Freud thought that most sexual impulses are repressed during the latent stage, and sexual energy can be sublimated (re: defense mechanisms) towards school work, hobbies, and friendships Mcleod (2017). The important view on this stage is the progress of having socially interact with your peers and build-up your self-confidence and enhance the communication skill. Cherry, K. (2018) states that “fixation at this stage can result in immaturity and an inability to form fulfilling relationships as an adult.”
The fifth and final stage is the genital stage occur from puberty until around 18 years old. The focal point of the libido here is the private parts and there are developments of hetero connections. On the off chance that the drive is abandoned in past stages, the individual has very little for inverse sex companionships and connections, which is the focal point of delighted at this stage.
Jean Piaget’s Theory of Cognitive Development
A Swiss biologist and psychologist that focused on the study of how children progress their cognitive and intellectual skills. Likewise, as Freud’s theory of Psychosexual Development, Piaget’s somehow thought that a development towards a person can be described by means of stages but contrast to Freud, he didn’t trust that development and learning were driven by subdued sexuality. As his theory discuss that children are characterized into one of four phases of improvement including the sensorimotor stage, the preoperational stage, the concrete operational stage, and the formal operations stage. Piaget trusted that youngsters just development to the following stage when they have had an adequate number of encounters inside each stage.
“Piaget’s (1936) theory of cognitive development explains how a child constructs a mental model of the world”, quoted by Mcleod, S. (2018). Relatively, in his analyses with youngsters, teenagers, and youthful grown-ups, Piaget discovered that as we nurture, we somehow increasingly add new aptitudes to our cognitive development. Also, in accordance to him, kids are conceived with an exceptionally fundamental mental structure on which all consequent learning and information are based.
Piaget’s Theory of Development is far more different from the other developmental theories as cited by McLeod, S. (2018) a. “It is concerned with children, rather than all learners”; b. “It focuses on development, rather than learning per se, so it does not address learning of information or specific behaviors”; c. “It proposes discrete stages of development, marked by qualitative differences, rather than a gradual increase in number and complexity of behaviors, concepts, ideas, etc.”
The very objective of the theory was to clarify the systems and procedures by which the baby, and children, forms into an individual person whom it could aim and deliberate utilizing speculations.
Cognitive development refers to long-term changes in these processes (LumenLearning, n.d.). It also was a dynamic revamping of mental procedures because of natural development and ecological experience. Youngsters build a comprehension of their general surroundings, at that point encounter inconsistencies between what they definitely recognize besides on what they discovery in their condition.
Piaget’s Cognitive Theory has three components that will assist his idea about the progress of individual knowledge and experiences. First is, schemas which is the building block of knowledge. Second, Adaptation process that empower the change starting with one phase then onto the next, this process comes to three definitive adjustment which our assimilation, accommodation and equilibration. Finally, the four stages of cognitive theories.
Schemas as the fundamental building block of our knowledges that allow us to shape a rational portrayal of the world. “Index card” filled in the brain as cited by Mcleod, S. (2018) through (Wadsworth, 2004). Consequently, at the point when Piaget discussed the improvement of a man’s psychological procedures, he was alluding to increments in the number and multifaceted nature of the schemata that a man had learned.
Apart from Schemas there is adaptation in which “growth as a process of adaptation (adjustment) to the world” (cited in Piaget, J. 1952) Mcleod, S. (2018). The adaptation occurs into three processes which are the following: assimilation, accommodation and equilibration. According to Mcleod, S. (2018). Assimilation refers to an existing schema to deal with a new object or situation.; Accommodation happens when the existing schema (knowledge) does not work, and needs to be changed to deal with a new object or situation. Moreover, the Equilibration is the force which moves development along. Through assimilation process the equilibration is somehow transpires the schemas in which a child must agree on a new information that will exist to the knowledge itself. Nevertheless, the state of disequilibrium happens when the new information doesn’t suit the existing schemas of the child. Prior to it the accommodation process of equilibration according to him “a force which drives the learning process as we do not like to be frustrated and will seek to restore balance by mastering the new challenge” McLeod S. (2018). In which the process of assimilating new schema will go on process on its own time by time as long as it attained a new information to which it will cost an adjustment.
Finally, the last components of Piaget’s Cognitive theory which was the four stages of cognitive theory namely: sensorimotor stage, the preoperational stage, the concrete operational stage, and the formal operations stage. The sensorimotor stage occurs during birth until two years old as for this stage a kid (baby and toddler) somehow attained their knowledge by experiencing sensory aspect and manipulating object. Likewise, at this stage “period of dramatic growth and learning” cited by Cherry, K. (2018) occurs to the children as they explore the open world surrounds them as they open their eyes and continuously make a new discovery on how it works. The most valuable breakthrough about this stage is the concept of “object permanence” as it for the fact that the memory is developing in which the kid realizes the existence of an object even though it cannot see by his/her on sight.
The preoperational stage ranges from age 2-7 from this a child minds the idea of imagination and intuition in which they somehow manage to imagine things that doesn’t exist in the real world as well as form a sort of game that only kids understand. This stage is somehow divided into two substages prior to the idea of Piaget’s the first one is “symbolic function” Psychology Note HQ, (2017) in which a child by some means cannot manipulate information in such manner that it will become logical. A child may use symbols as a means of getting information that can be at help in such role or play that a child assign to everyone. For the final stage is “intuitive thought” Psychology Note HQ, (2017) prior to the first one this substage may arise if a child become cautiously curious and starting to ask questions about object or person which they don’t really recognize. This kind of thought makes a child realizes that having a lot of information circulating in their mind can cope up to the idea of finding answer to that information and somewhat develop the sense of “primitive reasoning.”
Concrete operational stage ages 7 from 11 years old a child from this stage begin to make there mind a bit more logical though it is only partially applicable to “simple mental operations and concrete events” Psychology Note HQ, (2017). The kids’ thoughts regarding time and space are at times conflicting at this stage, yet a fundamental rationale is available that oversees their psychological activities. Kids can learn leads decently effectively, yet they may experience difficulty understanding the consistent ramifications of those tenets in strange circumstances.
Finally, formal operational stage starting at the age of 11 and above at this stage young adult build up the capacity to consider dynamic ideas, and coherently test speculations. At this phase “formal logic becomes possible and verbal explanations of concepts are usually sufficient without demonstration” quoted in Psychology Note HQ, (2017). That in line with his idea a child by some means develops a logical way an also have a deductive reasoning to fully understand such an idea.
In spite of the fact that Freud and Piaget shared an enthusiasm for human advancement, each had his very own point of view of how this improvement happens and the main considerations that impacts it. While Freud put a lot of accentuation on drive and sexual advancement in the advancement of human identity, Piaget worried on parts of psychological improvement, in the long run driving him to approach training as an essential factor of advancement. Freud guaranteed that guardians are the great human operators in a person’s life, while Piaget said that associates are as or significantly more essential than guardians. Another essential contrast between the two experts of human personality was that the use of Freud’s investigations and treatments was on grown-ups as he scarcely subjected kids to his psychoanalytic techniques. Based on his comprehension and depending on the experiences gathered from his strategies with the expectation of complimentary affiliation and Freudian slips, he thought it was difficult to psychoanalyze youngsters. On account of Piaget, the specific beginning stage of his long profession as a top priority look into was youngsters, including his own. He assembled and aggregated his information generally from his meetings with and perceptions of youngsters, in spite of the fact that his procedures and purportedly deficient factual information that prompted his speculations were subjected to feedback by numerous researchers. Whatever those issues might be, his epistemological examinations and keen perceptions have turned out to be to a great degree critical in investigating the different phases of the human identity,
especially with respect to the psychological improvement of youngsters. Truth be told; notwithstanding the contrasts between the two incredible analysts of the twentieth century, their works really supplemented one another in the event that we approach them from an exhaustive point of view. They both trusted that understanding kids is the way to understanding the grown-up. They perceived the likenesses among youngsters and grown-ups. Freud contended that the sexual intuition was not particular to grown-ups, even kids are sexual creatures. Piaget showed successfully that kids had intrinsic capacities with regards to thinking and defense, which affected on intellectual advancement in huge ways. Despite the contrasts between the two researchers, it is critical to take note of that both had faith in the ‘organize hypothesis of advancement,’ characterizing the procedure of human improvement as far as plainly identifiable stages with one of their very own kind qualities. Freud recognized the formative stages regarding zones of joy, while Piaget looked to pinpoint them as far as mental working and intellectual advancement. In spite of the fact that the stage hypothesis of advancement that both clung to is presently to a great extent out of mold, it is fascinating to take note of that the stages they both distinguished were pretty much the equivalent, yet contrasts in their ascribed attributes.
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