2. Proponents Are:
 SIGMUND FRUED
 ERIK ERIKSON
 JEAN PIAGET
 LAWRENCE KOHLBERG
 URIE BRONFENBRENNER
 LEV VYGOTSKY

3. – (1856-1939) Raised in
Vienna, the son of Jewish
merchant. After completing
medical school in 1886, he began
practicing
neurology, specializing in
hysteria. Concluding its origins
were sexual in nature, he
developed psychoanalytic
techniques to encourage
patients to recall past
experiences.

4. ID- engages in primary process thinking , which is illogical and indulges in
fantasy.
EGO- works to keep the ID out of trouble. The engages in secondary
process thinking, which in realistic, and tries to solve problems.
SUPEREGO- moral component of the personality. When the
superego becomes too demanding , the individual feels excessive
guilt for failing to meet moral perfection.

5. Oral stage- in the first year of life, the main source of pleasure is
the mouth, such as sucking and biting. Adults oral fixations includes
smoking and eating.
Anal stage- focuses on the toddler’s pleasure in controlling bowel
movements. Toilet training represents society’s first effort to control the
child’s self-serving physical drives, causing conflict between child and
caretakers.

6. Phallic stage- occurs between the third and fifth years. boys
find pleasure in self-stimulation, and compete with their
fathers for the affection of their mothers. The Oedipus
complex refers to sexual desires for the parent of the opposite
sex accompanied by hostility toward the
parent of the same sex.
Latency stage- from age 5 through puberty, sexual urges become
suppressed as they form social relationship beyond the
family, especially with peers.
Genital stage- begins with puberty. During adolescence,
sexual urges can be appropriately directed toward peers of the
opposite sex.

7. Goal:
To bring to awareness unconscious
conflicts, motives, and defences so that they can
be resolved.

8. Erik Erikson
He developed the
Psychosocial Theory of
human development
which offers insights
into the challenges that
the people face at
various stages of their
lives.

10. Erikson's Psychosocial Stages of Development
Stages Psychosocial Crisis Significant Strengths
Relation
Infancy Trust vs. Mistrust Maternal Hope
Early Anatomy vs. Shame, Doubt Both parents or adult Will power
Childhood substitutes
Preschool, Initiative vs. Guilt Parents, family , Purpose
Nursery friends
School
Middle Industry vs. Inferiority School Competence
Childhood
Adolescence Identity vs. Role Confusion Peers Fidelity
Young Intimacy vs. Isolation Partners: Love
Adulthood Spouse/Lover,
Friends
Middle Age Generativity vs. Stagnation Family, society Care
Old Age Integrity vs. Despair All humans Wisdom

11. 4 Stages of
Cognitive
Development

12.  The Sensorimotor Stage
 The Preoperational Stage
 The Concrete Operational Stage
 The Formal Operational Stage

13.  children learn entirely through the movements they
make and the sensations that result
that they exist separately from the objects and people
around them
 that they can cause things to happen
that things continue to exist even when they can't see
them

14. Preoperational Stage
(2-7 yrs)
 once children acquire language
 they are able to use symbols to
represent objects
 thinking is still very egocentric
 they are able to understand concepts
like counting, classifying according to
similarity, and past-present-future

15. Concrete Operational Stage
(7-11 yrs)
 children are able to see things from
different points of view and to
imagine events that occur outside
their own lives
 order objects by size, color
gradient, etc

16. Formal Operational Stage
(11+ yrs)
 children are able to reason in much
more abstract ways and to test
hypotheses using systematic logic
 there is a much greater focus on
possibilities and on ideological issues.

17.  He attempted to
apply Piaget
cognitive
rationale to moral
development.

18.  Level 1. Preconventional Morality
 Stage 1. Obedience and Punishment Orientation
 Stage 2. Individualism and Exchange
 Level II. Conventional Morality
 Stage 3. Good Interpersonal Relationships
 Stage 4. Maintaining the Social Order
 Level III. Postconventional Morality
 Stage 5. Social Contract and Individual Rights
 Stage 6: Universal Principles

19.  was a Russian
American
psychologist, known
for developing his
Ecological Systems
Theory

20.  Sociocultural view of development
 Holds that development reflects the
influence of several environmental
systems, and it identifies five environmental
systems that an individual interacts with.

21. • setting in
which an
individual
lives
•
family, peers, s
chool, neighb
orhood

22.  relations between
microsystems, connect
ions between contexts
 relation of family
experiences to school
experiences, school to
church, family to peers

23.  experiences in a
social setting in
which an
individual does not
have an active role
but which
nevertheless
influence
experience in an
immediate context

24.  attitudes/ideologies
of the culture in
which individuals
live

25.  the patterning of
environmental events
and transitions over the
life
 course; effects created
by time or critical
periods in
development

27. SOCIO-CULTURAL
THEORY

28. Lev Vygotsky and Socio-Cultural
Theory
“ We can formulate the genetic
law of cultural development in
the following way : any function
in the child’s cultural
development appears on stage
twice on two planes. First, it
appears on the social plane, then
on the psychological, first among
people as an inter physical
category and then within the
child as an intra physical category
“.

29. Lev Vygotsky
1896-1934
Founder of SCT
Russia
Alexander Luria
1902-1977
Neuropsychologist
Russia

30. Alexei Leontiev
1903-1979
Developmental Psychology
Founder of Activity Theory
Russia
James Lantolf
Penn University
Applied Linguistics
US

31. Four Basic Principle Underlying The
Vykotskian Framework
Language plays
Consider a
private
a central role in
mental
1
speech, where development
children speak
to themselves
to plan or guide
their own
behavior.

32. 2 Development
can not be
…
separated from it Development
social context depends on
interaction with
people and the
tools that the
culture provides
to help form their
own view of the
world.

33. …
Learning can
Development as
lead
determined through
development
problem solving
under adult guidance
or collaboration with
more knowledgeable
peers. 3

34. Children
construct their
knowledge
…
Human behavior
results from the
integration of
4 socially and
culturally
constructed forms
of mediation into
human activities.

35. ACTIVITY THEORY
MEDIATION ZPD
SCT
INTERNALIZATION INNER SPEECH

36. A. Humans do not act B. Reconstruction of
directly on the physical socially mediated external
world but rely on forms on the
tools, which allow us to Psychological plane.
change the world.
C. Human behavior results D. Through this
from integration socially process higher form
and culturally constructed of mediation come
forms of mediation into to be.
human activity.
F. What a person can
E. It is not directed at the achieve when acting alone
other person, rather to is differ from what the
the children themselves person can accomplish w/
support from some one else

37. CHECK YOUR
UNDERSTANDING :
The work of Socio-
Cultural Theory is to
explain how
individual mental
functioning is
related to
cultural, institution
al, and historical
context.