Assignment on Chlid and Adolescent Development.pptx

Assignment on Child and
Adolescent Development
• Prepared by
• MD Showket Hasan
• Science Teacher, SMBP
• Chalermkwansatree School, Phitsanulok
• Thailand, 65000.
Submitted to
Mark Relova, Ph.D.
St. Roberts Global Education

Sigmund Freud’s
Theory of Psychosexual
Development
Sigmund Freud's Theory of Psychosexual Development Page 2
Part 1

Sigmund Freud’s Theory of Psychosexual Development
Page 3
Part 1
Personal Information
o Austrian neurologist and the founder of
psychoanalysis
o Life span: 6 May 1856, born in Austria - 23
September 1939, died in England (aged 83)
o Known for: Psychoanalysis, including the
theories of id, ego and super-ego, oedipus
complex, repression, defense mechanism
Sigmund Freud's Theory of Psychosexual Development

Page 4
Part 1
Key Note:
1. Based on the idea that
parents play a crucial role in
managing their children's
sexual and aggressive
impulses in the early years
of life in order to promote
their proper development.
2. The model assumes this
personality consists of three
interacting parts: the id, the
ego and the superego.

Page 5
Part 1
Key Note:
3. The theory includes the oral, anal,
phallic, latent, and genital stages.
4. According to the theory, each stage
psychosexual development must be
successfully managed for proper
development; If we lack proper
nurturing and nurturing during a
stage, we can get stuck or obsessed
with that stage.
5. Freud's psychosexual theory has
been seriously criticized for the past
few decades and is now considered
largely outdated.

Page 6
Part 1
Stages
1. The Oral Stage 2. The Anal Stage
3. The Phallic Stage 4. The Latent Stage
5. The Genital Stage

Page 7
Part 1

1. The Oral
Stage
Page 8
Part 1

1. The Oral Stage: Graded Activity
Page 9
Question-1: What key insights or learning did we get from Freud’s oral stage theory of psychosexual development?
1. Ages (Birth – 1 year)
2. Key Experience- weaning (bottle or breast)
o Focused on the actions that result in needs acquisition
3. Development of the Ego
o Delayed gratification
4. Result of Gratification
o Independence
5. Result of Fixation
o Literal: cigar smoking, gum chewing, over eating, etc….
o Symbolic: overdependence, gullibility, etc…
Overview
Part 1

Page 10
1. The neglected (malnourished) or overprotected (over nourished) baby in the course
of breastfeeding may develop into an oral fixated human.
Discussion
Part 1

Page 11
2. Such fixation in the oral stage could there have two implications:
I. the neglected child could become a psychologically dependent adult, constantly
seeking oral stimulation denied in childhood, and thus becoming manipulative to
meet his or her needs rather than independence tire;
II. the overprotected child may resist maturation in and become dependent again on
others to meet his needs.
3. Theoretically, oral stage fixations manifest as gossip (chattering), smoking,
continuous oral stimulation (eating, chewing objects) and alcoholism.
Discussion
Part 1

Page 12
Question-2: What are your reactions to Freud’s theory?
 What makes sense?
 What doesn’t make sense?
1. Since babies primarily interact with the
world through their mouths, Freud
thought that is where the libido is
concentrated.
2. The mouth is vital to eating, and the baby
enjoys oral stimulation through
rewarding activities like tasting and
sucking.
What makes sense?
Part 1

Page 13
What makes sense?
3. Because baby is completely dependent on
caregivers (who are responsible for feeding the
child), the child also develops a feeling of trust
and security through this oral stimulation.
4. The main conflict in this phase is the weaning
process: the child has to become less dependent on
caregivers.
5. Oral fixation can cause problems with drinking,
eating, smoking, or biting your nails.
Part 1

Page 14
What makes sense?
Oral aggressive personality
Oral receptive personality Very trusting, dependent on others
Aggressive and dominating
Fixation at oral stage
Part 1

Page 15
What doesn’t makes sense?
1. Prolonged breastfeeding could lead to a person developing maladjustments or
developing dependencies (psychological, physiological).
2. Causal relationship between breastfeeding and a child's maturity to become a
smoker.
Part 1

Page 16
Question-3: How do you see his theory being applied to education?
1. Can be applied to form a set of socially approved behaviors.
2. To understand the students in terms of behavior and train them to get normal if their
behavior is unusual.
Part 1

2. The Anal Stage
Page 17
Part 1

Question-1: What key insights or learning did we get from Freud’s anal stage theory of psychosexual development?
2. The Anal Stage: Graded Activity
1. Ages (1– 3 years)
2. Key Experience- Toilet Training
3. Continued Development of the Ego
o Conflict between ego & id; delayed gratification
4. Result of Successful Development
o Individual with appropriate self-control
o Anal-Retentive (obsessive Compulsive Disorder, overly
controlling, stingy)
o Anal-Expulsive (messy, explosive, little self control)
Overview
Part 1

1. This is the second stage of Freud's psychosexual stages.
2. A successful completion of this stage depends on how the parents interact with the
child while toilet training.
3. This stage is also important in the child's future relationships with authority.
4. Negative parent-child interactions in the anal stage, including early or harsh toilet
training, can lead to the development of an anal-retentive personality.
5. Overly passive parent-child interactions in the anal stage lead to the development
of an anal-expulsive personality.
6. Although the anal stage seems to be about proper toilet training, it is also about
controlling behaviors.
Discussion
Part 1

A. Anal-retentive personality
 The Anal retentive personality is frugal,
with an obsessive desire for order and
tidiness.
 The individual is generally stubborn and
perfectionist.
Discussion
Part 1

B. Anal-expulsive personality
 The anal expulsive personality is the polar
opposite of the anal retentive personality in
that it lacks self-control and is generally
messy and careless.
Discussion
Part 1

1. Learning to use the toilet gives you a sense of accomplishment and independence.
2. Success at this stage is determined by how parents approach toilet training.
What makes sense?
Part 1

3. Positive toilet training experiences lay the groundwork for people to grow into
competent, productive, and creative adults.
What makes sense?
Part 1

4. Inappropriate parental responses can have negative consequences: if parents are too
lenient, an anal-expulsive personality develops, in which the individual has a messy,
wasteful, or destructive personality.
What makes sense?
Part 1

What makes sense?
5. If parents are overly strict or start toilet training too early, their children develop an
anal-retentive personality, which is rigorous, neat and tidy, restrictive, and
impulsive.
Part 1

What makes sense?
Anal expulsive personality
Anal retentive personality Mean, stubborn, obsessively tidy
Emotional, rebellious, messy
Fixation at anal stage
Part 1

 Freud's anal stage is classified as internal mental states referring to belief, idea,
motivation and knowledge.
o For example, the child's knowledge of their past with their toilet training
experience, the motivation they received from their parents during the stage,
and the child's own belief in how they should react to the situation all play a
role in whether a child completes this stage successfully or becomes fixated.
 However, it lacks the involvement of cognitive psychology which focuses on and
studies how people interpret, recall, and understand about their surroundings,
environment, and experiences.
Part 1

1. Controlling behaviors and urges is the focus of the anal stage.
2. When a child is young, they need to learn certain boundaries so that there is no
disagreement about what is overstepping the boundaries in the future.
Part 1

3. The Phallic Stage
Part 1

3. The Phallic Stage: Graded Activity
1. Ages (3– 5 years)
2. Key Experience- Obsession with Genitals (males)
3. Oedipal/Electra Complex
o Identification with & desire for opposite sex parent
o Rivalry with the same sex parent
4. Result of Successful Development
o Identification with one of the parents, development of
super-ego
o Overly submissive/ aggressive/ seductive interpersonal
behavior
Overview
Part 1

1. Freud suggested that during the phallic stage,
the primary focus of the libido is on the
genitals.
2. According to Freud, during this stage, the main
focus of the Oedipus complex describes the
possessive feelings of a boy towards Mother,
the desire to replace Father. The boy is also
afraid of being punished by his father for these
feelings, and Freud called it castration anxiety.
Discussion
Part 1

Discussion
Part 1

1. A similar set of feelings that young women
experience is called the Electra Complex,
a penis envy.
2. The story follows a girl between the ages
of 3 and 6, who unknowingly becomes
sexually attached to her father and
becomes increasingly hostile towards her
mother. Carl Jung developed the theory in
1913.
Discussion Electra Complex
Part 1

3. Later, the girl identifies more closely with her mother and mimics her behavior for
the fear of losing her mother's love. Freud called this a "feminine Oedipus
attitude".
4. Freud believed that this was a crucial phase in a girl's development as it leads her to
accept gender roles and to understand her own sexuality.
5. Freud rejected Carl Jung’s label “Electra Complex” and explained that the
female oedipal attitude is more emotionally intense than the Oedipus complex,
which is why the young woman suppressed it more severely. He believed this made
women less confident and more submissive.
Discussion Electra Complex
Part 1

The following are some examples that could be a sign of the complex:
1. A boy who acts possessive of his mother and tells the father not to touch her.
2. A child who insists on sleeping between parents.
3. A girl who declares she wants to marry her father when she grows up.
4. A child who hopes the parent of the opposite sex goes out of town so that they
can take their place.
What makes sense?
Phallic Personality Type Self-assured, vain, impulsive Fixation at Phallic stage
Part 1

3. The Phallic Stage: Graded Activity Question-2: What are your reactions to Freud’s theory?
What makes sense?
Anal expulsive personality
Anal retentive personality Mean, stubborn, obsessively tidy
Emotional, rebellious, messy
Fixation at anal stage
Part 1

1. The concept of penis envy actually does not take a seat down properly with many.
2. And how does this concept of improvement apply to children who're raised with
single parents, two mothers, or two fathers? How are you able to degree penis envy
or libido?
3. One child that Freud did observe, “Little Hans,” had a fear of horses. Freud related
this worry to the kid’s Oedipus complex. But the kid didn’t precisely explicit his
wants to have intercourse with his mom and replace his father.
4. Even in his writing, Freud mentioned that he would have to place thoughts,
memories, and dreams into the kid’s head earlier than they will be revealed. Leading
a younger baby to confess those dreams don’t make them true.
Part 1

3. The Phallic Stage: Graded Activity Question-3: How do you see his theory being applied to education?
1. At 3–5 years old, parents need to repeat the concept of male and female differences
to provide sex education, at this age, children already understand that the pregnant
woman is a woman.
2. Instilling shame also needs to be repeated at this age such as when leaving the
bathroom, at least the child is already wearing pants or wrapped in a towel.
3. In children aged 3–5 years, parents can start talking about reproduction as a way for
humans, animals, and plants to multiply.
4. At this stage, the child starts asking questions about sex-related things like where
the baby will come from, etc.
5. Parents must answer the question correctly because the introduction of genitals and
sex is the first step to protect children from acts of violence and sexual abuse of
children.
Part 1

4. The Latent Stage
Part 1

4. The Latent Stage: Graded Activity
1. Ages (6 – onset of puberty)
2. Erogenous zone: N/A, sexual feelings inactive
3. Focus is on secondary processes & social
interactions.
4. Ego is well developed & usually ego impulses
are appropriately repressed.
Overview
Part 1

1. During the latency phase, libido is in "do not disturb mode".
2. Freud argued that this is the case when sexual energy is channeled into tedious
asexual activities such as studying, hobbies, etc. relationships and social skills.
3. He believed that people develop healthy social and communication skills during this
stage.
4. He believed that not going through this stage would lead to lifelong immaturity or
inability to have and maintain happy, healthy, and satisfying sexual and nonsexual
relationships as an adult.
Discussion
Part 1

1. Children between the ages of 5 and 12 have great interests and talents in cognitive,
social, emotional and physical terms.
2. Their thinking ability can be enhanced by the stimulation and influence of the
environment. This is a sensitive phase of transformation.
3. But at this stage, most children are raised traditionally, worry about adjusting to the
modern world, and focus solely on academic achievement. This can limit children's
desires and needs for exploration; This limits their physical development.
4. A child's ability to develop will lead to a variety of experiences that will provide a
solid foundation for future pursuits of their interests and talents.
What makes sense?
Part 1

 Freud's take on the concept of latency was a bit odd. He clearly considered it an
integral part of his psychosexual theory, but never gave it the systematic theoretical
consideration it deserved. This may be due to two facts:
o that the latency period cannot be meaningfully reconstructed in
psychoanalytic treatment, and
o second, that he himself had few opportunities to closely observe latency
children other than his own.
Part 1

1. A shared role of parents and educators is required to nurture and guide children to
reach their natural interests and talents.
2. At this stage, children are very curious to explore different things. This requires
support during these phases, both in terms of nutrition and education.
Part 1

5. The Genital Stage
Part 1

5. The Genital Stage: Graded Activity
1. Ages (12 and up, or puberty until death)
2. Erogenous zone: genitals
3. Key Experience: Individuation from parents
dealing with possible fixations & trauma from
childhood
4. Results:
o Expression of appropriate adult sexuality
o Ego is well developed, and there is a
capacity for symbolic wish fulfillments.
Overview
Part 1

1. The final phase of this theory begins with puberty and, like Grey's Anatomy, never
ends. This is when libido reappears.
2. According to Freud, at this point an individual begins to have a strong sexual interest
in the opposite sex.
3. And if the phase is successful, this is the case when people have heterosexual
relationships and develop lifelong romantic relationships with someone of the
opposite sex.
Discussion
Part 1

1. During the genital phase, the ego and the superego have evolved.
2. This allows the individual to have a more realistic mindset and to build diverse social
relationships alongside the family.
3. The genital stage is the final stage and is considered the highest level of maturity.
4. At this stage the adult becomes capable of two signs of maturity, labor and love.
What makes sense?
Genital Personality Type
Well adjusted, mature, able
to love and be loved
Fixation at genital stage
Part 1

1. The extent to which an individual has reached the genital level has been considered
by Freudians to be inversely correlated with susceptibility to neurosis
2. It is important to note that although oral, anal and genital stages are different, they
can occur simultaneously and indefinitely. However, Freud argued that a person
could get stuck in one of these stages if over- or under-indulgence occurs .
3. While the normal genital character has been accepted in theory as the ideal construct,
in practice the concept of the genital level could be fetishized into an addictive goal
or product, not an experiential reality.
Part 1

1. At this stage, the role of parents is very important to try to exercise stricter
supervision and maintain smooth communication with the children.
2. In order to determine the communication path, parents can also insert small warnings
as early protection for children. As soon as possible, the child should be able to take
care of themselves.
3. An important principle to know is that it is not easy to believe in little-known people.
Even for people who are known to be close, insist on remaining introspective.
4. Remember that it teaches children to distrust others, but this introspective attitude
will be useful in developing an independent attitude and firmly asserting the position.
Part 1

Erikson's Stages of
Psychosocial
Development
Part 2
ERIK ERIKSON
Page 51

Erik Erikson's Biography Page 52
Erikson's Stages of Psychosocial Development
Part 2
Personal Information
o German-American developmental psychologist
and psychoanalyst
o Life span: 15 June 1902, born in Germany - 12
May 1994, died in the USA (aged 91)
o Known for: Theory on Psychological
Development

Erik Erikson's Development Stages Page 53
Part 2

Erik Erikson's Stages of Development at a Glance Page 54
Part 2
Approximate Age Virtues Psychosocial crisis
Significant
relationship
Existential question Events
Infancy
Under 1 year
Hope Trust vs. Mistrust Mother Can I trust the world? Feeding, abandonment
Early Childhood
2-3 years
Will
Autonomy vs.
Shame/Doubt
Parents Is it okay to be me?
Toilet training, clothing
themselves
Preschool
4- 5 years
Purpose Initiative vs. Guilt Family
Is it okay for me to do,
move, and act?
Exploring, using tools or
making art
School Age
6–11 years
Competence Industry vs. Inferiority Neighbors, School
Can I make it in the world
of people and things?
School, sports
Adolescence
12-18 years
Fidelity
Identity vs. Role
Confusion
Peers, Role Model Who am I? Who can I be? Social relationships
Young adulthood
19–40 years
Love Intimacy vs. Isolation Friends, Partners Can I love? Romantic relationships
Adulthood
40-60 years
Care
Generativity vs.
Stagnation
Household,
Workmates
Can I make my life count? Work, parenthood
Late Adulthood
60-death
Wisdom
Ego Integrity vs.
Despair
Humankind, My kind
Is it okay to have been
me?
Reflection on life

Erik Erikson's Infancy Stage Graded Activity Page 55
Part 2
1. Infancy (Under 1 year): Graded Activity
Question-1: Identify examples of maladaptation and malignancy for your development stage.
Maladaptation (Too much trust) Malignancy (Too much mistrust)
I was totally dependent on my grandmother for
food, warmth and comfort. Being with my grandma,
I felt secure and safe. She was my only caregiver.
I was a sort of afraid of my mother. I did not use to
get along with her until I was 2 years old. I used to
cry by her presence.
Question-2: What could have contributed to the maladaptation and malignancy?
Possible cause of maladaptation Possible cause of malignancy
My grandmother was the only caregiver of me. I
had to depend on her in every aspect.
My mother was very busy at work and did not
really have time for me. She was the main ladder
bearer of our family. I did not have enough
interaction with her.

Erik Erikson's Infancy Stage Graded Activity Page 56
Part 2
1. Infancy (Under 1 year): Graded Activity
Question-3: What can be done to achieve the desired outcomes in each stage?
 in families
 in schools
 in communities
In families: Following things should be done during Infancy Stage to make a child hopeful, such as
1. It is essential for parents to provide responsive, dependable care because the trust versus mistrust stage
serves as a foundation of development. Failure of this leads a child to be mistrustful for the rest of their
life.
2. Every baby communicates differently, so becoming familiar with your baby's communication style is
the key to success at this stage. Noticing and responding to these signals, whether their cries, body
movements, coos, or even words, help them learn to trust you and the world around them.
3. Learning to trust the world and those around us is the key focus of this psychosocial stage of
development. By responding quickly and appropriately to your infant's cries, you're building a
foundation of trust.

Erik Erikson's Early Childhood Stage Graded Activity Page 57
Part 2
2. Early Childhood (2-3 years): Graded Activity
Maladaptation (Too much autonomy) Malignancy (Too much doubt)
I was very choosy on my cloth selection. No one
could choose the clothes for me; otherwise I would
refuse to wear them.
I used to get punished by my mother when I took a
piss in bed during my nighttime sleep. I always had
a fear of being punished for that so I used to scream
in the middle of the night.
My parents were always in nice clothing. They
liked to be dressed properly and expected to be
praised by others for that. That probably influenced
me to be choosy about my clothing.
During my infancy, my grandmother used to wake
me up at night for pee. However, my mother started
taking care of me during my early childhood.
Unfortunately, I did not learn to control my pee.

Part 2
 in families
 in schools
 in communities
In families: Following things should be done during Early Childhood Stage to make a child
determined, such as
1. Toilet training plays a major role; learning to control one’s body functions leads to a feeling of control
and a sense of independence.
2. Other important events include gaining more control over food choices, toy preferences, and clothing
selection.
3. Kids in this stage of development often feel the need to do things independently, such as picking out
what they will wear each day, putting on their own clothes, and deciding what they will eat. While this
can often be frustrating for parents and caregivers, it is an important part of developing a sense of self-
control and personal autonomy.
2. Early Childhood (2-3 years): Graded Activity
Erik Erikson's Early Childhood Stage Graded Activity

Erik Erikson's Preschool Stage Graded Activity Page 59
Part 2
3. Preschool (4-5 years): Graded Activity
Maladaptation (Too much initiatives) Malignancy (Too much guilt)
I always wanted to win in every game I played with
my neighborhood friends. During the group
activities, I would dominate over my group
members so no mistakes would happen I strongly
believed. Literally, I was overconfident about
myself. Later, I realized I was loosing my friends
because of this dominating trait. I could not accept
losing the game or activity I was involved.
I always had a fear of riding a bike in the
neighborhood. Moreover, I would refuse to take a
ride on someone’s motorbike. I had a notion that if I
rode a bike or took a ride on someone’s motorbike,
I would fall down and get injured.

Part 2
My parents especially my mother always praised
me for winning the game or getting top score in
exams. In case I failed to do that, I used to be
scolded for my failure. This had a sort of no
acceptance in my family.
My mother always stopped me from riding a bike
or taking a ride on someone’s motorbike during my
childhood. She had a fear I would fall down and get
injured. For that reason, I learned to ride a bike
very late at the age of 12.
Erik Erikson's Preschool Stage Graded Activity

Part 2
 in families
 in schools
 in communities
In families: Following things should be done during Preschool Stage to make a child build initiative,
such as
1. It is important for caregivers to encourage exploration and to help children make appropriate choices.
Caregivers who are discouraging or dismissive may cause children to feel ashamed of themselves and
to become overly dependent upon the help of others.
2. This stage can sometimes be frustrating for parents and caregivers as children begin to exercise more
control over the friends they play with, the activities they engage in, and the way they approach
different tasks. Parents and other adults might want to guide children toward certain choices, but
children might resist and insist on making their own choices.

Part 2
 in families
 in schools
 in communities
In families: Following things should be done during Preschool Stage to make a child limit guilt, such
as
1. To help prevent feelings of guilt, caregivers can encourage children to see their mistakes as learning
opportunities.
2. It's very important that parents and teachers avoid excessive criticism, ridicule, and dismissiveness at
this stage and encourage children to keep trying through practice and persistence.
3. Encouraging a child's natural curiosity without judgment or impatience is crucial.

Erik Erikson's School Age Stage Graded Activity Page 63
Part 2
4. School Age (6-11 years): Graded Activity
Maladaptation (Too much industry) Malignancy (Too much inferiority)
My uncle always forced me to go to the mosque for
5 times of Muslim prayers. Moreover, he always
stopped me from getting along with the children
from other religions. In addition, I was not allowed
to attend any rituals other than in my own
religion’s. Consequently, I started to dislike his
attitudes and stopped going to the mosque for the
prayers. Moreover, I started to get along with the
children from all religions in my neighborhood. As
a result, I became a bad face in my family
especially to my uncle. Currently, I am an agnostic.
I used to get a low grade in math at school. Like
other students, I also studied in extra classes in
groups. However, I did not really get well in math
lessons. My mother used to reprimand me for my
failure. Therefore, I lost my confidence over math
and later at university, I chose biological sciences as
my major instead of math.

Part 2
My uncle was closed-minded. He did not get along
with the people from other religions, and even did
not attend any rituals from other religions. He
always forced us to do the same. Moreover, his
discipline towards 5 times of prayers made me hate
him and stop going to the mosque. As a child, I
loved to get along with the children regardless from
any religions. I just wanted to play with them and
attend the rituals for fun. Stopping me from doing
those activities actually made me hate him and also
got me a negative impact on my own religion.
I did not really get any significant support from my
family to improve my math skills. Moreover, my
math teacher at school was too busy to assist me for
free out of the lesson hours. In addition, he always
praised those students who got a good grade in
math and often asked them questions. I did not
really get any attention from him as my math grade
was very low. As a result, I lost my interest in
improving my math skills, and my math grade was
getting worse day by day.
Erik Erikson's School Age Stage Graded Activity

Part 2
 in families
 in schools
 in communities
In families and schools: Following things should be done during School Age Stage to make a child
competent, such as
1. At this stage, it is important for both parents and teachers to offer support and encouragement.
However, adults should be careful not to equate achievement with acceptance and love. Unconditional
love and support from adults can help all children through this stage, but particularly those who may
struggle with feelings of inferiority.
2. Children who are overpraised, on the other hand, might develop a sense of arrogance. Clearly, balance
plays a major role at this point in development.
3. Even if children struggle in some areas of school, encouraging kids in areas in which they excel can
help foster feelings of competence and achievement.
Erik Erikson's School Age Stage Graded Activity

Erik Erikson's Adolescence Stage Graded Activity Page 66
Part 2
5. Adolescence (12-18 years): Graded Activity
Maladaptation (Too much identity) Malignancy (Too much role confusion)
I used to be a rebellion to show that I had a different
religious view from my parents’. Since my
adolescence, I tried to be agnostic although my
society had a religious view. I was popular among
my friends because of my religious point of view-
open-minded. However, my society did not take my
attitude normally, and they banned me from
participating in any social work including rituals.
In cricket sport, I used to be a right-handed batsman
and bowler. I was frequently hired in the game for
my bowling skill. However, I was a big fan of
Wasim Akram, a Pakistani left handed fast bowler. I
was so obsessed with his bowling skill that I once
decided to use my left hand for bowling.
Consequently, my bowling pace got reduced and I
lost my bowling form. People stopped hiring me in
the game. After realizing my fault, I tried to get
back to my normal bowling style (right-handed),
but it did not work out well. As a result, I got totally
frustrated and left cricket forever.

Part 2
My family was very strict about religion. On the
other hand, I was a very easy going person and
loved to get along with people from all religions,
which was a big no-no in my family. That situation
went against my ego and made me a rebellion.
Moreover, I was very popular among my friends
being an agnostic, which gave me a new identity in
my society. I really admired that title.
I was obsessed with my cricket idol and tried to
imitate him in bowling. That was my great mistake
to represent myself as a cricketer. My biggest
mistake was the change of my bowling hand- right
to left. As a result, I lost my natural bowling skill
for which I used to get hired.
Erik Erikson's Adolescence Stage Graded Activity

Part 2
 in families
 in schools
 in communities
In families: A teenager itself can strengthen their identity in the following ways, such as
1. Thinking about what your values are helps solidify your identity. Core values are those things that are
really important and meaningful to you and that motivate you and guide your decisions.
2. It's important to spend time alone to get to know yourself better. Those quiet moments can help you
focus on your priorities and improve your sense of self. Relatedly, learn to practice self-compassion,
which can help you better understand and accept your flaws and limitations.
3. Become skilled at things you enjoy. Taking time to find and practice hobbies can help you get greater
acquainted with yourself.

Part 2
 in families
 in schools
 in communities
In families: Parents can strengthen their child’s identity in the following ways, such as
1. Give them a challenge
2. Take their interests to a new level
3. Teach them to be assertive
4. Don’t protect too much
5. Help them live the live they dream

Part 2
 in families
 in schools
 in communities
In schools: Following things should be done during Adolescence to strengthen a teen’s identity, such
as
1. Establish rules and norms
2. Create a sense of community
3. Encourage students to get to know each other
4. Celebrate diversity
5. Get to know your students
6. Connect with parents
7. Foster Relationships
8. Create a Safe Environment
9. Be inclusive
10.Make sure all students feel welcome in the
classroom.
11.Build trust and respect among classmates
12.Help students develop empathy and compassion
for others
13.Teach students how to regulate their emotions
14.Be positive and supportive

Part 2
 in families
 in schools
 in communities
In communities: Following things should be done during Adolescence to strengthen a teen’s identity,
such as
1. Become a Better Listener
2. Expanding Your Interest
3. Becoming a Better Conversationalist
4. Meeting New People
5. Polishing Interpersonal Skills

Part 2
 in families
 in schools
 in communities
In families: Following things should be done during Adolescence to decrease a teen’s role confusion,
such as
1. Build on your strengths: Identify the areas in your life in which you excel, and take time to develop
and build on those strengths.
2. Try new things to discover what you like: Think about your passions and interests. Brainstorm some
ideas around things that excite you.
3. Make commitments and set goals: While you can set goals in any part of your life, consider thinking
about some common areas like health, career, finances, and education.
4. Participate in activities that are related to your interests: Whether church events or clubs for sports,
take the initiative to become part of something that interests you.

Part 2
 in families
 in schools
 in communities
In schools: Teachers can minimize role confusion in a number of ways, such as
1. One way is to offer students lots of diverse role models by identifying models in students' reading
materials, for example, or by inviting diverse guests to school. The point of these strategies would be
to express a key idea: that there are many ways to be respected, successful, and satisfied with life.
2. Another way to support students' identity development is to be alert to students' confusions about their
futures, and refer them to counselors or other services outside school that can help sort these out.
3. Still another strategy is to tolerate changes in students' goals and priorities” sudden changes in extra-
curricular activities or in personal plans after graduation. Since students are still trying roles out,
discouraging experimentation may not be in students' best interests.

Part 2
 in families
 in schools
 in communities
In communities: It can minimize role confusion in a number of ways, such as
1. Become a Better Listener
2. Expanding Your Interest
3. Becoming a Better Conversationalist
4. Meeting New People
5. Polishing Interpersonal Skills

Erik Erikson's Young Adulthood Stage Graded Activity Page 75
Part 2
6. Young Adulthood (19-40 years): Graded Activity
Maladaptation (Too much intimacy) Malignancy (Too much isolation)
Last week, I was walking down the street and noticed a
young girl crossing the street who must have been 12 or 13
years old. Her wardrobe was almost-nonexistent, including
a tiny tank top and extremely short shorts. She walked in
what appeared to be a deliberately sexualized manner. It
seemed so obvious – and sad – that she appeared to be
seeking sexual attention from strangers who drove by or
walked down the street. She walked alone, without family
or friends, and she navigated her way through busy city
streets in an outfit that would make me, as a father, truly
fear for her safety. The saddest part was that it appeared as
if she had already learned how to promote her sexuality.
Was this girl headed down a path toward promiscuity?
Social withdrawal is one of the most common and
telling signs of depression. Depression often leads
people to isolate themselves, often due to the
multiple factors that are contributing to their
depression—feeling lonely, feelings of rejection,
poor self-worth, rejection, self-doubt, loss, etc …
Depression can become a feedback loop when
isolating leads people to feel lonely, and the more a
person feels alone the more depressed they can get.
Isolation worsens the symptoms of depression and
can result in a downward spiral.

Part 2
1. Most promiscuous youngsters are promiscuous
because they have insufficient supervision or because
they have emotional issues (e.g., depression, current
or past abuse) that have not been properly identified
by parents or treated by professionals.
2. When it comes to promiscuous adults, they’re
promiscuous because a proper self-esteem was not
created earlier in life. As they enter their adult years
later, they often get stuck in a pothole where they
keep engaging in the same sexual behavior because
it’s familiar and because that is the identity they have
developed over the years: someone who sleeps
around and gets an emotional high from sexual trysts.
1. Being embarrassed
2. Not feeling understood, or feeling different or
disconnected from others
3. Feelings of worthlessness, self-doubt, and
helplessness
4. Prominent fear and anxiety (phobia) or stress
Erik Erikson's Young Adulthood Stage Graded Activity

Part 2
 in families
 in schools
 in communities
In families:
1. Viewing the other person realistically
2. Taking responsibility for their own growth
3. Focusing on solutions to problems
4. Supporting the other without rescuing
5. Accepting collaboration
6. Celebrating the differences between them
7. Communicating simply and directly

Part 2
 in families
 in schools
 in communities
In schools:
1. Create a positive and welcoming environment within the school.
2. Let people know what they mean to you.
3. Give each other compliments.
4. Branch out and talk to people who may not be in your everyday classes or friend group.
5. Team up with other clubs within the school.

Part 2
 in families
 in schools
 in communities
In communities:
1. Trust: Showing another person that you’re trustworthy can help them feel closer to you too.
2. Acceptance: You know you’ve established some intimacy when you feel like a person accepts you for who you
truly are.
3. Honesty: You feel comfortable telling your partner exactly how you feel in part because you’ve become so close
to each other.
4. Safety: Sharing your deepest, truest self with another person can put you in a pretty vulnerable position.
5. Compassion: Compassion is a natural component of caring about one another’s well-being.
6. Affection: Caring about each other is one thing, but you also build intimacy by showing that you care.
7. Communication: When you make an effort to listen to someone and tell them how you really feel, you can build a
deep understanding for each other. And the more you understand each other, the closer you become.

Erik Erikson's Adulthood Stage Graded Activity Page 80
Part 2
7. Adulthood (40-60 years): Graded Activity
Maladaptation (Too much generativity) Malignancy (Too much stagnation)
Mr. Somchai works for the Department of Public Health
in Phitsanulok province, Thailand. He is a government
employee with a monthly salary of 15,000 baht.
However, to live a better life, he wants to have a new
house and a new car. But with this tiny salary, it’s
practically impossible. Therefore, he has started a small
business apart from his job. Now, he works 7 days a week
till late at night. Consequently, he has no quality time for
his family, and he is being stressed nowadays. He loses
his temper quickly and only thinks about how to make
more money to fulfill his dream- buying a new house and
a new car.
People who are rejective may often come up with the
following symptoms:
1. Be easily embarrassed.
2. Get very angry or have an emotional outburst when
they feel like someone has hurt or rejected them.
3. Set high standards for themselves they often can't
meet.
4. Have low self-esteem.
5. Feel anxious, especially in social settings.
6. Have problems with relationships.
7. Stay away from social situations and withdraw from
other people
8. Feel like a failure because they haven't lived up to
other people's expectations.

Part 2
1. Too much pride in Work and Family
2. Feeling over-included
3. Taking responsibility beyond the limit
4. Feeling too much productive
5. Making too many contributions
1. Being self-centered (neuroticism)
2. Failing to get involved with others
3. Not taking an interest in productivity
4. No efforts to improve the self
5. Placing one's concerns above all else
Erik Erikson's Adulthood Stage Graded Activity

Part 2
How to improve generativity in families and communities:
1. Participate in your community: Research suggests that civic engagement helps foster generativity.7 So,
look for ways to get involved in your community. Help out an organization, take part in community
projects, or get involved in local activism.
2. Assume responsibilities: Since feeling productive in your work can help improve generativity, look for
new ways to take on new tasks and roles. Take on a big project at work or explore ways to improve
some aspect of your household.
3. Learn new skills and share them with others: Take the time to learn a new skill, then share this skill
with others via a teaching or mentoring opportunity.
4. Volunteer: Making a difference in the lives of others can build generativity as well. Your child's school,
your church, and community organizations are good places to look for volunteer opportunities.

Part 2
How to decrease stagnation in families and communities:
1. Explore a new hobby. Finding a new passion is a great way to feel more creative and inspired.
2. Learn something new. Acquiring and then applying new skills can help you feel more productive.
3. Find new sources of inspiration. When you are feeling stagnant, seek out things that help you feel
inspired. You can then use these sources as a way to build motivation to tackle new things.
4. Look for new opportunities. Even if you have become settled in your role at work or home, it is
important to look for new ways to feel challenged, useful, and productive.

Erik Erikson's Old Age Stage Graded Activity Page 84
Part 2
8. Old Age/Maturity (60-Death): Graded Activity
Maladaptation (Too much ego integrity) Malignancy (Too much despair)
Fred is a retired composer. He has declined to perform his
songs for the Queen. We are unsure why. However, we
become aware that it is due to unresolved personal
conflicts. His daughter reveals to him that she is aware of
all of his extramarital activities. We discover that his wife
was the only one who sang his songs, but she now suffers
from dementia. Fred is able to work through these
conflicts and accept responsibility for his life.
Mick is a film writer and is working with his team to
complete the script he hopes will define his career,
entitled “Life’s Last Day.” He battles over what the main
character’s last words will be while on his death bed. The
need for perfection of these words before his death
mirrors Mick’s need for perfection before his inevitable
end. His integrity is threatened when the lead of the script
resigns and tells Mick he doesn’t have the level of skill he
once had. With this last attempt of integrity crushed,
Mick succumbs to his despair and steps off the balcony to
his death.

Part 2
1. Family: Having supportive relationships is an
important aspect of the development of integrity and
wisdom.
2. Work: People who feel a sense of pride in their
work and accomplishments are more likely to
experience feelings of fulfillment at this stage of
life.
3. Contributions: Those who reach this stage feeling
that they have made valuable contributions to the
world are more likely to achieve a sense of integrity.
This often involves contributing to things that will
outlast them through their children, friendships,
mentorships, work, or community involvement.
1. Health problems
2. Loneliness and isolation: Factors such as living alone, a
dwindling social circle due to deaths or relocation,
decreased mobility due to illness or a loss of driving
privileges can trigger depression.
3. Reduced sense of purpose: Retirement can bring with it a
loss of identity, status, self-confidence, and financial
security and increase the risk of depression.
4. Fears: These include a fear of death or dying as well as
anxiety over financial problems, health issues, or abuse or
neglect.
5. Recent deaths:The death of friends, family members, and
pets, or the loss of a spouse or partner are common causes
of depression in older adults.
Erik Erikson's Old Age Stage Graded Activity

Part 2
How to improve integrity:
1. Start early: The things you do during middle age will play a role in your feelings about life as you
age. Focus on doing things that will support your emotional wellness as you grow older, such as
getting involved in your community and strengthening relationships to ensure you have a strong social
support network.
2. Seek meaningful relationships: High-quality relationships with people you care about and who care
about you are important. Focus on those relationships and work on making peace with relationships
that may not be as strong.
3. Reframe your thinking: Rather than ruminating over regrets or wishing you can change the past,
focus on reframing how you think about those events. For example, you might focus on what you
learned from those experiences rather than dwelling on what you wish you could do differently.
4. Practice gratitude: Focus on the positive aspects of your life rather than paying excessive attention to
the negative.

Part 2
How to decrease despair:
1. Reach out to others: Focus on building social support. Discussing your feelings with friends and
family can help, or look for new connections by participating in community groups or organizations.
2. Focus on the positive: Think about the memories and events that brought you feelings of pride and
happiness.
3. Explore new experiences: Seek out activities that bring you pleasure and joy in the here-and-now.
4. Engage in spiritual practice: Find ways to explore your spirituality, which may help bring feelings of
peace and well-being.
5. Get help: If you continue to struggle with feelings of despair, consider talking to your doctor or
mental health professional. You may be experiencing symptoms of a condition such as depression or
anxiety. Your doctor can recommend treatments that will help.

Vygotsky's Sociocultural Theory of Development Page
Vygotsky's Sociocultural Theory of
Development
Part 3
Lev Semyonovich Vygotsky
o Life span: November 17, 1896, Orsha, Belarus- June 11, 1934,
Moscow, Russia (aged 37)
o Known for: Psychological Development in Children
o Graduated from: Moscow University
o Studied: Literature and Psychology
o Worked for: The Institute of Psychology in Moscow
o His work began when he was studying learning and development to
improve his own teaching.
o He wrote on language, thought, psychology of art, learning and
development and educating students with special needs.

Vygotsky's Sociocultural Theory of Development
Page
89
Part 3

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Part 3
Graded Activity: INDIVIDUALLY, identify 10 examples of Zone of Proximal Development when
you teach children, adolescents or even adults in your school, family or community.
Example 1: Learning to Read
 When we learn to read, our teachers will often provide us with books that introduce a few new
words or grammatical challenges each week.
o The week may start with direct instruction on the vocabulary or grammar, followed by group
reading. When reading in groups, teachers can sit by the students and help them overcome
hurdles they face in their learning.
o As students get more confident, the teacher may allow them to read independently through a
process called gradual release of responsibility.
o But the next week, new and more difficult books will not only use the grammar and vocabulary
learned the previous week – they will introduce new concepts as well!
o The teacher will start all over again in the new and more difficult Zone of Proximal
Development, scaffolding the students through the new tasks just like they did the previous
week.

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Part 3
Example 2: Learning Division
 Division activities also often start with a ZPD task. The teacher assesses students’ ability levels
then creates lessons that are challenging, will require support but are also doable.
o For example, if a student doesn’t yet understand division, the teacher might start by giving
students a group of 12 marbles and asking them to separate them into three equal groups.
o Once the students understand the concept of separating marbles into separate groups, language
may be introduced like “divide into three groups”. Next, the students will be asked to do it in
their heads!
o As students progress through the tasks and demonstrate the ability to do the tasks independently,
the teacher may add more marbles to do higher-level division, or introduce more advanced
methods of dividing large numbers using pen and paper.

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Part 3
Example 3: Piano Skill Development
 When students learn piano, they move through ‘grades’. For example, you might be a ‘grade 5
piano player’.
o In each grade, students need to be able to demonstrate independent ability to play more and
more difficult types of songs.
o The grading system is very useful for piano teachers to determine a student’s ZPD. If a teacher
gets a new student, they can ask which grade the student has achieved, and instantly, the teacher
will get a grasp of what the student knows and what they will need to learn.
o Following this formative assessment, the piano teacher can then move on to teaching hand
positioning or chords that can help the student move through their zone of proximal
development and demonstrate ability independently, until they can sit their next piano exam and
move on to the next grade.

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Part 3
Example 4: Learning the Tennis Serve
 When teaching tennis serves, coaches often step up the level of difficulty by starting out serving
underhand, then teaching the toss, and then the volley. They only move to the next step once the
previous step has been mastered.
o Tennis is a relatively simple sport, except for the serve. A lot of beginners can learn the
forehand and backhand strokes fairly easily. As long as the positioning of the feet are correct,
and the stoke is started early enough, making contact with the ball at its highest point is
straightforward.
o However, being able to serve the ball is a whole other story. The toss has to be perfect; the
timing of the hit exact; the spring from the feet well-coordinated and balanced.
o It takes a lot of practice, but also the instruction of a skilled coach. Training will be incremental,
perhaps staring with just learning how to toss the ball in a trajectory that is straight up and
straight down. Once that maneuver is mastered, the next step is hitting the ball at its apex,
followed by placement over the net and inbounds.
o Each step represents a specific ZPD.

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Part 3
Example 5: Nurse Training and the Shot
 One of the most fundamental skills a nurse must master is giving a shot. It looks like a simple
procedure, but it is most definitely not. There are several steps involved in nurse training before
actually placing the needle in a patient.
o Many programs will have nurses practice with oranges in the beginning. Of course, the trainer
will provide detailed instructions verbally, and then walk around the room as students practice.
The trainer will often gently hold the hand of the student to allow them to “feel” the appropriate
level of force needed. As the student makes progress, the instructor provides less support.
o Eventually, every student will be able to administer an injection smoothly and correctly, and
hopefully painlessly.
o Training to become a nurse is no easy endeavor. It takes years and most programs are quite
rigorous and demanding. That makes perfect sense; the stakes are high and the work
environment can be very stressful.

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Part 3
Example 6: Learning to Use Software (E.G. Photoshop)
 Computer software can be very complex. To learn to use it, teachers often start with modelling
the basic features then only move on to the next ones once we have mastered the basics.
o People can do amazing things with Photoshop. The program has many features that can produce
incredible results.
o Unfortunately, the icons that represent different functions can sometimes look like hieroglyphics
from ancient Egypt. Although it is possible to learn through trial and error, that takes time and
can be very frustrating.
o The best approach is to take a class. The instructor will start by introducing basic functions.
Most likely, the steps will be demonstrated on a large screen at the front of the classroom that
displays the instructor’s screen. This way students can follow along on their own computers.
o Occasionally a student might get stuck. So, the instructor will walk over to their station and
simply point out what to do. That is ZPD in action. The task was too difficult for the student to
accomplish on their own, but with some guidance from the instructor, they can learn how.

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Part 3
Example 7: Learning to Parallel Park
 If we were to rank the different maneuvers in driving in terms of difficulty, parallel parking
would be right at the top. It is most definitely not the first milestone to attempt when learning
how to drive. This is why the driving coach teaches other fundamental skills first.
o We start with basics, such as turning the ignition key and learning which pedal is the brake and
which one is the gas. As we progress up the ladder of difficulty our driving instructor will be
sure to give us the necessary instructions and guidance to accomplish each feat.
o As one step is accomplished, we can move on to the next. This is a perfect example of how the
ZPD is a very useful concept in any learning process; accomplishing one step at a time with the
guidance of an expert. Of course, one day we won’t need to learn how to parallel park because
cars will drive themselves.

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Example 8: Learning to Walk
 If ever there were ever an example of a lifelong ZPD, it would be parenting. In the early years,
parents guide their children through many milestones of human development. Some of the most
exciting include a toddler taking their first steps on their own, being able to dress themselves, or
tying their shoes.
o Each of these seem like simple tasks, but they each require the guidance and instruction of a
caregiver. That involves carefully assessing the child’s current ability and then helping them
master that skill. Parents will sometimes physically help the child engage in the specific
movements needed by moving their hands the right way, or provide verbal instructions on what
to do.
o After those early years have passed however, the child will need guidance for many more years
to come. As many have said before, “a mother’s job is never done.”

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Example 9: Number Addition
 A kindergarten student is learning how to add two numbers together. They can successfully add
numbers together that are less than 10 but have trouble with bigger numbers.
o Their teacher shows them an example of how to solve a problem using large numbers before
getting them to try a similar problem themselves. When the student gets stuck, the teacher
provides hints.
Example 10: Learning to draw a rectangle
 A child in preschool is trying to learn how to draw a rectangle. Their teacher breaks down the process
for them by first drawing two horizontal lines and then drawing two vertical lines. They ask the student
to do the same.

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