The document discusses personality development, defining personality as the social attractiveness and individuality of a person. It highlights key theories, including Erik Erikson's eight stages of psychosocial development and Jean Piaget's four stages of cognitive development, exploring the interrelated domains of physical, cognitive, and psychological growth. Additionally, it addresses factors affecting personality, such as heredity and environmental influences.

1. PERSONALITY
DEVELOPMENT
PRESENTED BY:
Shahid Ali

2. SCHEME OF PRESENTATION
•INTRODUCTION & DEFINATION
•WHAT IS DEVELOPMENT
•DOMAINS OF DEVELOPMENT
•ERIK ERIKKSON THEORY
•JEAN PIAGET THEORY
• FACTORS AFFECTING PERSONALITY
•SUMMARY

3. DEFINATION OF PERSONALITY
• Personality is a Latin word which comes
from the word ‘persona’ means ‘a mask’
• Personality is defined in terms of “Social
attractiveness”
• A ability of a person to get along
• Study of an individual with his individuality,
by which we may say ‘A’ person has great
personality or person ‘B’ has no personality

4. WHAT IS DEVELOPMENT
• Development is a product of the interaction
of the individual with environment, starts
from the head proceed towards heal.
• Development sequence is creeping, crawling,
walking and continuous. Different aspects of
development are interrelated. Physical,
mental, social and moral developments are
interrelated to each other.
• Development is individualized process,
which based on growth and experience.

5. DOMAINS OF DEVELOPMENT
1. Physical Development
2. Cognitive Development
3. Psychological Development

6. DOMAINS OF DEVELOPMENT
• PHYSICAL DEVELOPMENT
Involves all those changes occurring in person's
body like change in height, weight, in the brain,
heart and other structures and process, and in
skeletal, muscular and neurological features
that affect motor skills.

7. DOMAINS OF DEVELOPMENT
• COGNITIVE DEVELOPMENT
It involves all those changes that occur in the
mental activity including sensations,
perception, memory, thought, reasoning and
language.

8. DOMAINS OF DEVELOPMENT
• PSYCOLIGICAL DEVELOPMENT
Include all those changes that concern
persons personality emotions and relation
ship with others. Society distinguishes
between children, adolescents and adults.

9. PSYCHOSOCIAL DEVELOPMENT THEORY
 Psychosocial development theory is based on
eight stages of development.
 Erikson’s theory is based on the idea that
development through life is a series of stages
which are each defined by a crisis or challenge.
 The early stages provide the foundations for later
stages so Erikson says that if a child does not
resolve a crisis in a particular stage, they will have
problems in later stages.

10. PSYCHOSOCIAL DEVELOPMENT THEORY
There are eight stages:
Stage 1 – Oral Sensory (Infancy, birth to 18 months)
Stage 2 – Muscular-Anal (Early Childhood, 2 to 3 years)
Stage 3 – Locomotor (Preschool, 3 to 5 years)
Stage 4 – Latency (School Age (6 to 11 years)
Stage 5 – Adolescence (Adolescence, 12 to 18 years)
Stage 6 – Young Adulthood (Young Adulthood,19 to 40
years)
Stage 7 – Middle Adulthood (Middle Adulthood, 40 to 65
years)
Stage 8 – Maturity (Maturity, 65 to death)

11. Stage 1 – Oral Sensory
• Birth to 1 year (infancy)
• Basic conflict is Trust vs. Mistrust.
• The important event is feeding and the important
relationship is with the mother and nurse.
• The infant must develop a loving, trusting
relationship with the mother/caregiver through
feeding, teething and comforting.
• Failure to resolve this conflict can lead to fear and a
belief that the world is inconsistent and
unpredictable.

12. Stage 2 – Muscular-Anal
• Age 1 to 3 years (Toddler)
• Basic conflict is
• Autonomy vs. shame/doubt.
• The important event is toilet
training and the important
relationship is with the parents.
• The child’s energy is directed
towards mastering physical skills
such as walking, grasping and
muscular control.
• The child learns self control but
may develop shame, doubt,
impulsivity (rash)or compulsion if
not handled well.

13. Stage 3 – Locomotor
• Age 3 to 6 years (preschool)
• Basic conflict is
• Initiative vs. Guilt
• The important event is independence and the
important relationship is family.
• The child continues to become more assertive in
exploration, discovery, adventure and play.
• The child may show too much force in this stage
causing feelings of guilt.
• Failure to resolve this conflict can lead to lack of
initiative and self doubt.

14. Stage 4 – Latency
• Age 6 to 12 years (school age)
• the basic conflict in this stage is
Industry vs. Inferiority
• The important event is school
and the important relationships
are teachers, friends and
neighbourhood.
• The child must learn to deal
with new skills and develop a
sense of achievement and
accomplishment.
• Failure to do so can create a
sense of inferiority, failure and
incompetence.

15. Stage 5 – Adolescence
• Age 12 to 20 years (adolescent)
• the basic conflict is Identity vs.
role Confusion.
• The important event is
development of peer relationships
and the important relationships are
peers, groups and social
influences.
• The teenager must achieve a sense
of identity in occupation, sex roles,
politics and religion. In addition,
they must resolve their identity and
direction.

16. Stage 6 – Young Adulthood
• Age 20 to 40 years
• The basic conflict in young
adulthood is Intimacy vs.
Isolation.
• The important event is parenting
and the important relationships are
lovers, friends and work
connections.
• In this stage, the individual must
develop intimate relationships
through work and social life.
• Failure to make such connections
can lead to loneliness,isolation and
depression.

17. Stage 7 – Middle Adulthood
• Age 40 to 65 years
• the basic conflict is Generativity vs.
Stagnation.
• The important event is parenting and the
important relationships are with children
and the community.
• This stage is based on the idea that each
adult must find a way to satisfy, support
and contribute to the next generation; it
is often thought of as giving back.
• Failure to resolve this stage can lead to
unproductive and uninvolved world.

18. Stage 8 – Maturity
• Age 65 to death
• The basic conflict is Ego integrity vs.
Despair.
• The important event is reflection on and
acceptance of the individual’s life.
• The individual is creating meaning and
purpose of one’s life and reflecting on
life achievements.
• Failure to resolve this conflict can create
feelings of dislike, regret, bitterness and
despair.

19. JEAN PIAGET THEORY
• Piaget's theory is based on the idea that the developing
child builds cognitive structures.
• He described the mechanism by which the mind
processes new information. He said that a person
understands whatever information fits into his established
view of the world. When information does not fit, the
person must reexamine and adjust his thinking to
accommodate the new information. Piaget described four
stages of cognitive development and relates them to a
person's ability to understand and assimilate new
information.

20. PIAGET’S STAGES
Piaget's theory identifies four developmental
stages and the processes by which children
progress through them.
The four stages are:
1. Sensorimotor stage (birth - 2 years)
The child builds a set of concepts about reality
and how it works through physical interaction
with their environment. This is the stage where a
child does not know that physical objects remain
in existence even when out of sight.

21. Preoperational stage
(ages 2-7)
 The child is not yet able to think abstractly and needs
concrete physical situations.
 Learns to use language and to represent objects by
images and words. Thinking is still egocentric and has
difficulty taking the viewpoint of others.
 Classifies objects by a single feature: e.g. groups
together all the red blocks regardless of shape or all
the square blocks regardless of colour.

22. Concrete operations
(ages 7-11)
 As physical experience accumulate, the child starts
to……
 Conceptualize, creating logical structures that
explain their physical experiences.
 Abstract problem solving is also possible at this
stage. For example, arithmetic equations can be
solved with numbers, not just with objects.

23. Formal operations
(beginning at ages 11-15)
 By this point, the child's cognitive structures are
like those of an adult and include conceptual
reasoning.

24. FACTORS AFFECTING
PERSONALITY
1. Heredity:
2. Environment:

25. FACTORS AFFECTING
PERSONALITY
Heredity:
1. Body build up of an individual.
2. Intelligence inherited from
ancestors.
3. Hormones/fluids produced by the
body an individual.

26. FACTORS AFFECTING
PERSONALITY
Environment:
1. Social Characteristics of an individual.
2. Social economical status being rich or poor.
3. Education gained.
4. Observation perceived.
5. Experimentation made.
6. Provision of healthy food.
7. Privileges made available.
8. Good parental care.
9. Warmth, love and acceptance by associated.
10. Living in good areas versus slums.

27. FACTORS AFFECTING
PERSONALITY
11. Societal demands.
12. Work environments.
13. Home environment.
14. Company of friends chosen to be associated.
15. Career chosen.
16. Geographic region to which an individual belongs.