PSYCHOSEXUAL

DEVELOPMENT
Tumacder, Shaila Mae
Dela Cruz, Kim John
SIGMUND FREUD
He is Australian
Neurologist and the Founder
of Psychoanalysis
 Sexual life
GOAL

ADULTS:
Reproduction

BABIES:
Pleasure
 5 STAGES OF
PSYCHOSEXUAL
DEVELOPMENT
 ORAL ANAL

LATEN PHALLI
CY C

GENITA
L
Freud identified the specific “erogenous
zone”
 ORAL STAGE
(Birth to 18 months)
MOUTH
The child was focus on oral pleasures.
Too much or too little can lead to oral
fixation. (sucking, bitting, chewing and
swallowing)
 The Oral receptive / Oral aggresive
personality is preoccupied with
eating/drinking and reduces tension
through oral activity such as eating,
drinking, biting nails.
 ANAL STAGE
(18 months to 3 years old)
The child was focus on controlling anus.
Child can find satisfaction in eliminating
feces, the child needs toilet training.
 PHALLIC STAGE
(3 TO 6 YEARS)
GENITALS
They see the difference changes
especially in opposite sex.
 OEDIPUS COMPLEX
Oedipus has become the king of Thebes while
unwittingly fulfilling a prophecy that he would kill
his father, Laius (the previous king), and marry
his mother, Jocasta (whom Oedipus took as his
queen after solving the riddle of the Sphinx).
 "What is the creature that walks on four legs in
the morning, two legs at noon and three in the
evening?" The hero Oedipus gave the answer,
"Man"
 ELECTRA COMPLEX

Girl's psychosexual co
mpetition with her
mother for possession
of her father. In the
course of her
psychosexual
development,
the complex is the
girl's phallic stage.
 LATENCY
(6 TO PUBERTY STAGE)

They focus on physical and academic

skills. Girl usually relate more girls and boys
with boys in this stage
 GENITALS
(PUBERTY ON WARD)
SEXUAL URGE
Adolescent focus their sexual urge towards
opposite sex peers, with the pleasured
center on genitals.
What is Psychoanalytic Theory?
Sigmund Freud’s psychoanalytic theory of
personality argues that human behavior is
the result of the interactions among three
component parts of the mind: the id, ego,
and superego.
This theory, known as Freud’s structural
theory of personality, places great emphasis
on the role of unconscious psychological
conflicts in shaping behavior and
personality.
 Dynamic interactions among these
fundamental parts of the mind are thought
to progress through five distinct
psychosexual stages of development. Over
the last century, however, Freud’s ideas
have since been met with criticism, in part
because of his singular focus on sexuality as
the main driver of human personality
development.
• The preconscious consists of anything that
could potentially be brought into the
conscious mind.

• The conscious mind contains all of the

thoughts, memories, feelings, and wishes of
which we are aware at any given moment.
This is the aspect of our mental processing
that we can think and talk about rationally.
This also includes our memory, which is not
always part of consciousness but can be
retrieved easily and brought into awareness.
• The unconscious mind is a reservoir of
feelings, thoughts, urges, and memories
that are outside of our conscious
awareness. The unconscious contains
contents that are unacceptable or
unpleasant, such as feelings of pain,
anxiety, or conflict.

• Freud likened the three levels of mind to

an iceberg. The top of the iceberg that you
can see above the water represents the
conscious mind. The part of the iceberg
that is submerged below the water but is
still visible is the preconscious. The bulk of
 ID
The id, the most primitive of the three
structures, is concerned with instant
gratification of basic physical needs and urges.
It operates entirely unconsciously (outside of
conscious thought). For example, if your id
walked past a stranger eating ice cream, it
would most likely take the ice cream for itself. It
doesn’t know, or care, that it is rude to take
something belonging to someone else; it would
care only that you wanted the ice cream.
 SUPEREGO
The superego is concerned with social rules and
morals - similar to what many people call their ”
conscience ” or their “moral compass.” It develops
as a child learns what their culture considers right
and wrong. If your superego walked past the same
stranger, it would not take their ice cream because
it would know that that would be rude. However, if
both your id and your superego were involved, and
your id was strong enough to override your
superego’s concern, you would still take the ice
cream, but afterward you would most likely feel
guilt and shame over your actions.
 EGO
In contrast to the instinctual id and the
moral superego, the ego is the rational,
pragmatic part of our personality. It is less
primitive than the id and is partly conscious
and partly unconscious. It’s what Freud
considered to be the “self,” and its job is to
balance the demands of the id and superego
in the practical context of reality.
 So, if you walked past the stranger with ice
cream one more time, your ego would mediate the
conflict between your id (“I want that ice cream
right now”) and superego (“It’s wrong to take
someone else’s ice cream”) and decide to go buy
your own ice cream. While this may mean you have
to wait 10 more minutes, which would frustrate
your id, your ego decides to make that sacrifice as
part of the compromise– satisfying your desire for
ice cream while also avoiding an unpleasant social
situation and potential feelings of shame.
 PIAGET’S STAGES OF
COGNITIVE DEVELOPMENT
Romero, John Lester
Luardo, Ruel
JEAN PIAGET
Born: August 9, 1896
Died: September 16, 1980
Swiss psychologist and genetic epistemology.
He is most famously known for his “theory of
cognitive
development” that looked
at how children develop
intellectually throughout the
course of childhood.
 Piaget's (1936) theory of cognitive
development explains how a child constructs
a mental model of the world. He disagreed
with the idea that intelligence was a fixed
trait, and regarded cognitive development
as a process which occurs due to biological
maturation and interaction with the
environment.
PIAGET’S STAGES ARE:
• Sensorimotor Stage: birth to 2 years
• Pre – Operational Stage: ages 2 to 7
• Concrete – Operational Stage: ages 8 to 11
• Formal Operational Stage: ages 12 and up
STAGE 1: SENSORI-MOTOR STAGE
(ages birth to 2)
• Infants construct an understanding of the
world by coordinating sensory (seeing,
hearing) with motor actions(reaching,
touching).
• Children learn about the world through basic
actions such as sucking, grasping, looking, and
listening
• Infants learn that things continue to exist even
though they cannot be seen
STAGE 1: SENSORI-MOTOR STAGE
(ages birth to 2)
• They are separate beings from the people
and objects around them
• They realize that their actions can cause
things to happen in the world around them
• Object Permanence - this is the ability of
the child to know that an onject will exist
even when out of sight. This ability is
attained in the sensory motor stage.
 STAGE 2: PRE-OPERATIONAL
STAGE (ages 2 to 7)
• Children begin to think symbolically and learn
to use words and pictures to represent objects.
• Children at this stage tend to be egocentric
and struggle to see things from the
perspective of others.
• While they are getting better with language
and thinking, they still tend to think about
things in very concrete terms.
 STAGE 2: PRE-OPERATIONAL
STAGE (ages 2 to 7)
The following are the key features of
this stage

• SYMBOLIC FUNCTIONS - this is the

ability to represents objects and events. A
symbol is a thing that represents something
else.
 STAGE 2: PRE-OPERATIONAL
STAGE (ages 2 to 7)
• EGOCENTRISM - the children thoughts
and communication are typically
egocentric (i.e, about themselves or their
own point of view). Eg.: "If I can't see you ,
you also can't see me". It is the inability to
see to see world from anyone else's eyes.
 STAGE 2: PRE-OPERATIONAL
STAGE (ages 2 to 7)
• CENTRATION - the process of
concentrating on one limited aspect of a
stimulus and ignoring other aspects. It is
noticed in Conservation
Conservation on the other hand is the
knowledge that quantity is unrelated to the
arrangement and physical appearance of
objects children at this stage are unaware of
conservation.
 STAGE 2: PRE-OPERATIONAL
STAGE (ages 2 to 7)
• IRREVERSIBILITY - pre-optional children
still have the inability to reverse their
thinking. They can understand that 2+3 is
5 , but can't understand that 5-3 is 2.
 STAGE 2: PRE-OPERATIONAL
STAGE (ages 2 to 7)
• ANIMISM - treating inanimate objects as
living ones. Eg.: children dressing and
feeding their dolls as if they are alive.
 STAGE 2: PRE-OPERATIONAL
STAGE (ages 2 to 7)
• TRANSDUCTIVE REASONING - this
refers to the pre-operational child's type of
reasoning that is neither inductive nor
deductive.
 STAGE 3: CONCRETE –
OPERATIONAL STAGE (ages 8 to
11)
This stage is characterized by the ability of
the child to think logically but only in terms of
concrete objects.
As physical experience accumulates,
accommodation is increased. The child begins
to think abstractly and conceptualize, creating
logical structures that explain his or her
physical experiences.
 STAGE 3: CONCRETE –
OPERATIONAL STAGE (ages 8 to
11)
 STAGE 3: CONCRETE –
OPERATIONAL STAGE (ages 8 to
11)
• DECENTERING – this refers to the ability of
the child to perceive the different features
of objects and situations.
Example: When asked to choose between
two lollipops, a child might choose based on
how one flavor is better than the other even
though the other is the same size and color.
 STAGE 3: CONCRETE –
OPERATIONAL STAGE (ages 8 to
11)
• REVERSIBILITY – the child can now follow
that certain operations can be done in
reverse.
Example: the child understands that a
favorite ball that deflates is not gone but can
be filled with air again and put back into
play.
 STAGE 3: CONCRETE –
OPERATIONAL STAGE (ages 8 to
11)
• CONSERVATION – the ability to know that
certain properties of objects like number,
mass, volume, or area do not change even
if there is a change in appearance.
Example:
STAGE 3: CONCRETE – OPERATIONAL
STAGE (ages 8 to 11)
• SERIATION – the ability to order or arrange
things in a series based on one dimension
such as weight, volume or size.
Example:
 STAGE 4: FORMAL OPERATIONAL
STAGE (ages 12 and up)
Thinking becomes more logical. They can
now solve abstract problems and can
hypothesize.
 STAGE 4: FORMAL OPERATIONAL
STAGE (ages 12 and up)
• HYPOTHETICAL REASONING – the ability to
come up with different hypothesis about a
problem and to gather data in order to
make a final decision or judgement.
 STAGE 4: FORMAL OPERATIONAL
STAGE (ages 12 and up)
• ANALOGICAL REASONING – the ability to
perceive the relationship in one instance
and then use that relationship to narrow
down possible answer in another similar
situation or problem.
 STAGE 4: FORMAL OPERATIONAL
STAGE (ages 12 and up)
• DEDUCTIVE REASONING – the ability to
think logically by applying a general rule
to a particular instance or situation.
 ERIKSON PARKINSON’S
THEORY OF DEVELOPMENT
Cupag, John Mark
Sumando, Rizzlyn
Autonomy: Self-government; freedom to
act or function independently

Sychosocial: Having both psychological

and social aspects.
ERIKSON’S THEORY
Erik Erikson (1902–1994) was a stage theorist who
took Freud’s controversial theory of psychosexual
development and modified it as a psychosocial
theory. Erikson emphasized that the ego makes
positive contributions to development by
mastering attitudes, ideas, and skills at each stage
of development. This mastery helps children grow
into successful, contributing members of society.
During each of Erikson’s eight stages, there is a
psychological conflict that must be successfully
overcome in order for a child to develop into a
healthy, well-adjusted adult.
Trust vs. Mistrust
Autonomy vs. Shame/Doubt
Initiative vs. Guilt
Industry vs. Inferiority
Identity vs. Role Confusion
Intimacy vs. Isolation
Generativity vs. Stagnation
Integrity vs. Despair
KOHLBERG’S STAGES OF
MORAL DEVELOPMENT
Bautista, Geselle
Benasa, Christian
Cruz, Chrystal Jade
LAWRENCE KOHLBERG
Born: October 25, 1927
Died: January 19, 1987
An American psychologist
best known for his theory of
stages of moral development.
He served as a professor in
the Psychology Department
at the University of Chicago
and at the Graduate School
of Education as Harvard
University.
 Kohlberg identified three levels of moral
reasoning: pre-conventional, conventional,
and post-conventional. Each level is
associated with increasingly complex stages
of moral development.
 LEVEL 1: PRECONVENTIONAL
Throughout the preconventional level, a
child’s sense of morality is externally
controlled. Children accept and believe the
rules of authority figures, such as parents
and teachers. A child with pre-conventional
morality has not yet adopted or internalized
society’s conventions regarding what is right
or wrong, but instead focuses largely on
external consequences that certain actions
may bring.
 LEVEL 1: PRECONVENTIONAL
STAGE 1: OBEDIENT-AND-PUNISHMENT
ORIENTATION
Stage 1 focuses on the child’s desire to
obey rules and avoid being punished. For
example, an action is perceived as morally
wrong because the perpetrator is punished;
the worse the punishment for the act is, the
more “bad” the act is perceived to be.
 LEVEL 1: PRECONVENTIONAL
STAGE 2: INSTRUMENTAL ORIENTATION
Stage 2 expresses the “what’s in it for
me?” position, in which right behavior is
defined by whatever the individual believes
to be in their best interest. Stage two
reasoning shows a limited interest in the
needs of others, only to the point where it
might further the individual’s own interests.
 LEVEL 1: PRECONVENTIONAL

As a result, concern for others is not

based on loyalty or intrinsic respect, but
rather a “you scratch my back, and I’ll
scratch yours” mentality. An example would
be when a child is asked by his parents to do
a chore. The child asks “what’s in it for me?”
and the parents offer the child an incentive
by giving him an allowance.
 LEVEL 2: CONVENTIONAL
Throughout the conventional level, a
child’s sense of morality is tied to personal
and societal relationships. Children continue
to accept the rules of authority figures, but
this is now due to their belief that this is
necessary to ensure positive relationships
and societal order. Adherence to rules and
conventions is somewhat rigid during these
stages, and a rule’s appropriateness or
fairness is seldom questioned.
 LEVEL 2: CONVENTIONAL

STAGE 3: GOOD BOY, NICE GIRL

ORIENTATION
In stage 3, children want the approval of
others and act in ways to avoid disapproval.
Emphasis is placed on good behavior and
people being “nice” to others.
 LEVEL 2: CONVENTIONAL
STAGE 4: LAW-AND-ORDER
ORIENTATION
In stage 4, the child blindly accepts rules
and convention because of their importance
in maintaining a functioning society. Rules
are seen as being the same for everyone,
and obeying rules by doing what one is
“supposed” to do is seen as valuable and
important.
 LEVEL 2: CONVENTIONAL

Moral reasoning in stage four is beyond

the need for individual approval exhibited in
stage three. If one person violates a law,
perhaps everyone would—thus there is an
obligation and a duty to uphold laws and
rules. Most active members of society
remain at stage four, where morality is still
predominantly dictated by an outside force.
 LEVEL 3: POSTCONVENTIONAL
Throughout the postconventional level, a
person’s sense of morality is defined in
terms of more abstract principles and
values. People now believe that some laws
are unjust and should be changed or
eliminated. This level is marked by a
growing realization that individuals are
separate entities from society and that
individuals may disobey rules inconsistent
with their own principles.
 Post-conventional moralists live by their own
ethical principles—principles that typically
include such basic human rights as life, liberty,
and justice—and view rules as useful but
changeable mechanisms, rather than absolute
dictates that must be obeyed without question.
Because post-conventional individuals elevate
their own moral evaluation of a situation over
social conventions, their behavior, especially at
stage six, can sometimes be confused with that
of those at the pre-conventional level. Some
theorists have speculated that many people
may never reach this level of abstract moral
reasoning.
 LEVEL 3: POSTCONVENTIONAL
STAGE 5: SOCIAL-CONTRACT
ORIENTATION
In stage 5, the world is viewed as holding
different opinions, rights, and values. Such
perspectives should be mutually respected
as unique to each person or community.
Laws are regarded as social contracts rather
than rigid edicts. Those that do not promote
the general welfare should be changed when
necessary to meet the greatest good for the
greatest number of people. This is achieved
through majority decision and inevitable
compromise. Democratic government is
 LEVEL 3: POSTCONVENTIONAL
STAGE 6: UNIVERSAL-ETHICAL-
PRINCIPAL ORIENTATION
In stage 6, moral reasoning is based on
abstract reasoning using universal ethical
principles. Generally, the chosen principles
are abstract rather than concrete and focus
on ideas such as equality, dignity, or
respect. Laws are valid only insofar as they
are grounded in justice, and a commitment
to justice carries with it an obligation to
disobey unjust laws. People choose the
ethical principles they want to follow, and if
VYGOTSKY’S SOCIO-
CURTURAL THEORY
Estorninos, Michelle
Arizala, Ann
Who is Lev Semyonovich Vygotsky?
• “The Mozart of Psychology”
• He was born in Western Russia on
November 5, 1986.
• In 1917, he graduated from Moscow
University with a degree in law.
• He wrote on language, thought,
psychology of art, learning and
development and educating students with
special needs.
• His ideas about language, culture and
cognitive development.
• He is considered a seminal thinker in
psychology, and much of his work is still
discovered and explored today.
• His work began when he was studying
learning and development to improve his
own teaching in his lifetime.
• He died on June 10, 1934 at the of 37.
What is Vygotsky’s Theory?

• Socio-cultural theory considers learning as

a semiotic process where participation in
socially mediated activities.
• Vygotsky theory was important in
education since these works provide tools
for the development of individuals
learning.
• Scaffolding is the term for the appropriate
assistance given by the teacher to assist
the learner accomplish a task.
• The Socratic Method.
 Two central factors in Cognitive
Development:
1. Social interaction
2. Language
 Two main principles of Vygotsky
Theory:
1. The More Knowledgeable Other (MKO)-
refers to anyone who has better
understanding or higher ability level than
the learner.

2. Zone of Proximal Development- difference

between what a child can accomplish alone
and she/he can accomplish with the
guidance of another.
 Two features of Zone Proximal
Development:
1. Scaffolding - Appropriate assistance
given by the teacher to assist the learner
accomplish a task.

2. Reciprocal Teaching - A highly

successful teaching method, it provides an
environment of open dialogue between
student and teacher which goes beyond a
simple question and answer session.
 BRONFENBRENNER
ECOLOGICAL THEORY
Estorninos, Dolores
Galabo, Sheryl
Serafica, Ira
 URIE BRONFENBRENNER
(1917-2005)
• Russian-born American psychologist
Holistic Perspective
• One of the founders of Head Start
Ecological Systems Theory
• Known as Bioecological Systems Theory
 “Children Need People In
Order To Become A Human”
 LAYERS OF
BRONFENBRENNER’S
BIOECOLOGICAL MODEL
• Microsystem
• Mesosystem
• Exosystem
• Macrosystem
• Chronosystem
 Describes multipart layers of environment
that has an effect on the development of
the child.

 The bio ecological theory helps us

determined how the world affect the child
as he/she goes through the more or else
predictable sequence of natural growth
and development.
 MICROSYSTEM
• The layer nearest the child.
• Called immediate environment
• Covers the most basic relationships and
interaction that a child has in his/her
immediate environment.
• Example: family, school and neighborhood
• Relationship effects happens in two
directions-both away from the child and
toward the child.
• The child is affected by the behavior and
beliefs of the parents, however the child
also affects the behavior and beliefs of the
parents.
• Bi-directional influences.
• The child is most affected by these layers.
 MESOSYSTEM
• Serve as the relationships between two or
more microsystem such as what is learned
at home culturally.
• They are called connections
• Example: Interaction between the parents
and teachers
The parents and health services
The community and the church
 EXOSYSTEM
• Bigger social system in which the child
does not function directly.
• Environment that effect how one develops
that is out of their control
• Called indirect environment
Example: workplace, mass media, city
government
 MACROSYSTEM
• Large cultural and social structural
elements of the environment that shape
human development.
• They are called social and cultural values
Example:marriage ceremonies, outbreak of
Mers-Cov or Aids
• Because of differences in beliefs and
customs, children from different parts of
the world experience different child-rearing
practices and therefore differences in
development as well.
 CHRONOSYSTEM
• Big events in the world that help
psychologist understand the affects it will
impact in a person’s development through
time.
• Called changes over time.
Example: A family trough a divorce
A nation going to war
 ROLES OF SCHOOLS AND
TEACHERS
• He concluded that “the instability and
unpredictability of family life is the most
destructive force to a child’s development.”

• “if the relationship in the immediate

microsystem break down, the child will not
have the tools to explore other parts of his
environment.”
• Children looking for the affirmations that
should be present in the child/parent(or
child/other important adult) relationship look
for attention in inappropriate places.

• These deficiencies show themselves

especially in adolescence as anti-social
behavior, lack of self-discipline, and inability
to provide self-direction.”
• Schools and teacher’s crucial role is not to
replace the lack in the home if such exists,
but to work so that the school becomes an
environment that’s welcomes and nurtures
families.

• Bronfenbrenner also stressed that society

should value work done on behalf of children
at all levels and consequently value parents,
teachers, extended family, mentors, work
supervisors, legislators.