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Notp Freud's ideas about hypnosis, free association and interpretatiOn of dreams. Do you think his ideas are still useful today? Explain your views. You won't need a passport, just follow these steps:. Go to www. Culture" Seat back and enjoy the virtual tour! The pictures and writeups are so interesting!!!! As in any visit to a museum, it would be good to take some notes. Make notes of the following and add your own ideas and comments as well Describe Freud's family background.

Describe the composition of his family. What do you think was it like for Freud growing up in this family? Jean Piaget's Cognitive Theory of Development is truly a classic in the field of educational psychology. This theory fueled other researches and theories of development and learning. Its focus is on how individuals consffuct knowledge.

The class may choose each of ttre situation before analysis is done. It's Christmas and Uncle Bob is giving "aguinaldo" to the children. Three year-old Karen did not want to receive the one hundred peso bill and instead preferred to receive four 20 peso bills. Her ten year-old cousins were telling her it's better to get the one hundred bill, but they failed to convince her.

Siblings, Tria, 10; Enzo, 8; and Riel, 4 were sorting out their stuffed animals. They had 7 bears, 3 dogs, 2 cows and I dolphin. Mommy, a psychology teacher, enters and says, "Good thing you're sorting those. Do you have more stuffed animals or morp bears?

Piaget w in philosophy. She saw mommy pick it up. Liza again drops her new spoon, and she does this several times more on purpose. Mommy didn't like it at all but Lizir appeared to enjoy dropping the spoons the whole time. On situation 2: Why do you think Riel answered "Bears? The children in thb situations presented above were of different ages and so also should apparent differences in the way they thought. They were in different stages of cognitive development.

Perhaps no one has influenied the field of cognitive development more than Jean Piaget. As you read through this Module you will come to understand cognitive development of.

For sixty years, Jean. Piaget conducted research on cognitive development. His research method involved observing a small number of individuals as they responded to cognitive tasks that he designed.

These tasks were later known as Piagetian tasks. Piaget called his general theoretical framework "genetic epistemology" because he was interested in how knowledge de. Piaget was initially into biology and he also had a background in philosophy.

Knowledge from both these disciplines influenced his theories and research of child development. Out of his researches, liaget came up with the staseq of cognitive development. Piaget exainined the implications of his theory not only to'aspects. His theory has bien applied widely to teaching and curriculum design specially in the preschool and elementary curricula. Basic Cognitive ConcePts Schema. Piaget used the term "schema" to refer to the cognitive structures by which individuals intellectually adapt to and organize their environment.

It is an. For instance, if a child sees a dog for the first time, he creates his own schema of what a dog is. It has four legs and a tail. It barks. It's furry. The child then "puts this description of a dog o'on file" in his mind.

When he sees another similar dog,'he "pulls" out the file his schema of a dog in his mind, looks at the animal; and says. That's a dog! This is the process of fitting a new experience into an existing or previously created cognitive structure or schema' If the child sees ariother dog, this time a little smaller one, he would make sense of what he is seeing by adding this new information a differentlooking dog into his schema of a dog.

This is the process of creating a new schema. He might try to fit it into his schema of a dog, and say, "Look mommy, what a funny looking dog' Its bark is funny too! That's a goat!

He now adds a new file in his filiirg cabinet. Piaget believed that that people have the natural need to understand how the world works and to find order, structure, and predictability in their life. EQuitibration is achieving proper balance between'assimilation and accommodation. This means there is a discrepancy between what is perceived and what is understood.

We then exert effort through assimilation and accommodation to establish equilibrium. Cognitive development involves a continuous effort to adapt to the environment in terms of assimilation and accommodation. In this sense, Piaget's theory is similar in nature to other constructivist perspectives of leaming like Bruner and VYgotskY.

Egocentri his. Yo for his nu funderstanr daddy. Piagetrs Stages of Cognitive Developtnent Stage 1. Sensori-motor Stage. The first stage corresponds from, birth to infancy.

This is the stage when a child who is initially reflexive in grasping, sucking and reaching becomes mere organized in his movement and activity, The term sensori-motot focuses on the prominence of the senses and muscle movement through which the infant comes to leam about tiimself and the world. Object permanence. This is the ability of the rhitd to know' that an object still exists even when out of sight. This ability is attained in the sensory motor stage.

Please refer to Unit 2, Module 13 for more notes. Stage 2. Pre-Operational Stage. The preoperational stage covers from about two to seven years old, roughly corresponding io the preschool years.

Intelligence at this stage is intuitive in nature. At this stage, the child can now make mehtal representations and is able to pretend, the child is noW ever closer to the use of symbols. This stage is highlighted by the following:. Symbolic Function. This is the ability to represent objects and events. A symbol is a thing that represents something else.

A drawing, a written word, or a spoken word comes to be understood as representing a real obiect like a real MRT ffain. Symbolic function gradually develops in the period between 2 to 7 years. Riel, a two-yar old may pretend that she is drinking from a glass which is really empty.

Though she already pretends the presence of water, the glass remains to be a glass. At around four years of age, Nico, may, after pretending to drink from an empty glass. By the age of 6 or 7 the child can pretend' play with objects that exist only in his mind. Enzo, who is six, can do a whole ninia turtle routine without any costume nor "props". Tria, who is 7 can pretend to host an elaborate princess ball only in her mind. This is the tendency of the child to only see his.

The child cannot take the perspective of others. You see this in five year-old boy yho buys a toy truck for his mother's birthday. This refrs to the'tendency of the child to only focus on one aspect of a thing or event and exclude other aspects. For example, when a ch'ild is presented with two identical glasses with the same amount of water.

However, once water from one. The child only focused or 'teptered" only one aspect of the new glass, that it is a taller glass. The child was not able to perceive that the new glass is flso narrower.

Pre-operational children still have the inability o 'reverse their. This is the tendency of children to anribute human like, traits or characteristics to inanimate objects. When at nigtn the child is asked, where the sun is, she will reply, "Mr.

Sun is asleep. Reasoning appears to be from particular to particular i. For example, since her mommy comes home everyday around six o' clock in the evening.

Stage 3. Cpncrete-Operational Stage. This stage is characterized by the ability of the child to think logically but only in terms of concrete objects. This covers approximately the ages between,,8-ll years or the elementary school years. The concrete,,operational stage is marked by the following: Decentbring. This refers to the ability of the child to perceive the different features of objects and situations.

No longer is the child focused or limited to one aspect or dimension. This allows the child to be more logical when dealing with concrete obiects and situations. During the stage of concrete operations. For example, they can already comprehend the commutative propefty of addition. Hypothetk: different'hy data in ordr be done in can now dq Analogical I tionship in o down possib The individr analogy. This is the ability to know thai cenain properties of ob. Because of the development of the child's ability of decentering and also reversibility,.

The children progress to attain conservation abilities gradually being a pre-conserver, a transitional thinker antJ then a conserver. This refers to the ability to order or arrange things in a series based on one dimension such as weight. Stage 4. Formal Operational Stage. In the final stage of formal operations covering ages between 12 and l5 years, thinking becomes more logical. They can now solve abstract problems and can hypothesize.

Hypothetical Reasoning. This is the ability to come up with different'hypothesis about a problem and to gather and weigh data in order to make a final decision or. This can be done in thL absence of concrete objects. The individuals can now deal with "What if' questions.

Analogical reasoning. This is the ability to perceive the relationship in one instance and then use that relationship to nanow down possible answers in another similar situdtion or problem. The individual in the formal operations stage can make an analogy. The individual will reason that sincb''the UK is found in the continent of Europe then the Philippines is found in what continent? Then Asia is his answsn'Through reflective thought and even in.

Deductive Reasoning. This is the ability to think logically by applying a general rule to a pafticular instance or situation. For example, all countries near the north pole have cold tempera,tures.

Greenland is near the North pole. Therefore, Greenland has cold temperature.. Children will provide di. Cognitive development is facilitated by providing activities or situations that engage leamers and require adaptation i. Learning materials and activities should involve the apprppriate level of motor or mental operations foi a child of given age; avoid asking students to perform tasks that are beyond their.

Choose a story you want to use for this activity. It can be from. Use the matrix below to relate the characters. What is his. Examples: Cite instances why you say he is in this. What he thought of, how he'thought, his reactions and attitudes. What is her stage of cognitive development? Examples: Cite instances why you say she is in this stage. Examples: Cite instances why you say he is in this stage.

Examples: Cite instances why you say heishe is in this stage. Organize a talk show. Four students volunteer or will be assigned by teacher to act as Piaget. Sturdent I will be interrogated on Stage 1 of Piaget; student 2, on stage 2; student 3, on stage 3; and student 4, on stage 4. The students acting as Piaget should master the s[ages assigned to them to enable them to answer question from classmates.

The students should use the pronoun YOU when they ask the question and the four students acting as Piaget must use the pronoun I when they answer the questions. In this Module, challenge yourself to:. Erik Erikson's Stage Theory of Development Ouestionnaire This contains selected items from Rhona ochse and cornelis plug,s self-report questionnaire assessing the personality dimensions associated with Erikson's first 5 stages of psychosexual development.

It can serve to make the stages personally relevant to you. Erikson's stages of psychosocial development is a very relevant, highly regarded and meaningful theory.

Life is a continuous process involving learning'and trials which help us to grow. Erikson's enlightening theory guides us and helps to tell us why. Iudicate how o,ften each o. I feel the world's maior problems can be solved. I am filled with admiration for humankind. People can be trusted. Wherr people try to persuade me to do something I don't want to, I refuse.

After made a mistake. I am unnecessarily apologetic. When I have difficulty in getting sometlrirrg risht. I give up. Answers to 12 an 14 to measure ini' 4. Answers to 16, I 20 to calculate in, 5. Responses to 2l r obtain a measure 6. Answers to 26, I feel proud to be the sort of person I am. I feel it is better to remain free than to become committed to marriage for life. I share mv private thoushts with someone. I feel as though I am alone in the world. Scoring: Items on the questionnaire were derived from Erikson's statements about each stage.

Scores for each subscale range from 0 to 15, with high scores ting greater strength on a particular personality dimension. Responses to items 7, 8, and 9 should be reversed and added to items 6 and l0 to assess autonomy.

Answers to 12 and 15 should be reversed and added to items l4 to measure initiative. Answers to 16, 18, and 19 should be reversed and then added to 17 and 20 to calculate industry. Responses to 2l and 25 must be reversed and added to 22,24, and 25 to obtain a measure of identity. Answers to 26,28, and 30 are reversed and added to 27 and 29 to give.

Cross-cultural investigation ofthe validity of Erikson's ttrcory of personality. Jodrnal of Personality and Social Psychology, 50, ' Copyright O by the American Psychotogy Association. Source: Oclise, R.. Have these scores. Erik Erikson lirst published his eight stage lheory ol human develop-.

The Eight Ages of Man'. He expanded and relined his theory in later books and revisions, mainly: ldentity and the Life Cycle ; lnsight and Besponsibility ; The Life Cycle Completed: A Review , revised by Joan Erikson ; and Vital lnvolvement in Old Age Joan Erikson expounded on a 'ninth' stage after Erik's death. Occasionally you'll see the term extended to biopsychosocial, in which "bio" refers to life, as in biological.

Erikson's theory was largely influenced by Sigmund Freud. But Erikson extended the theory and incorporated cultural and social aspects into Freud's biological and sexually-oriented theory. It's also interesting to see how his ideas developed over time, perhaps aided by his own journey through the 'psychosocial crisis' stages model that underpinned his work.

The theory is a basis for broad or complex discussion and analysis of personality and behaviour, and also for understanding and for facilitating personal development - of self and others. It can help the teacher in becoming more knowledgeable and at the same time understanding of the various environmental factors that affect his own and his students' personality and behavior.

Erikson's eight stages theory is a tremendously powerful model. It is very accessible and obviously relevant to modern life, from several different perspectives for understanding and explaining how personality and behavior develops in people. As such Erikson's theory is useful for teaching, parenting, self-awareness, managing and coaching, dealing with conflict, and generally for understanding self and orhers. Various terms are used to describe Erikson's model, for example Erikson's biopsychosocial or bio-psycho-social theory bio refers to biological, which in this context means life ; Erikson's human develop ment cycle or life cycle, and variations of these.

All refer to the same eight stages psychosocial theory, it being Erikson's most distinct work. The epigene says that v,e personalities in part deter previous stal petal opens u through its gt order of dete out of order.

Erikson,s the, believed that stages. The th pafiicularly on and result into 8. Each stage inv forces. A helpl 'contrary dispo: stage and its ir for the first-list 'dystonic' for dr signify the opp forces or dispos 9. If a stage is n psychosocial s stages of our Ii, 'achieving' a h dispositions thar I0. On the other har tations and mali ment. A malignr the positive and a p6rson who ca and involves toc such as a persor I I.

The crisis stages lap and mingle stages. It,s a br formula which re 12, Erikson was kee 'overlapping,. Cr fingers, not like suddenly rvake u1 don't happen in mixed-together an. The epigenetic principle. As Boeree explains, "This principle says that we develop through a predetermined unfolding of our personalities in eight stages.

Our progress through each stage is in part determined by our success, or lack of success, in all the previous stages. A little like the unfolding of a rose bud, each pelal opens up at a certain time, in a certain order which nature, through its genetics, has cletermined.

If we interfere in the natural order of devel. The theory highlighted the influence of one's environment, particularly on how earlier experiences gradually build upon the next and result into one's personality. Eaclr stage involves a psychosocial crisis of two opposing emotional forces. A helpful term used by Erikson for these opposing. Each crisis stage relates to a corresponding life stage and its inherent challenges. Erikson used the words 'syntonic' for the first-listed 'positive' disposition in each crisis e.

I lf a stage is managed well, we carry away a certain virtue or psychosocial strength which will help us through the rest of the stages of our lives. Successfully passing through each crisis involves 'achieving' a healthy ratio or balance between the two opposing dispositions that represent each crisis.

On the other hand, if we don't do so well. A malignancy is the worse of the two, It involves too little of the positive and too much of the negative aspect of the task, such as a pi:rson who can't trust others. A maladaptation is not quite as bad and involves too much. The crisis stages are not sharply defined steps. Elements tend to overIap and mingle from one Stage to the next and to the preceding stages. It's a broad framework and concept, not a mathematical formula which replicates precisely across all people and situations.

Erikson was keen to point out that the transition between stages is 'overlapping'. Crisis stages connect with each other like inter-laced tingers, not like a series of neatly stacked boxes. People don't suddenly wake up one morning and be in a new life stage. Changes don't happen in regimented clear-cut steps. Changes are graduated, mixed-together and organic. Erikson also emphasized the significance of 'mutuality' and 'generativity' in his theory.

The terms are linked. Mutuality reflects. Everyone potentially affects everyone else's experiences as they pass through the different crisis stages. Generativity, actually a named disposition within one of the crisis stages Generativity v Stagnation, stage seven , reflects the significant relationship between adults and the best interests of children - one's own children, and in a way everyone else's children - the next generation, and all following generations. As you read, enioy fttl' ing up the concept map we mede, found at the beginning of each sfage.

This will help you remember the important terms in each stage and how fhese ferms are interrelated. Use fhe side mngins to write your thoughts ahout fhe sfage and how they connect to your own life now and as a Now you are ready to.

If the propet hope, the strong will work out we in the first stage a moment for the have to be perfec here immediately, they will work or through disappoin life. Stage Two. The first stage, infancy, is approximately the first year or year and a half of life. This could mean improving a toxic company culture, adapting parental leave and childcare policies, or introducing more flexible working. It could be offering more social support to parents and carers. It could mean making sure everyone has decent working rights and a living wage.

Making system changes is difficult. Feeling like a zombie. Frans Camilleri 6 min. Same Author Economy. Frans Camilleri posted yesterday. Notify of. Inline Feedbacks. Most Read. Politics Vying for the centre-ground Jacob Callus posted today. Economy Inflation Premonition Frans Camilleri posted yesterday.

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