FREUD AND ERIKSON

1
FREUD AND ERIKSON

• FREUD
• LATENCY STAGE (6 TO PUBERTY)
• GENITAL STAGE (PUBERTY TO ADULTHOOD)
• ERIKSON
• 4TH STAGE INDUSTRY VS INFERIORITY (6 TO
  PUBERTY)
• 5TH STAGE IDENTITY VS IDENTITY CONFUSION
  (PUBERTY TO YOUNG ADULTHOOD)

2
PIAGET

• CONCRETE OPERATIONAL STAGE
• AND
• FORMAL OPERATIONAL STAGE

3
PIAGET

• CONCRETE OPERATIONAL STAGE 7-11
• CHILDREN HAVE MANY COMPETENCIES THAT WERE LACKING
  IN PRESCHOOL YEARS
• LOGICAL REASONING REPLACES INTUTITIVE REASONING,
  BUT ONLY IN CONCRETE CIRCUMSTANCES
• THINKING IS NOT YET ABSTRACT (HAVE PROBLEMS IN
  ALGEBRA)
• CAN DO MENTALLY WHAT THEY DID PHYSICALLY BEFORE
• CAN USE OPERATIONS, MENTALLY REVERSING ACTIONS

4
PIAGET

• CAN NOW DECENTER, CONSIDER SEVERAL
  CHARACTERISTICS OF AN OBJECT RATHER THAN FOCUSING
  ON A SINGLE PROPERTY OF AN OBJECT
• CONSERVATION SKILLS UNDERSTAND THE PERMANENCE OF
  CERTAIN ATTRIBUTES OF OBJECTS OR SITUATIONS
  INSPITE OF SUPERFICIAL CHANGES
• CAN CLASSIFY OR DIVIDE THINGS INTO DIFFERENT SETS
  AND SUBSETS AND CONSIDER INTERRELATIONSHIPS
• INFORMATION PROCESSING
• LONG TERM MEMORY INCREASES DURING MIDDLE
  CHILDHOOD
• CHILDREN USE MORE STRATEGIES, SUCH AS REHEARSAL
  AND IMAGERY, WHEN TRYING TO REMEMBER SOMETHING
• SCHEMAS, COGNITIVE STURCTURES (ASSOCIATIONS)
  ORGANIZE AND INFLUENCE THE WAY CHILDREN PROCESS
  INFORMATION

5
PIAGET

• METACOGNITION, KNOLWLEDE ABOUT THE HUMAN MIND AND
  ITS WORKINGS THAT IS ACCUMILATED THROUGH
  EXPERIENCE AND STORED IN LONG-TERM MEMORY, IS
  BENEFICIAL IN SCHOOL LEARNING
• CHILDREN USE COGNITIVE MONITORING, THAT IS, THEY
  TAKE STOCK OF WHAT THEY ARE CURRENTLY DOING, WHAT
  THEY WILL DO NEXT, AND HOW EFFECTIVELY THE MENTAL
  ACTIVITY IS UNFOLDING

6
PIAGET

• FORMAL OPERATIONAL STAGE
• THOUGHT IS MORE ABSTRACT THAN IN EARLIER YEARS
• NO LONGER LIMITED TO ACTUAL CONCRETE EXPERIENCE
• CAN THINK OF MAKE-BELIEVE SITUATIONS,
  HYPOTHETICAL POSSIBILITIES, AND ABSTRACT
  PROPOSITIONS AND REASON ABOUT THEM
• INCREASED INTEREST IN THINKING ABOUT THOUGHT
  ITSELF
• IDEALISTIC THINKING
• LOGICAL THINKING