Activity 6.
Freud’s Component of Personality
Review the three components and write important concepts about them in
the space provided.
Id Ego Superego
Most primitive Rational Concerned with
of the three pragmatic part social rules and
structures of our morals-similar
Is concerned personality. to what many
with instant Considered to people call
gratification of be the “self”, their”
physical needs and its job is to conscience” or
and urges. balance the their “moral
Operates demands of the compass”.
entirely id and It develops as a
unconsciously superego in the child learns
(outside of practical what thier
conscious context of culture
thought) reality. considers right
and wrong.
Activity 7. Freud’s Psycho-Sexual Stages of Development
Write the description, erogenous zones and fixation of each of the stages below.
During the oral stage, the infant’s primary source of
interaction occurs through the mouth, so the rooting and
Oral sucking reflex is especially important. the mouth is vital for
eating, and the infant derives pleasure from oral
Stage stimulation through gratifying stimulations activities such
as eating and sucking.
The major conflict at this stage is toilet training-the child
Anal has to learn to control their bodily needs. Developing this
control leads to a sense of accomplishment and
Stage
independence.
During the phallic stages, the primary focus of libido is on
the genitals. At this age, children also begin to discover the
Phallic differences between males and females.
Stage
During this stage, the superego continues to develop while
Latency the id’s energies are suppressed. Children develop social
skills, values and relationships with peers and adults
Stage outside of the family.
This stage begins during puberty but last throughout the
Genital rest of o person’s life. Where in earlier stages the focus was
solely on individual needs, interest in the welfare of other
Stage grows during this stage. The goal of this stage is to
establish a balance between the various life areas.
Activity 8. Ericson’s Psycho-social Stages of Development
Review the psycho-social stages and fill out the matrix below.
Significa Maladptatio Malignanc
Stage Crisis nt y Virtue (include
n (include description)
(include
Person description)
description)
[Link]: Trust vs Birth to Sensory Withdrawal Hope
Trust vs. Mistrust 18 Maladjustm → → strong
Mistrust months ent characteriz belief that
→ overly ed by even when
trusting, depression, things are
gullible, paranoia, not going
would not and
believe possibly
anyone will psychosis
[Link] Autonomy 2 to 3 Impulsive Compulsive Will power
ood: vs Shame year's → a sort of → feels as or
autonomy and Doubt old shameless if their Determinatio
vs. shame willfulness entire being n
and self- that leads rides on → “Can do”
doubt you to jump everything is their
into things they do and motto.
without everything
proper must be
consideratio done
n of your perfectly
abilities
[Link] Initiative 3 to 5 Ruthlessness Inhibition Purpose
Years: vs Guilt year's → to be → will not → even
Initiative vs. old heartless of try things better word
Guilt unfeeling, because or virtue is
“without “nothing courage
mercy”; if ventured,
extreme, nothing
“sociopathy” lost”,
nothing to
feel guilty
about
[Link] Industry 6 to 11 Virtuosity Inertia Competency
School vs year's → not →
Years: Inferiority old allowed to inferiority
Industry vs. be children complexes
Inferiority and pushed
to
competence
without
allowing
developmen
t of broad
interest; kids
without a
life
[Link] Ego 12 to 18 Fanaticism Repudiatio Fidelity
nce: Identity vs year's → believes n → means
Identity vs. Role old his way is → to loyalty, the
Role Confusion the only way repudiate isability to live
Confusion to reject by societies
standards
despite their
imperfection
s and
incompleten
ess and
inconsistenci
es
[Link] Intimacy 19 to 40 Promiscuity Exclusion Love
Adulthood: vs year's → referring → refers to → means
Intimacy vs. Isolation old particularly the being able to
Isolation to the tendency to put aside
tendency to isolate differences
become oneself and
intimate too from love, antagonisms
freely, too friendship, through
easily, and and “mutuality of
without any community, devotion”
depth to our to develop
intimacy certain
hatefulness
in
compensati
on for one’s
loneliness
[Link] Generativi 40 to 65 Over Rejectivity Care
Adulthood: ty vs year's Extension
Generativit Stagnation old → no longer
y vs. allow time
Stagnation to for
themselves,
for rest and
relaxation,
no longer
contributes
well
[Link] Ego 65 to Presumption Disdain Wisdom
Adulthood: Integrity death → person →
Ego vs Despair “presumes” contempt
Integrity vs. ego integrity of life,
Despair without one’s own
facing or anyone’s
difficulties of
old age
Activity 9. Kohlberg’s Stages of Moral Development
Identify and describe Kohlberg’s moral development using the graphic organizer
below.
Stage 1: obedience and punishment orientation
Stage 1 focuses on the child’s desire to obey rules and avoid
Pre- being punished
Conventional Stage 2: instrumental orientation
Stage 2 expresses the “what’s in for me?” position, in which
right behavior is defined by whatever the individual believes
to be in their interset
Stage 3: goodboy, nicegirl 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.
Stage 4: Law-and-order Orientation
In stage 4, the child blindly accepts rules and convention
Stage 5:ofSocial-contract
because Orientation
their importance in maintaining a functioning
society.
In stage 5, the world is viewed as holding different opinions,
s
Post rights, and values. Such as perspectives should be mutually
respected as unique to each person or community.
Conventional
Stage 6: Universal-Ethical-Principal Orientation
In stage 6, moral reasoning is based on abstract reasoning
using universal ethical principles. Generally, the chosen
Conventional principles are abstract rather than concrete and focus on
ideas such as equality, dignity, or respect.
Activity 10. Vygotsky’s Socio-Cultural Theory
Define or describe the concepts below.
More Knowledgeable Other
Emphasizes that the children learn through social interaction that include
collaborative and cooperative dialogue with someone who is more skilled
in tasks they’re trying to learn .
Zone of Proximal Development
This is the distance between the actual development level as determined
by independent problem solving and the level of potential development
as determined through problem-solving under adult guidance or in
collaboration with more capable peers.
Scaffolding
Refers to the temporary support given to a child by a more knowledgeable
other that enables the child to perform a task until such time that the
child can perform this task independently.
Activity 11. Bronfenbrenner’s Bio-Ecological Theory
Describe each of the system in the theory by giving examples.
Macrosystem
A child living in a third world country would experience a different
development that a child living in a wealthier country.