Which theory was the first comprehensive theory of social development?
Freud’s psychosexual theory (under psychoanalytic)
What does Freud hypothesize about human nature?
He hypothesized that we are born with powerful urges. (id)
- sexual and aggressive desires
- unconscious, not rational
Biological drives (id) in conflict with reality and societal expectations (superego)
outcome: ego, a compromise
How conflict is resolved leaves imprint, if a child struggles to resolve the demands of their id and ego, they may become fixated on those desires of that stage and show same behaviors during adulthood.
What are the different stages in Freud’s psychosexual theory?
- Oral (0-18 months), focused on the mouth, satisfaction through sucking or mouthing
- id is the pleasure principle at most times, ego (reality principle) comes up at the end of this stage - Anal (18 months-3 years), the desires are related to toileting and bowel movements
- Phallic (3-6 years), intense sexual desires, needed to learn how to balance sexual desires and family structure.
- superego (morality principles) come up, children become sensitive to morality - Latency (6-12 years), no specific desires, calm period
- Genital (12+ years), sexual desires are in a more adult-like and societally acceptable way
What are some criticisms of Freud?
- Most ideas not supported by current research
- Freud himself was a drug user (cocaine)
- Many ideas to vague to test, especially unconscious drives
But, important legacy:
- Role of early experience
- Importance of parent-child relationships
- Unconscious motivations
- Led to development of other comprehensive theories of development
Describe some fundamental ideas of Erik Erikson’s psychosocial theories (psychoanalytic)
- He learnt from Freud, but argued that the ego does more than just balance id and superego
- Ego interacts with social and environmental factors to shape development
- Saw development beyond childhood, emphasized the importance of adolescence, into adulthood
Erikson’s stage theory, conflict at different stages that needs to be resolved
- Infancy (0-12 months): Trust vs. Mistrust
Babies have to learn to trust the world and know that people will respond to their needs. If nobody comforts them most of the time, they learn that they cannot trust the world. - Toddlerhood (12 months-3 years): Autonomy vs. Shame & Doubt
central conflict is to learning to control your own behaviours, e.g., toilet training; “Can I control my own behaviours?” - Early Childhood (3-6 years): Initiative vs. Guilt
Becoming independent from our parents, learn to explore and push our limits, learn how to do things on our own and set our own goals, taking initiatives vs. getting support from the environment - Middle Childhood (7-11 years): Industry vs. Inferiority
“Can I master the skills I need to adapt?” About school, the skills taught such as read, count, and do math - Adolescence (12-18 years): Identity vs. Role Confusion
“Who am I?” Do I have a sense of who I am or I am confused about my identity - Young Adult (19-29 years): Intimacy vs. Isolation
“Can I give myself fully to another?”, learning intimacy - Middle Age (30-64 years): Generativity vs. Stagnation
“What can I offer generations to follow?” what can I offer to my children through parenting, through my job, work to better future generations - Old Age (65+): Integrity vs. Despair
“Have I found contentment and satisfaction?” through my work, play, social relations
What is the legacy of Erikson’s psychosocial theory?
Its role of identity development (particularly in adolescence)
Its emphasis on lifespan development
What are ecological theories?
Very much about the environment, and need to expand the focus on just the immediate results of environments
Describe some fundamental ideas of Bronfenbrenner’s Bioecological Model (ecological theory)
- Ecological perspective – need to take into account context
- Development as occurring within a complex system of relationships
What are the different relationships within the bioecological model?
The heart is the child; they have biologically-influenced dispositions, actively influencing development
Beyond that, there is the microsystem: the immediate environment, the people, places, and contexts that the child is encountering, e.g., parents, daycare, kids and caregivers in the daycare
Mesosystem: connections between microsystems, the relationship between parents and daycare (the ones in microsystem)
Exosystem: indirect environment, settings the child does not come into immediate contact with, but impact their experiences, e.g., a parent’s workplace, mass media
Macrosystem: cultural values, laws, customs, and resources
Chronosystem: the time period during which the child is developing, age of child, e.g., development today vs. 50 years ago vs. 1 year ago, COVID,
What is the legacy of Bronfenbrenner’s model?
Broad role of context - beyond the immediate environment
Influence on policy, laws and practice can impact development
