Theories of Development
Theories of Development
Piaget’s Cognitive Development Theory
| Stage | Age Range | Main Characteristics |
|---|---|---|
| Sensori-Motor | 0 – 2 Years | Learning through senses and actions, object permanence develops |
| Pre-Operational | 2 – 7 Years | Egocentric thinking, symbolic play, language development |
| Concrete Operational | 7 – 11 Years | Logical thinking about concrete objects, conservation develops |
| Formal Operational | 11+ Years | Abstract reasoning, hypothetic-deductive thinking |
- Proposed by Jean Piaget (1896–1980), Swiss psychologist
- Learning happens through assimilation and accommodation
- Key concept: Cognitive structures change with age
- Indian classroom relevance: Activity-based learning and real-life examples support cognitive transition
Memory Line:
S → P → C → F = Sense → Play → Concrete → Formal
S → P → C → F = Sense → Play → Concrete → Formal
Exam Trap:
Concrete operational stage is not about abstract thinking. Abstract thinking starts only in Formal Operational stage.
Concrete operational stage is not about abstract thinking. Abstract thinking starts only in Formal Operational stage.
Erikson’s Psychosocial Development Theory
| Stage | Age | Psychosocial Conflict | Outcome |
|---|---|---|---|
| Industry vs Inferiority | 6 – 12 Years | Child tries to master skills | Sense of competence |
| Identity vs Role Confusion | 12 – 18 Years | Developing self-identity | Strong personal identity |
- Proposed by Erik Erikson (1902–1994), German-American psychologist
- Total 8 psychosocial stages from infancy to old age
- Each stage has a conflict that shapes personality
- School years fall mainly under Industry vs Inferiority
Memory Line:
Industry → Skills | Identity → Self
Industry → Skills | Identity → Self
Exam Trap:
Do not mix Erikson’s theory with cognitive stages. His theory focuses on emotional-social conflicts.
Do not mix Erikson’s theory with cognitive stages. His theory focuses on emotional-social conflicts.
Kohlberg’s Moral Development Theory
| Level | Stage | Main Focus |
|---|---|---|
| Pre-Conventional | 1 & 2 | Punishment and reward orientation |
| Conventional | 3 & 4 | Social approval and law obedience |
| Post-Conventional | 5 & 6 | Ethical principles and social contracts |
- Proposed by Lawrence Kohlberg (1927–1987)
- Moral reasoning develops through 6 stages
- School students generally fall under Conventional level
- Indian context: Value education and moral instruction support higher moral reasoning
Memory Line:
Pre = Fear | Con = Society | Post = Ethics
Pre = Fear | Con = Society | Post = Ethics
Exam Trap:
Do not confuse moral behavior with moral reasoning. Kohlberg studied reasoning, not just behavior.
Do not confuse moral behavior with moral reasoning. Kohlberg studied reasoning, not just behavior.
Freud’s Psychosexual Development Theory
| Stage | Age | Focus Area |
|---|---|---|
| Oral | 0 – 1 | Mouth |
| Anal | 1 – 3 | Bowel and bladder control |
| Phallic | 3 – 6 | Genital area |
| Latency | 6 – 12 | Social and intellectual skills |
| Genital | 12+ | Mature sexual interests |
- Proposed by Sigmund Freud (1856–1939)
- Development driven by libido (psychic energy)
- Fixation at any stage affects adult personality
- Latency stage is important for school learning
Memory Line:
O → A → P → L → G = Oral, Anal, Phallic, Latency, Genital
O → A → P → L → G = Oral, Anal, Phallic, Latency, Genital
Exam Trap:
Do not confuse Freud’s theory with moral or cognitive theories. His is based on psychosexual energy.
Do not confuse Freud’s theory with moral or cognitive theories. His is based on psychosexual energy.
Goleman’s Emotional Development Theory
| Component | Meaning |
|---|---|
| Self-Awareness | Recognizing own emotions |
| Self-Regulation | Managing emotions |
| Motivation | Inner drive to achieve |
| Empathy | Understanding others’ emotions |
| Social Skills | Managing relationships |
- Proposed by Daniel Goleman (Born 1946)
- Popularized concept of Emotional Intelligence (EI)
- EI is important for classroom behavior and adjustment
- Indian education context: Life skills and emotional learning emphasized under holistic education approaches
Memory Line:
S → S → M → E → S = Self-awareness, Self-regulation, Motivation, Empathy, Social skills
S → S → M → E → S = Self-awareness, Self-regulation, Motivation, Empathy, Social skills
Exam Trap:
Emotional intelligence is not IQ. It measures emotional control and relationship skills.
Emotional intelligence is not IQ. It measures emotional control and relationship skills.