- Created by: Rachel
- Created on: 06-05-14 11:31
- model of self-esteem
- belived that our self-esteem is related to how close our self -image and idea self are. The closer our self-image is to our ideal self-image the higer our self-esteem will be.
self image ideal self
what am i like? what i want to be like?
- bults on Piagets theory of moral devleopment.
- he suggested that as with other cogitive areas moral reasoning is linked to stages of development there was three levels of moral development.
6-13 years (preconventional)- punishment and obedience.
13-16 years (conventional)- good boy/nice girl, law and order, if they are good others are going to be happy E.G teachers. Society they will know what is wrong and right.
16-20+ years (post- conventional principled)- know not to accept people that break the law, ethical people don't believe what other people do, they dont listen to socitey.
- our personalities are affected by the people around us.
- he believed our personalities change as we get older and we go through stages.
- in these stages we will have a 'problem'
- oral stage- babies like to put things in their mouths E.G brest feeding(******). they will rely on others and guliable
- anal stage- gets pleasure form going to the toilet
- phallic stage- focus is on the gentials they will explore themselves E.G play with them self and put hands in places
- odipus stage- boy will have feelings for thir mothers
- penisend stage- girl will have feelings for the father- she will be wondering why she doesnt have a penis
- latency stage- just getting to know themselves
- gental stage- finding themselves, they will have feelings.
Gesell pursued the task of observing and recording the changes in child growth and development from infancy through adolescence. Gesell is a maturationist; his descriptions of developmental patterns in childhood emphasize physical and mental growth that he saw as determined primarily by heredity. By carefully observing children in his campus school, Gesell established norms or typical behaviors of children throughout childhood.
- Motor characteristics. These include bodily activity, eyes, and hands.
- Personal hygiene. These include eating, sleeping, elimination, bathing and dressing, health and somatic complaints, and tensional outlets.
- Emotional expression. These include affective attitudes, crying, assertion, and anger.
- Fears and dreams.
- Self and sex.
- Interpersonal relations. These include mother-child, child-child, and groupings in play.
- Play and pastimes. These include general interests, reading, music, radio, and cinema.
- School life. These include adjustment to school, classroom demeanor, reading, writing, and arithmetic.
- Ethical sense. These include blaming and alibiing; response to direction, punishment, praise; response to reason; sense of good and bad; and truth and property.
- Philosophic outlook. These include time, space, language and thought, war and death