FREUD’S ERIKSON’S
PIAGET’S KOHLBERG’S
AGE Psychosexual Psychosocial
Development Development
INFANT Oral Stage Trust vs. Mistrust
(1 mo –1 yr) -oral stimulation by -make infant feel secured by
pacifiers touching, soft sounds and
-don’t discourage consistent care.
thumb sucking -if needs are not meant, infant
-best if breastfed may develop mistrust
-be consistent during
feeding
TODDLER Anal Stage Autonomy vs. Shame &
(1–3 yr) -achieve bowel and doubt
bladder control -control of B&B gives child
without knowing its sense of independence
importance -imitates adults
-if caregiver do everything for
them, it enforces sense of
shame and doubt
-if not allowed to do things,
child may doubt abilities
-“no-no” stage
PRESCHOOLE Phallic Stage Initiative vs. Guilt
R -fondling his/her own -learns basic problem solving
(3–5 yr) genitals -give reward for good deeds
-infantile masturbation -when given freedom to
initiate motor play, sense of
initiative is reinforced
-answer their questions
(intellectual initiative)
-if made to feel their motor
activity is bad or their
questions are stupid, child
may develop sense of guilt
-if initiative is not develop,
child may have limited
brainstorming and poor
problem solving skills
Cognitive Development
Sensorimotor stage
(1 mo – 24 mo)
-relate to the world using reflexes
-primary schemas (activities r/t
child’s own body
-circulatory reaction (repetition of
behavior occurs)
Eg. Sucking gives pleasure to the
infant, and so repeats it.
-secondary schema (activities that
are separate to the child’s body)
Eg. When baby hits a mobile, he
notices it moved, and so hits it
again.
-discovers permanence
Pre-operational Thought
(2 – 7yr)
-uses symbols to represent
objects
-difficulty viewing one object as
being different from another
-prelogical reasoning (draws
conclusions on basic facts, Eg.
Daddy shaved then went to work
yesterday, now Daddy’s shaving,
he must be going to work.)
Intuitive Thought
(substage of Pre-operational)
-has centering (looks at objects
and sees only one characteristic,
Eg. They noticed a banana was
yellow but not notice it is as long.)
-lacks conservation (ability to
discern truth, even physical
properties change)
-lacks reversibility (ability to
retrace steps)
-influenced by role fantasy (how
children would like something to
turn out)
-uses assimilation (taking in
information and changing it to fit
Moral Development
Pre-religious Stage
-learns that when they do
certain actions, parents give
affection and approval
-development of trust is
important to have a moral
conscience (trust in a spiritual
being as well as humans
around them) in the future.
Pre-conventional:Level-1
Stage 1 (2 – 3 yr)
-punishment-obedience
oriented
-develop sense of right and
wrong
-do good because
“mother/father says so” not
because it is “right”
-may not obey other people’s
requests
Pre-conventional:Level-1
Stage 2 (4 – 7 yr)
-do good out of “self-interest”
or a strong spiritual motivation
-because of egocentrism, child
may do things for a
return/trade
-imitates what they see
-cannot judge whether a
previously learned principle of
right or wrong can be applied
to this new situation

SCHOOL-AGE Latent Stage Industry vs. Inferiority
CHILD -personality -wants to do things well
(6–12 yr) development is -if praised and rewarded for
nonactive/ dormant the finished results, sense of
industry grows
-if work/effort is not
appreciated, child may
develop sense of inferiority
ADOLESCENT Genital Stage Identity vs. Role Confusion
(13–20 yr) -relates with the -child must know everything
opposite sex about him/herself to achieve
identity
-if unsure of what kind of
person they are, there is role
confusion
their existing ideas)
-perceives magical thinking
(inaminate objects/animals as
being capable of thought and
feeling)
-eventually learns accommodation
(change their ideas to fit reality
rather that the other way around)
-has strong egocentrism
(perceives one’s thoughts and
needs are more important than
those of others)
Concrete Operational Thought
(7 – 12 yr)
-discovers concrete solutions to
everyday problems
-recognizes cause-effects
relationship
-learns conservation
-uses inductive reasoning (specific
to general)
Formal Operational Thought
(>12 yr)
-develops abstract thoughts
(thinking in terms of possibility)
leaving concrete thoughts (what
already is)
-uses scientific and deductive
reasoning (general to specific)
Conventional Development:
Level II
Stage 3 (7-10yr)
-engages in actions that are
“nice” or “fair” rather than
because they are right
Stage 4 (10-12yr)
-may lie about their actions to
disguise their “not nice”
behaviors
-becomes aware of community
laws
Post-conventional Stage
(>12yr)
-they do what they think is
right regardless of whether
anyone is watching
-can carry out self-care
measures even when alone
-do things because they are
“right”
Stage 5
-follow standards of society for
the common good
Stage 6
-universal ethical principle
oriented

YOUNG Intimacy vs. Isolation

ADULT -intimacy is achieved when person is able to relate well with other people
(20–40 yr) -isolation is felt when rejected after offering love/friendship
MIDDLE- Generativity vs. Stagnation
AGED -sense of generativity (are self-confident, able to juggle their various lives)
ADULTS -sense of stagnation (are self-absorbed, devoted to only one role, inability to cope with change)
 (40–65 yr)
OLDER Integrity vs. Despair
ADULT -integrity (feels good about the life he/she chose)
(>65 yr) -despair (wishes life would begin all over again)

Prepared by Jane Crisyethlaine T. Cunanan

Reference: Pilliteri, A. (2007). Maternal and child health nursing: Care of the childbearing & childrearing family (5th ed. Vol. 2). Lippincott
Williams & Wilkins