In Which Developmental Stage Would Each Of The Following

In Which Developmental Stage Stage Would Each Of The Following Be

In which Developmental stage stage would each of the following be? You may put your answer in terms of any leading theorist we are covering in this chapter, Freud, Piaget, Vygotsky, Erikson, etc...

1. A child is asked to describe what a flower looks like. Even without a flower present, the child is able to describe it adequately. But, when the child is asked to describe what love feels like, the child is unable to describe it. In which of Piaget's stages might this child be? Why?

2. Bill is contemplating his position in the world. He has recently retired after working for 40 years and is unsure what to do in his retirement. He dreads facing days with nothing to do, and he fears he may have nothing more to contribute in the world. In which of Erikson's stages might he be? Why?

3. A young child awakes one morning and decides to pick out her own clothing. She is excited at the prospect of doing this independently without her mother's help. She chooses her favorite plaid pants, one red sock, one purple sock and a turtleneck sweater (even though it is August). When she proudly comes downstairs to show her mother, her mother scowls at her. Her mother insists that they go back upstairs immediately so that the mother can pick out a more suitable outfit. In which of Erikson's stages might the young child be? Why?

4. A woman is living in poverty and needs to find food for her two young children. While out one night, she finds the back door to a bakery has been left open and she enters the bakery. There are many loaves of bread on a shelf in the bakery. The woman knows that stealing is against the law, and so she leaves the bakery without taking any bread. In which of Kohlberg's stages might this woman be? Why? What would Gilligan say?

Paper For Above instruction

The scenarios provided reflect pivotal moments in human development, revealing key stages within prominent psychological theories. By analyzing each scenario through the lens of developmental theorists such as Piaget, Erikson, Kohlberg, and Gilligan, we gain insights into the cognitive, emotional, moral, and social growth stages of individuals.

Piaget's Cognitive Development Stages and Children's Understanding

In the first scenario, the child's ability to describe a flower without seeing it but inability to articulate feelings of love indicates that the child is likely in Piaget's Concrete Operational Stage, which spans approximately from ages 7 to 11. During this period, children develop logical thinking about concrete objects but struggle with abstract concepts. Piaget emphasized that children in this stage can perform operations such as classification and conservation but have difficulty with abstract reasoning (Piaget, 1952). Therefore, the child’s capacity to describe physical features shows develop­ment consistent with concrete operations. However, their incapacity to describe intangible feelings like love suggests they have yet to develop the abstract reasoning needed to understand complex emotional states, which typically emerge in Piaget’s Formal Operational Stage (ages 12 and up).

Hence, this child's cognitive development aligns with the concrete operational phase, where they can process tangible objects confidently but are limited in conceptualizing abstract ideas such as emotions. This understanding aligns with Piaget's theory that abstract reasoning and emotional understanding mature more fully in adolescence.

Erikson's Stages of Psychosocial Development: Midlife and Old Age

In the second scenario, Bill's contemplations during retirement point toward Erikson's stage of Ego Integrity versus Despair, which occurs in late adulthood, roughly from around age 65 onward (Erikson, 1950). During this stage, individuals reflect on their lives, confronting their accomplishments and failures. Bill's fears about having nothing more to contribute and his dread of idle days indicate a struggle with feelings of despair and loss of purpose, characteristic of this phase. Furthermore, his doubts about regret and the lack of fulfillment are signs of inadequate ego integrity, which can lead to despair and despair's psychological toll (Erikson, 1950).

This stage involves achieving a sense of coherence and fulfillment by accepting one's life as meaningful. Bill's reflections suggest he might be experiencing a crisis of despair, which occurs when individuals look back and feel a sense of regret or dissatisfaction about their life's achievements. Therefore, his psychological state aligns with Erikson's stage of Ego Integrity versus Despair, highlighting the importance of accepting one's life in late adulthood.

Erikson's Stage of Autonomy vs. Shame and Doubt in Childhood

The third scenario involves a young child's decision to pick out her own clothing, expressing excitement about independence. Her subsequent mother's disapproval and insistence on adherence to adult standards align with Erikson's stage of Autonomy versus Shame and Doubt, occurring approximately from ages 1 to 3 (Erikson, 1950). During this critical period, children strive for independence and mastery over tasks such as dressing themselves. Success fosters autonomy, confidence, and a sense of control, while failure or over-control by caregivers can lead to shame and doubt.

The child's pride in choosing her clothing exemplifies developing autonomy, yet her mother's disapproval risks contributing to feelings of shame or doubt regarding her abilities. This interaction underscores the developmental tensions during early childhood, emphasizing the need for supportive caregiving to foster a healthy sense of independence.

Kohlberg's Theory of Moral Development and Ethical Decision-Making

The fourth scenario involving a woman in poverty contemplating theft showcases Kohlberg's moral development stages, particularly Stage 2, the "Instrumental Relativist Orientation." In this stage, moral reasoning is guided by self-interest and the desire for reward or avoiding punishment, with the understanding that others have different interests (Kohlberg, 1984). The woman’s decision not to steal, despite her dire circumstances, reflects her recognition of the social and legal rules against theft, aligning with this stage.

However, Kohlberg's highest stages (Stages 5 and 6), involving social contract orientation and universal ethical principles, emphasize moral reasoning based on justice, rights, and conscience. The woman’s decision to refrain from stealing because she recognizes the law's importance places her in Stage 2 rather than the higher stages where moral principles override rules.

Gilligan, critiquing Kohlberg’s model for its male-centric focus, would emphasize that women tend to approach morality through care and relationships rather than justice alone. She would argue that her decision reflects a moral inclination centered on care for her children and ethical responsibility rather than solely adhering to societal rules (Gilligan, 1982). This perspective highlights the importance of contextual and relational factors in moral reasoning, which Kohlberg’s stages might overlook.

Conclusion

These scenarios collectively illuminate crucial stages within human development as conceptualized by prominent psychologists. The child's inability to articulate feelings of love but capability to describe concrete objects aligns with Piaget’s concrete operational stage. Bill’s reflection on his life resonates with Erikson’s stage of ego integrity versus despair, typical of late adulthood. The young child's quest for independence during dressing reflects early autonomy development, which, if supported, fosters confidence. Lastly, the moral reasoning of a woman who refrains from theft exemplifies Kohlberg’s conventional level of morality, with Gilligan emphasizing relational ethics. Understanding these stages enriches our comprehension of human growth, emphasizing the dynamic interplay of cognitive, moral, and psychosocial factors shaping individual development across the lifespan.

References

• Erikson, E. H. (1950). Childhood and Society. W. W. Norton & Company.
• Kohlberg, L. (1984). Essays on Moral Development, Vol. 2: The Psychology of Moral Development. Harper & Row.
• Gilligan, C. (1982). In a Different Voice: Psychological Theory and Women’s Development. Harvard University Press.
• Piaget, J. (1952). The Origins of Intelligence in Children. International Universities Press.
• Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
• Bronfenbrenner, U. (1979). The Ecology of Human Development. Harvard University Press.
• Sternberg, R. J. (2007). Wisdom, intelligence, and creativity synthesis. Cambridge University Press.
• Blatt, S. J. (2004). Experiences of Depression and Beck’s Cognitive Theory. American Journal of Psychiatry, 161, 47–52.
• Berk, L. E. (2018). Development Through the Lifespan (7th ed.). Pearson.
• McLeod, S. (2018). Erik Erikson's psychosocial development theory. Simply Psychology.