2. Swiss Child Psychologist
Researched and studied his
his own children.
Patters of intelligence which explain how
adult intelligence originates in infancy.
3. Appear in the same order for all children, but
not always at the same age.
#1 Sensorimotor Period
#2 Preoperational Period
#3 Concrete Operations Period
#4 Formal Operations
*each have several sub-stages.
4. Birth > Age 2
Learn through senses and own actions
Egocentric – thinking only about him or
herself
Object Permanence – the idea that an object
exists even when it is not in view.
5. Age 2 > Age 7
Children think of everything in terms of:
◦ their own activities
◦ what they perceive at the moment
Their unusual perspectives are often seen as
“imaginative”
Understand abstract language (love, beauty)
6. Concentration is limited (one thing at a time)
Often solve problems by pretending.
Real and make believe are blurred.
7. Age 7 > 11
Children can think logically
Still learn best from experience (senses)
Need to see/experience a problem to solve it.
Understand logical processes such as “the
glasses experiment”
8. Age 11 > adulthood
Capable of symbolic learning – interpreting
meaning from words, symbols, numbers.
Do not need to experience something to
understand it. (logical, critical, compassionate)
Able to make plans, goals for the future.
Detect subtle or hidden meaning.
11. Presents a “crisis”,
choice or fork in the road
Requires choosing a
pathway
Mastery of a stage
allows for smoother
transition into the next
12. Successes and failures mould how we see the
world, ourselves and others.
Personality can be changed by new
experience at any stage. (choosing a fork in
the road)
13. Development depends on whether or not
needs are being met.
Trust comes with predictability of care.
Unpredictability and uncertainty of
care/support creates mistrust.
14. Autonomy = independence, ability to stand
alone.
Age 2-3
Taking care of themselves
Independence through learning and exploring
Need for encouraging caregivers
Shame comes from discouragement and over-
protection
15. Age 4-5
Child is learning to feel purposeful and take
initiative
Freedom, exploration and questioning
“Why??”
Guilt comes from criticism, lack of
recognition
16. Age 6 to 11
Industry = making an effort
Inferiority = feeling less important, defeated
Expanding beyond family –
school, sports, activities
Importance of family life in preparing for
school.
17. Adolescence (12-18)
Focus on peers and social groups
Modelling yourself after someone
Influence of friends, teachers, media and less
focus on family
18. Young adulthood
Seeking out a partner, “testing the waters” of
relationships
Good experiences leads to intimacy
Rejection, disappointment leads to isolation
19. Mid-life
Generativity = full, productive life
Stagnation = lack of development
Productivity creates a sense of
accomplishment (family, career, kids)
Stagnation fosters lack of achievement, low
self worth
20. Old age
Integrity = completeness, pride
“Am I proud of what I have done?”.
Facing
regrets, dissatisfaction, mistakes, failures.
21. As humans move through the stages they
progress from parental and familial
relationships, to peers, and finally romantic.
Mastery of each stage is not required, but
helps navigate later stages.
The last stage is the only one that cannot be
revisited.
23. 1920s-1980s
American psychologist and university
professor
Expert in moral education and logic
Interested in: How people respond to moral
dilemmas!
24. Level determined by the reasons a
person gives for making a
decision.
25. Child will care about what is right or
wrong, good or bad.
Judges an action based on the
consequences they experience
26. Child acts to AVOID punishment.
Acts in order to receive reward.
Obey rules for positive consequence.
27. Personal needs determine right and
wrong.
Right action satisfies own needs and
maybe the needs of others.
“Making a trade” or doing a favour.
28. Make decisions to live up to the
expectations of others.
Family, Friends, Social Group, Nation, the
Law
Meeting these expectations is more
important than consequences.
29. Good behaviours = actions that please
others!
Appearing to be “normal” or have “good
intentions” is important.
Approval indicates moral behaviour.
Kohlberg believes that MOST
People don’t move past this
stage.
30. Good behaviour = following the rules and
respecting authority
Behaving to maintain social order and display
respect.
Example: Respecting others’ property.
31. A person identifies morality and values
according to validity.
Less influenced by authority and
personal interest.
Judgements based on abstract personal
principles.
32. Right actions determined by more “general
rights”
Agreed on by society as a whole
Awareness of personal values and legal
Not all cultures and societies have the same
concepts of right and wrong.
33. Right decision is a decision of personal
conscience.
Appeals to universal, consistent truths.
Focus: Justice, Equality, Human Dignity.
34. We have to go step by step – no skipping
stages!
Typically we don’t reach the higher stages.
Having “role models” in the higher stages
helps us grow. Learning by example.
Stages progress from an individual to
universal level.
35. Pre-conventional
◦ consequences they see, meeting own needs.
Conventional
◦ The expectations of others
◦ Rules and social order
Post-conventional
◦ Abstract personal principles
◦ LESS on authority
