Freud’s Components of the Personality
Review the three components and write important concepts about them in a space provided.
ID
The Id is driven by the
pleasure principle which
strives for immediate
gratification of all
desires, wants and
needs. If these needs
are not satisfied
immediately, the result is
a state of anxiety or
tension. According to
Freud, the Id tries to
resolve the tension
created by the pleasure
principle through the
primary process in which
involves forming a ego operates based on
mental image of desired
object as a way of
satisfying the need. It is
the source of all making
it primary component of
personality. This aspect
of personality is entirely
unconscious and include
the instinctive and
primitive behaviours.
EGO SUPEREGO
The ego is the The superego is the
component of aspect of personality that
personality that is holds all of our
responsible for dealing internalized moral
with reality. According to standards and ideas that
Freud, the ego develops we acquire from both
from the Id and ensures parents and society- our
that the impulses of the sense of right and wrong.
Id can expressed in a It provides guidelines for
manner acceptable in making judgements. The
the real world. The ego superego acts to perfect
functions in the both and civilize our
conscious, pre behaviour. It works to
conscious and suppress all
unconscious mind. The unacceptable urges of
the Id and struggles to
the reality, principles make the ego act upon
which strives to satisfy idealistic standards
the Id’s desires in rather than upon realistic
realistic and socially principles. The superego
appropriate ways. The is present in the
reality principle weighs conscious, preconscious
the cost and benefits of and unconscious.
an action before
deciding to act upon or
abandon impulses. The
ego will eventually allow
the behaviour, but only
the appropriate time and
place.
 Freud’s Psycho-Sexual Stages of Development

Write the description, erogenous zone and fixation of each of the stages below

Age Range: Birth to 1 year

ORAL STAGE Erogenous Zone: Mouth
Fixation: Smoking, Overeating
Can result in problems with drinking,
eating, smoking and nail biting

Age Range: 1-3 years

Erogenous Zone: Bowel and Bladder Control
ANAL STAGE Fixation: Orderliness and Messiness
Anal expulsive personality links to messy,
wasteful or destructive personality. Anal
retentive personality links to orderly, obsessive
and rigid.

Age Range: 3-6 years

Erogenous Zone: Genitals
PHALLIC STAGE Fixation: Deviancy, Sexual Psyfunction
Freud believe that penis envy was never
fully resolved and that all women remain
somewhat fixated on this stage.

LATENCY Age Range: 6-Puberty

STAGE Erogenous Zone: Sexual Feelings are Inactive
Fixation: Extremely sexually unfulfilled

Age Range: Puberty to Death

Erogenous Zone: Maturing Sexual Interests
GENITAL STAGE Fixation: If all stages were successfully completed
then the person should be sexually matured
and mentally healthy.
Unsatisfactory relationship and impotence.
 Erikson’s Psycho-social Stages of Development

Review the psycho-social stages and fill out the matrix below.
Stage Crisis Significant Maladaptation Malignancy Virtue
Person (include (include (includes
description) descriptions) description)
1. Infancy Trust vs. Mother Sensory: Withdrawal- Hope- chance
Mistrust Relating to your mistrust side that
physical characterized by something
senses. depression, good will
paranoid and happen.
psychosis.
2. Early Childhood Autonomy Parents Impulsiveness- Compulsiveness- Willpower or
vs. Shame shameless feel as their Determination
and Doubt wilfulness that entire being rides
leads you to on everything
jump into things they do, so
without proper everything they
consideration of do, everything
your abilities. must be done
perfectly.
3. Preschool Initiative vs. Family Ruthlessness- Inhibition- will not Courage-
Guilt heartless try things ability to do
without mercy. because nothing something
ventured, nothing that you know
lost and nothing if difficult or
to feel guilty dangerous.
about.
4. Middle Industry vs. Neighbours Narrow/ Inertia-Inferiority Competency-
childhood Inferiority and School Virtuosity- complex ability or
children who skills.
are not allowed
to be children
kids without life.
5. Adolescence Identity vs. Peer and Fanaticism- Repudiation-to Fidelity-
Isolation Role Model ones way is the reject the Loyalty
only way. membership in
the world and
their need for an
identity.
6. Young Intimacy vs. Friends and Promiscuity- Exclusion- Love- feeling
Adolescence Isolation Partners tendency to tendency to or constant
become isolate oneself affection
intimate too from love.
freely, too Friendship,
easily community and
 develop hate.
7. Middle Age Generativity Household Over Extension- Rejectivity- no Care and
vs. and no longer allow longer Effort- made
Stagnation Workmates time for participating in or to do
themselves for contributing something
rest and society. correctly.
relaxation.
8. Old Age Integrity vs. Mankind Presumption- Disdain- a Wisdom-
Despair happens when contempt of life, knowledge
a person one’s own or that is gained
“presumes” ego anyone. by having
integrity without many
actually facing experiences
the difficulties of and
old age. knowledge of
what is
proper or
reasonable.
 Piaget’s Cognitive Stages of Development
T
Sensory Motor Stage: The first stage corresponds from birth to infancy. It focuses on
prominence of the senses and muscle movement through which the infant comes to learn
about himself and the world.
Age range: 0-2 years
Characteristics: This is the stage when a child who is initially reflexive in grasping,
sucking and reaching becomes more organized in his movement and activity.
Key Teaching Strategies: Teachers should aim to provide a rich and stimulating
environment with appropriate objects to play with.

Pre- Operational Stage: The pre-operational stage corresponding to the preschool years.
Intelligence at this stage is intuitive in nature.
Age Range: 2-7 years old
Characteristics: The child can now make mental representation and is able to pretend,
the child is now ever closer to use the symbols.
Key Teaching Strategies: The teacher should give an activity that can fit their thinking
and knowledge like identifying symbolic functions, knowing their point of views, giving
them an activity about reasoning so that the teacher know on what type of reasoning they
have if it is neither inductive or deductive.

Concrete Operational Stage: This covers approximately the elementary school years.
The concrete operational stage is marked by decentering, reversibility, conservation and
seriation.
Age Range: 8-11 years
Characteristics: This stage characterized by the ability of the child to think logically but
only in terms of concrete objects.
Key Teaching Strategies: Allow the child to be more logical when dealing concrete
objects and situations, practicing them to reverse their thinking, challenging them to be a
good thinker, and test their comprehension by asking many questions.

Formal Operations Stage: In the formal operations stage their thinking more logical.
Age Range: 12-15 years
Characteristics: In this final stage they can now solve abstract problems, and can now
hypothesize.
Key Teaching Strategies: Challenge them to have an abstract problems, analytical
problems, and problem solving so that the teacher know the progress and enhancement of
their students.
 Kohlberg’s Stages of Moral Development
Review the moral stages and identify and describe each using the graphic organizer below.

STAGE 1
The first stage of this level, is described as orientation
toward punishment and obedience. Children in this stage
tend to obey rules only to avoid punishment.
PRE
CONVENTIONAL
STAGE 2
The second stage is instrument purpose and exchange. In
this stage, children actions are based on consideration for
what others can do for them. They follow rules simply out
of self-interest.

STAGE 3
Is concerned with “maintaining mutual relations, and
approval of others and the golden rules”. In this stage,
children want to help other and can develop their own ideas
regarding morality.
CONVENTIONAL

STAGE 4
Refers to social concern and conscience. At this stage,
individuals are concerned with respecting authority,
maintaining social order and doing their duty within society.
This is an act considered wrong if it harms others or violates
a rule or law.

STAGE 5
This concerned with “morality of contract, individuals right
and democratically accepted law. Individuals in this stage,
can recognized that there are times when human need and
the law are conflicted they believe that it is better if people
simply follow the law.
POST
CONVENTIONAL
STAGE 6
Individuals are more concerned with the morality of
universal ethnical principles. Individuals do what they think
is right, even if it is conflict with the law. People act
according to their internalized standards of morality.