1. A basic introduction to psychological theories of development
Freud and Erikson 1

2. Sigmund Freud (1856 – 1936) Known as psychoanalyst.
Credited with originating the psychoanalytical approach.
He worked with mental students who suffered with “hysteria”
First years sensitive period for creating personality.
Behaviour is governed by unconscious and conscious processes. 2

3. Unconscious and Conscious Mind
Freud compared this
to an Iceberg.
The tip can be seen so
can be understood -
The conscious part
Bigger part is hidden
from view so is more
difficult to understand –
The unconscious part 3

4. Freud’s Psychoanalytic Theory
LIBIDO: Force of life, force for survival, reproduction and well-being (Positive – good force). Provides energy to deal with the tensions of life, when we are frustrated.
DEATH INSTINCT (wish): How we deal with aggression, danger, denial, anger, etc (negative and unpleasant emotions). 4

5. Freud’s Psychoanalytic Theory
Personality develops through competition between both forces.
People who have a stronger libido are a force for good in the world.
People with dominant death instinct - more likely to be aggressive, harmful and self-destructive.
(Davenport, G.C:1994 Pg 77) 5

6. Structure of the Personality
Freud viewed the personality as made up of
3 related parts: Id
Ego
Superego 6

7. Id The ID (Pleasure Principle):
Exists from birth up to 1 year. Basic and most primitive part of the personality.
Irrational and not in touch with real world.
Continually pushes for gratification.
Selfish.
illogical and totally demanding.
Concerned only with survival and pleasure such as food, comfort and avoiding pain. 7

8. Ego The EGO (Reality Principle):
Between 1 & 2 years. Child becomes more realistic and in touch with the real world.
Organises, plans, keeps person in touch with reality.
Still focuses on own rather than other’s needs. 8

9. Superego The SUPEREGO (Morality Principle):
From 3 years. Helps us know right from wrong.
Consists of 2 parts:
Conscience: knowing what is right or wrong, what we feel we ought to be.
Ego ideal: what is good & what we would like to be.
Part of personality which contains parental
and social values and attitudes. 9

10. Id, Ego and Superego Id is interested in obtaining pleasure and
having needs met.
If a child sees a biscuit:
Id wants it.
Ego thinks about how to get it.
If the biscuit is snatched - adult may confiscate it.
Superego teaches the child that by asking politely may be the best means of getting it. 10

11. Freud’s Stages of Psychosexual Development
Freud developed a theory that children
developed in stages linked to part of body which is
most sensitive:
Oral 0 – 1 year
Anal 1 – 2 years
Phallic 2 – 6 years
Latency 6 – 11 years
Genital 11 years onwards (puberty) 11

12. Oral Stage Birth to 1 year
Fixation may result in;
Too little stimulation – pessimistic, aggressive, selfish, uncaring, may smoke and drink, talk too much.
Too much stimulation – excitable, dependant on others, unable to make decisions.
Right amount of stimulation – optimistic, cheerful, enjoys company. 12

13. Anal Stage 1 – 2 years Satisfaction comes from controlling the bowels
Potty training is slow – over generous and untidy.
Potty training is forced – possessive, obsessive with tidiness, punctuality and cleanliness. 13

14. Phallus Stage 2 to 6 years Pleasure gained from playing with genitals
Oedipus complex
Electra complex 14

15. Latency Stage 6 to 11 years Child loses interest in the opposite sex.
If a child doesn’t solve his “Oedipus complex”, then that adult may grow up to be afraid of the opposite sex or uncomfortable with them. 15

16. Genital Stage 11 years onwards
Increasing concern with adult ways.
Good relationships with both sexes. 16

17. Attractions of the Freudian Theory
Psychologists know a lot more now because of Freud.
Freud's findings do explain some of the relationship of childhood experiences and later personality characteristics.
Many human abilities appear to occur in sequence and so maybe personality development does too.
Freud does offer a number of useful concepts such as id, ego and superego which do seem to explain some familiar aspects of a child's and adults behaviour. 17

18. Criticisms of Freud's Theories
By stimulating other research doesn’t necessarily mean that psychoanalysis is right.
Freud's evidence for his explanations of how children's personalities grow is not from scientific experiments or even from observing normal children.
Freud's view of a child is that they are rather helpless and passive.
There is no evidence that the unconscious mind exists, therefore the existence of such personality dimensions like id, ego and superego or the libido itself may not even exist. 18

19. Erikson’s Psychosocial Theory of Development
Erikson accepted Freud’s structure of personality.
Believed that Freud had not emphasised socialisation enough.
Saw development as proceeding through entire lifespan and not restricted to childhood.
Believed that stages were fixed and predetermined.
Entire pattern of behaviour governed by genes although social cultural environment has significant influence.
Behaviour influenced by tasks or dilemmas faced by children how they resolved these. 19

20. Erikson’s psychosocial theory of development
Basic Trust V Basic Mistrust (0 - 1 year)
Autonomy V Shame and Doubt (1–3 years)
Initiative V Guilt (3-6 years)
Industry V Inferiority (7-12 years)
Identity V Role Confusion (12-18 years)
Intimacy v Isolation (20’s)
Generativity V Stagnation (Late 20’s-50’s)
Ego Integrity V Despair (50’s +) 20

21. References
Davenport, G. C. (1994) An Introduction to Child Development, 2nd Edition, London:Collins Educational
Doherty, J. and Hughes, M. (2009), Child Development:Theory and Practice 0 -11, Harlow:Pearson Education
Johnson,J and Nahmad-Williams,L. (2009) Early Childhood Studies, Essex:Pearson Education Limited