-shaped by environment

-continue to develop throughout entirety of life

-8 stages that map conflicts we encounter in a lifetime

-Infancy

-0-12/18 months

-conflict: establishing trust

-SCS: feelings of trust and environmental support

-Early Childhood

-2-3 years

-conflict:autonomy vs. shame and doubt

-SCS:self-sufficiency

Erik Erikson-Stage 3

-Preschool

-3-5 years

-conflict: initiative vs. guilt

-SCS: strength of purpose

-School Age

-6-12 years

-conflict: industry (willingness to remain busy) vs. inferiority

-SCS: competence

-Adolescence

-12-18 years

-conflict: identity vs. identity confusion

-scs: fidelity

-Young Adulthood

-19-30 years

-conflict: intimacy vs. isolation

-SCS: strength of love/devotion

-Middle Adulthood

-40-60 years

-conflict: generativity vs. stagnation

-SCS: sense of accomplishment (especially in family and career)

-Maturity

-65 to death

-conflict: ego integrity vs. despair

-Bioecological model of development

-continuous model with four main levels

-genes/disposition/health/gender

-both nature and nurture

-microsystem

-immediate environment

-child helps actively construct

-Mesosystem

-connections between aspects of microsystem

-Exosystem

-more general information like school, church, community

-each affects both microsystem and mesosystem

-Macrosystem

-larger cultural influences like societal, religious political values

-Chronosystem

-way passage of time influences development

-birth-12/18 months

-oral gratification, dependent on primary caretaker

-12/18 months-3 years

-gratification from holding and expelling feces

-3-5/6 years

-interest in own genitals

-oedipal conflict

-5/6 years-adolescence

-ego consolidates

-adolescence-adult

 -reemergence of sexual interest, establishment of mature sexual relationships

-concentrated more on ego

-introductory defence mechanisms

-adjusted mood to a more continuous form of development

-unity between mom and child (infancy)

-expression of feelings (toddler)

-feelings of exclusion from parents (school age)

-interpersonal theoryist: development is based on relationship quality

-tensions: anxiety= primary disruptive force

-general needs: tenderness, intimacy, love

-zonal needs: oral, genital, manual

dynamisms: behavior that form self-system; intimacy is what we strive for, lust gets in the way

0-2 years

interpersonal relation focused on mom

see mom as both good (food) and bad (anxiety)

2-6 years

fuse good and bad mom into one

dad is important figure

imaginary playmate is most secure and low anxiety relationship

Harry Stack Sullivan-juvenile era

6-8.5 years

leraning competition, compromise, cooperation

8.5-12 years

develops relations with those of same gender

must learn intimacy

13-15 years

-develops purely sexual relations

relations cause internal conflicts

15+ years

can combine lust and imtimacy towards one person

-sociocultural interation

-continuous and simultaneous cultural and individual development

-development occurs due to interaction

-culture has big impact

person comes close to accomplishing tasks but can't

can be pushed

leraning is conceived as a communicative process

support for cognitive development that encourages independent and abstract thought

-culturally dependent

-removed once child is self-sufficient