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Essay / Research Paper Abstract
A 7 page paper that begins with an introduction to Piaget and Erikson. The essay first outlines and comments about Piaget's stages of cognitive development, followed by an outline and description of Erikson's stages of psychosocial development. The writer then comments on specific issues, such as empirical evidence for theories, which is better for social workers, are they culturally sensitive and if they support concepts such as empowerment. Bibliography lists 5 sources.
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7 pages (~225 words per page)
File: MM12_PGpgek0.RTF
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constructivist, which means his theory can fit into both classifications (Ginn, 2004). His focus was the process of intellectual growth. Erikson believed as Freud did, that childhood is important to
the development of personality (Davis and Clifton, 1995). Because of this, Erikson is known as a Freudian ego-psychologist (Boeree, 1997). Erickson, however, rejected Freuds attempts to "describe personality solely on
the basis of sexuality" (Davis and Clifton, 1995). Each provided a classification related to developmental stages and each believed these stages were invariant. As we review these two theories, we
can see they both offer a positive view of human growth and development. Piaget was most specifically interested in the learning process while Erickson focused on psychosocial development. Even though
the theories are about different kinds of growth, they are interesting to compare. It may be most useful for educators and different types of counselors to view them in tandem.
Piaget presented four stages of cognitive development to explain how children learn and develop. Piaget believed these stages were sequential and invariant, which means that every person must accomplish
each stage in sequence, you cannot skip from preoperational to formal operational, for instance (Ginn, 2004). Piaget did allow for some flexibility in the age ranges for each stage but
there is no flexibility in the order of stages (Ginn, 2004). Piagets four stages of cognitive development are: 1. Sensorimotor stage (birth - 2 years old). Child differentiates self
from objects, recognizes self as an agent of actions and begins to interact intentionally with others and objects. Also begins to learn that things exist even when not in sight,
i.e., object permanence (Child Development Institute, 2007). 2. Preoperational stage (ages 2-7). The child is not yet able to conceptualize abstractly and needs concrete physical situations. Learns to use language.
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