| A | B |
|---|
| Id | The part of one’s personality that is pleasure-seeking |
| Ego | The rational aspect of one’s personality |
| Superego | The part of one’s personality that controls behavior through the development of conscience |
| Oral Period | First stage – pleasure through sucking |
| Anal Period | Second stage- increased body awareness |
| Phallic Period | Third stage - genital areas are the focus of pleasure and children become aware of physical differences. |
| Latency Period | Fourth Stage – sexual urges are unobtrusive and energies are directed to sports and school activities. |
| Adolescence | Fifth Stage –Changes in sexual organs and in appearance and accompanied by strong sexual urges. |
| Trust vs. Mistrust | Babies learn to trust that others will take care of their basic needs and that others can be depended upon. |
| Autonomy vs. Shame and Doubt | Become independent by gaining control over bodily functions |
| Initiative vs. Guilt | Children attempt new activities that can result in either pride or guilt when unsuccessful. |
| Industry vs. Inferiority | Children expend all their energies on mastering new skills at home, in school, on the playground and in their neighborhoods. |
| Identity vs. Role Confusion | Adolescents search for their identity as individuals in a society. |
| Moral Realism | Stage of moral development in which children believe that rules are determined by an authority figure and they are not to be changed. |
| Moral Relativism | Children view punishments as fair or unfair, are more flexible in their thinking, and can discuss moral issues. |
| Morality of Caring | Theory that girls are socialized to be caring and nurturing, and they are reluctant to judge right and wrong in absolutes. |
| Morality of Justice | Theory that boys will determine what is right or wrong and then follow it with a clear solution when faced with making choices. |
| Self-image | Perception of self plus the perceptions conveyed by others |
| Non-negotiable Rules | Used for actions that can be harmful to others or destructive to property and that are not open for discussion |
| Negotiable Rules | Rules based on choices |
| Inclusion | Placing children with disabilities in settings with same-age peers |
| Typically Developing | Children without disabilities |
| Accommodations | Changes that are necessary when planning activities to include children with special needs |
| Individualized Education Plan (IEP) | Set of goals determined by a team of professionals and parents to reflect what the child should accomplish within a year’s time |
