Understanding Personality Development: Freud, Wallon, and Vygotsky

Psychoanalysis explores the development of personality from the perspective of individual integrity.

Sigmund Freud's Personality Model

Freud's model helps understand the psyche. The topographic model indicates three levels of consciousness:

• Conscious: Perceptions, thoughts, and memories formed at any given time.
• Preconscious: Memories not currently in awareness but readily accessible.
• Unconscious: Memories and intentions largely inaccessible to consciousness, influencing behavior through experiences that create tension.

The structural model describes the interplay between biological drives and social desires, resulting in internal conflict. It comprises three areas:

• Id: The primitive, instinct-driven part of the personality, operating unconsciously from birth.
• Ego: The conscious, rational part of the personality, mediating between the id and reality to control tension and ensure adaptability.
• Superego: Internalized values and ideals transmitted from parents and society, guiding behavior towards how one 'should' act.

Henri Wallon's Holistic Approach

Wallon viewed individuals holistically, considering emotional, social, and intellectual aspects. He believed development arises from the interaction between biological and social factors, with individual experiences and contributions shaping the process.

Lev Vygotsky's Socio-Cultural Theory

Vygotsky emphasized the role of social interaction in the development of higher mental processes and consciousness. He saw human development as a product of cultural and historical influences. Key concepts include:

• Mediation: The use of tools to facilitate development. These tools are of two types:
  • Material: Tools that alter the environment.
  • Psychological: Signs, such as language.
• Zone of Proximal Development:
  • Potential Development: Activities requiring assistance from others.
  • Real Development: Activities that can be performed independently.

Vygotsky believed that learning precedes development, as support from others facilitates human growth. Therefore, LEARNING IS DEVELOPMENT.