The developing child, from infancy to babyhood and early childhood, is characterized by pleasure-seeking drive. He demands immediate gratification of his impulses and desires. He takes objects that catches his fancy, demands attention and has no clear concept of right and wrong. Pleasure and pain guide him in his actions. In this immature state, the child relates the concept of “right” with what is pleasurable, and the concept of “wrong” with pain. He gravitates toward whatever is pleasurable and abhors what is painful.
Thus, the pleasure principle describes the characteristic of the immature child who views the world as his and at his disposal unbound by a sense of responsibility or limits to his actions.
Until he is adequately socialized, he continues with his egocentric ways. Socialization process, training and guidance from parental figures slowly orient him to learn ethics and imbibe the socially approved conduct of behavior.
On the other hand, the reality principle describes a condition where one is forced to forego instant gratification because of impediments of reality. The theory assumes that a more substantial and profound pleasure can be experienced by deferment to the reality principle.
The pleasure principle and the reality principle are psychoanalytic theories introduced by Sigmund Freud to explain certain aspects of human behavior.
If the pleasure principle is infantilistic and childish by giving in to passions and impulses and gratifying the immediate desires of the individual, the reality principle describes a more mature adjustment characterized by sacrifice, delayed gratification, enduring pain, and being reasonable in order to give in to the obstacles imposed by reality.
Studies conducted show that individuals guided by the reality principle were found to be more relatively well-adjusted, successful and led more satisfying lives than those who lived their lives according to the pleasure principle.
Tags: Reality Principle
