7. Erikson\'s Psycho- Social Theory of Development PDF

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Handout No. 7 Educ 1. The Child and Adolescent Learner and Learning Principles Miss Anelyn M. BasbasERIKSON’S PSYCHO- SOCIAL THEORY OF DEVELOPMENT Erikson’s “psychosocial” term is derived from the two source words- psychological (or the root ‘psycho’ relating to the mind, brain, personality, etc.) ...

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Handout No. 7 Educ 1. The Child and Adolescent Learner and Learning Principles Miss Anelyn M. Basbas

ERIKSON’S PSYCHO- SOCIAL THEORY OF DEVELOPMENT  Erikson’s “psychosocial” term is derived from the two source words- psychological (or the root ‘psycho’ relating to the mind, brain, personality, etc.) and social (external relationships and environment) both the heart of Erikson’s theory.  His theory was largely influenced by Sigmund Freud but extended the theory and incorporated cultural and social aspects into Freud’s biological and sexually- oriented theory.  His theory is a basis for broad or complex discussion and analysis of personality and behavior and also for understanding and facilitating personal development- of self and others.  It can help the teacher in becoming more knowledgeable and at the same time understanding of the various environmental factors that affect his own and his students’ personality and behavior.  Is based from the epigenetic principle- holds that each stage of psychosocial development has a unique developmental task  Crisis- turning point, a period when potential for growth is high but the person is also quite vulnerable (which means capable of being rounded physically or mentally, open to persuasion, open to attack, easily influence) 1. Trust vs. Mistrust (birth to 18 months) - if the interactions infants have with other people in their environment are positive, then the infant will learn that people in their environment can be trusted - an outcome of trust is the result of “consistency, continuity and sameness of experience”. - If the constancy of interaction between the infant and others meets the basic needs of the infant, then trust is developed - If, however, the interaction lacks in warmth and caring and the basic needs of the infant go unsatisfied, the developmental crisis is resolved in negative way. The infant will learn to mistrust those around him/her - Trust- when a child is given love, care and affection by the people around him - Mistrust- when the people around him ignores his needs or are even abusive 2. Autonomy vs. Shame and Doubt (18 months to 3 years) - the developmental crisis at this stage occurs as the child enters toddlerhood - it is important for the toddler to explore his/ her environment in an effort to establish some independence from parents. The toddler, who is now less dependent on others, seeks to develop a sense of independence and freedom through such exploration. - If the child is encouraged to discover what is inside the book on the shelf, if his/her attempts to dress are uninterrupted, if the mess made while pouring cereal is tolerated, the crisis will more likely to resolve in the direction of autonomy, a sense of independence. - If the toddler’s exploration and attempts to be independent are discouraged, he/she will likely feel ashamed of these efforts, and develop doubts about his/her ability to deal with the environment - A parent or caregiver who is unable to allow the toddler to make mistakes, to persist and to make further mistakes manifests the kinds of interaction that lead to a negative resolution of the developmental at this stage - Autonomy or independence- the toddlers learn to walk, explore, feed themselves, wash and dress themselves, use bathroom facilities and other developmental tasks; a sense of being able to handle problems on their own - Shame and doubt- is develop when people demand too much too soon, refuse them to perform tasks of which they are capable, overprotect or ridicule them

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3. Initiative vs. Guilt (3-6 years) - during this stage, children are attempting to develop a sense of initiative, that they are operators on the environment - according to Erikson, initiative “adds to autonomy the quality of undertaking, planning and attacking a task for the sake of being active and on the move” - the child’s imaginative play often allows the child to imitate adults in performing various tasks - children typically learn to identify and imitate same- sex models - if their interactions and explorations during play are encouraged, if their questions are recognized and answered sincerely, positive resolution of the development crisis is more likely - if the child’s effort to explore his/her questions are treated as nuisance, the child may feel guilty about “getting in the way” - sense of initiative- independence in planning and undertaking activities (running, sliding, bike riding, skating) - guilt- is developed when adults curtail freedom, discourage the pursuit of activities and dismiss them as silly and bothersome 4. Industry vs. Inferiority (6-12 years) - the developmental crisis focuses on the child’s ability to win recognition through performance - the child who is encouraged to complete task and who receives praise for his/her performance is likely to develop a sense of industry, an eagerness to produce - if the child does not experience success- if his/her efforts are treated as unworthy and intrusive- the child will develop a sense of inferiority - sense of industry- when children are allowed to make and do things and are recognized for their accomplishments - inferiority and inadequacy- if they are ridiculed and punished for their efforts 5. Identity vs. role diffusion (adolescence) - the developmental crisis of adolescence centers on the youth’s attempt to discover his/ her identity- to identify those things about himself or herself that are unique - for Erikson, identity “is experienced merely as a sense of psychosocial well- being… a feeling of being at home in one’s body, a ‘sense of knowing where one is going,’ and an inner assuredness of anticipated recognition from those who count” - another important contributor to the adolescent’s sense of identity is his/her sexuality (Murcia, 1980) - adolescence is the period of puberty, dramatic physical maturation and an increase in relationships with those of the opposite sex - if the nature of the adolescent’s interactions support the sense of who he/she is, the resolution of the developmental crisis is positive. A positive resolution instills a sense of self- confidence and stability; whether fulfilling the roles of friend, child, student, leader, boyfriend or girlfriend, the adolescent feels at ease - negative experiences that do not allow an adolescent to integrate his/her various social roles into a unitary, stable view of self leads to a sense of diffusion - the adolescent who feels “torn apart” by what he/ she perceives as inconsistent expectations exhibits identity diffusion 6. Intimacy vs. isolation (Young Adulthood) - the young adult’s personality- stemming from his/her sense of self- is influenced by efforts to establish an intimacy, a close psychosocial relationship, with another person - typically, this is the period when a young adult who has just finished his/her education or training strikes out on his/her own to begin work and establish a life away from the childhood family - failure to establish close relationship with one another leads to a sense of isolation, a feeling of being alone - intimacy- finds expression in deep friendship and commitment with another person - isolation- when young adults cannot form intimate relationship 2

7. Generativity vs. stagnation (young adulthood- middle age) - Erikson identifies generativity as a concern for future generation - childbearing and nurturing occupy the thoughts and feelings of people at this stage in the life span - many people who decide against having a family and raising children are concerned with questions about their role regarding future generation - the classic career versus family decision reflects he developmental crisis that epitomizes this stage - unsuccessful resolution leads to a sense of stagnation, the feeling that one’s life as at a ‘dead end’ - sense of generativity- a sense of productivity and accomplishment; when a middle age adult is able to contribute something good to his family, community or country and help guide future generation - stagnation- if lazy, self- centered, unable and unwilling to help his family; a dissatisfaction with the relative lack of production 8. Integrity vs. Despair (Later adulthood-old age) - according to Erikson, integrity is a sense of understanding how one fits into one’s culture and accepting that one’s place is unique and unalterable - an inability to accept one’s sense of self at this stage leads to despair- the feeling that time is too short and that alternate roads to integrity are no longer open - contentment and integrity- a feeling of satisfaction of the years that have gone before on his life and accomplishments that has led him a happy and productive life - despair and disappointment- if lacks the ones mention above References:  Anonat, Rosa. Child and Adolescent Development. Books Atbp. Publishing Corp. 2014.  Corpuz, B. et al. Child and Adolescent Development Looking at Learners at Different Life Stages. Lorimar Publishing Inc. 2010.

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