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Naga college Foundation

Naga City

Report on: August 7,2014

Social and Emotional
Devepolment

Submitted by:
Maridel T. Albarda
General Psychology
TTH-1:00-2:30pm
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Stages of Social-Emotional Development
Erik Erikson
This page presents an overview of the developmental tasks involved in the social and emotional
development of children and teenagers which continues into adulthood. The presentation is based on the Eight
Stages of Development developed by psychiatrist, Erik Erikson in 1956.
According to Erikson, the socialization process consists of eight phases the eight stages of man. His eight
stages of man were formulated, not through experimental work, but through wide ranging experience in
psychotherapy, including extensive experience with children and adolescents from low as well as upper
and middle social classes. Each stage is regarded by Erikson as a psychosocial crisis, which arises and
demands resolution before the next stage can be satisfactorily negotiated. These stages are conceived in an
almost architectural sense: satisfactory learning and resolution of each crisis is necessary if the child is to
manage the next and subsequent ones satisfactorily, just as the foundation of a house is essential to the first
floor, which in turn must be structurally sound to support and the second story, and so on.
The Stages

Approximate
Age
Virtues
Psycho Social
Crisis [2]
Significant
Relationship[3]
Existential Question[3][not
in citation given]
Examples[3]
02 years Hopes
Basic Trust vs.
Mistrust
Mother Can I Trust the World? Feeding, Abandonment
24 years Will
Autonomy vs.
Shame and Doubt
Parents Is It Okay To Be Me?
Toilet Training, Clothing
Themselves
45 years Purpose Initiative vs. Guilt Family
Is It Okay For Me To Do, Move
and Act?
Exploring, Using Tools
or Making Art
512 years Competence
Industry vs.
Inferiority
Neighbors, School
Can I Make It In The World Of
People And Things?
School, Sports
1319 years Fidelity
Identity vs. Role
Confusion
Peers, Role Model Who Am I? What Can I Be? Social Relationships
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2039 years Love
Intimacy vs.
Isolation
Friends, Partners Can I Love? Romantic Relationships
4064 years Care
Generativity vs.
Stagnation
Household,
Workmates
Can I Make My Life Count? Work, Parenthood
65-death Wisdom
Ego Integrity vs.
Despair
Mankind, My Kind Is It Okay To Have Been Me? Reflection on Life

Eriksons Eight Stages of Development
1. Learning Basic Trust Versus Basic Mistrust (Hope) - Chronologically, this is the period of infancy
through the first one or two years of life. The child, well handled, nurtured, and loved, develops trust and
security and a basic optimism. Badly handled, he becomes insecure and mistrustful.
2. Learning Autonomy Versus Shame (Will) - The second psychosocial crisis, Erikson believes, occurs
during early childhood, probably between about 18 months or 2 years and 3 to 4 years of age. The well
parented child emerges from this stage sure of himself, elated with his new found control, and proud rather
than ashamed. Autonomy is not, however, entirely synonymous with assured self possession, initiative, and
independence but, at least for children in the early part of this psychosocial crisis, includes stormy self will,
tantrums, stubbornness, and negativism. For example, one sees may 2 year olds resolutely folding their arms
to prevent their mothers from holding their hands as they cross the street. Also, the sound of NO rings
through the house or the grocery store.
3. Learning Initiative Versus Guilt (Purpose) - Erikson believes that this third psychosocial crisis occurs
during what he calls the play age, or the later preschool years (from about 3 to, in the United States
culture, entry into formal school). During it, the healthily developing child learns: (1) to imagine, to broaden
his skills through active play of all sorts, including fantasy (2) to cooperate with others (3) to lead as well as to
follow. Immobilized by guilt, he is: (1) fearful (2) hangs on the fringes of groups (3) continues to depend
unduly on adults and (4) is restricted both in the development of play skills and in imagination.
4. Industry Versus Inferiority (Competence) - Erikson believes that the fourth psychosocial crisis is
handled, for better or worse, during what he calls the school age, presumably up to and possibly including
some of junior high school. Here the child learns to master the more formal skills of life: (1) relating with peers
according to rules (2) progressing from free play to play that may be elaborately structured by rules and may
demand formal teamwork, such as baseball and (3) mastering social studies, reading, arithmetic. Homework is
a necessity, and the need for self-discipline increases yearly. The child who, because of his successive and
successful resolutions of earlier psychosocial crisis, is trusting, autonomous, and full of initiative will learn
easily enough to be industrious. However, the mistrusting child will doubt the future. The shame and guilt-
filled child will experience defeat and inferiority.
5. Learning Identity Versus Identity Diffusion (Fidelity) - During the fifth psychosocial crisis
(adolescence, from about 13 or 14 to about 20) the child, now an adolescent, learns how to answer
satisfactorily and happily the question of Who am I? But even the best adjusted of adolescents experiences
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some role identity diffusion: most boys and probably most girls experiment with minor delinquency; rebellion
flourishes; self doubts flood the youngster, and so on. Erikson believes that during successful early
adolescence, mature time perspective is developed; the young person acquires self-certainty as opposed to
self-consciousness and self-doubt. He comes to experiment with different usually constructive roles rather
than adopting a negative identity (such as delinquency). He actually anticipates achievement, and achieves,
rather than being paralyzed by feelings of inferiority or by an inadequate time perspective. In later
adolescence, clear sexual identity manhood or womanhood is established. The adolescent seeks leadership
(someone to inspire him), and gradually develops a set of ideals (socially congruent and desirable, in the case
of the successful adolescent). Erikson believes that, in our culture, adolescence affords a psychosocial
moratorium, particularly for middle and upper-class American children. They do not yet have to play for
keeps, but can experiment, trying various roles, and thus hopefully find the one most suitable for them.
6. Learning Intimacy Versus Isolation (Love) - The successful young adult, for the first time, can
experience true intimacy the sort of intimacy that makes possible good marriage or a genuine and enduring
friendship.
7. Learning Generativity Versus Self-Absorption (Care) - In adulthood, the psychosocial crisis demands
generativity, both in the sense of marriage and parenthood, and in the sense of working productively and
creatively.
8. Integrity Versus Despair (Wisdom) - If the other seven psychosocial crisis have been successfully
resolved, the mature adult develops the peak of adjustment; integrity. He trusts, he is independent and dares
the new. He works hard, has found a well defined role in life, and has developed a self-concept with which
he is happy. He can be intimate without strain, guilt, regret, or lack of realism; and he is proud of what he
creates his children, his work, or his hobbies. If one or more of the earlier psychosocial crises have not been
resolved, he may view himself and his life with disgust and despair.
These eight stages of man, or the psychosocial crises, are plausible and insightful descriptions of how
personality develops but at present they are descriptions only. We possess at best rudimentary and tentative
knowledge of just what sort of environment will result, for example, in traits of trust versus distrust, or clear
personal identity versus diffusion. Helping the child through the various stages and the positive learning that
should accompany them is a complex and difficult task, as any worried parent or teacher knows. Search for
the best ways of accomplishing this task accounts for much of the research in the field of child development.
Socialization, then is a learning teaching process that, when successful, results in the human organisms
moving from its infant state of helpless but total egocentricity to its ideal adult state of sensible conformity
coupled with independent creativity.

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Reflection :

Social and emotional development is the kind of change in an individual personality that they can do of their
daily life, or we can defined us a sense of self , emotions and relationship with others. It can also understand
and explain how and why people change throughout life . I will defined social as an ability of an individual to
behave in ways that are socially expected by the society while emotion it is the ability of an individual to
modulate emotional responses and we are often aware of our feeling so we tend to conclude our emotions are
always conscious. This stage is about the period where we are develop our self-concept were this stage
starting in the early years as kids realize that they are independent individuals and progressing to a firm
understanding of who they are and what they like. Also begin to develop a better sense of how they fit into
their social environment. There are other times when we know our emotion but prefer not to let others know it
and there are times of great sorrow when we hold back our tears and the force a smile and sometimes we
would like to lash out our anger but instead, we stand immobile and try to appear calm. In order to develop
social and emotional skills in our life, parents also need to give our opportunity to play with others , explore
our own abilities and express our feelings. And parents also maintaining our limits because it is a good idea to
us so that we know our choices so we can begin asserting our own preferences and to help us to make our
own decisions. It also help us to learn how to express our emotions in appropriate ways. When we have a
strong emotions like anger or jealousy rear our heads, our parents encourage to us to talk about it. This is the
development on how we trust and mistrust to others. For example, like infancy we know that they have not
enough capacity to know people in her surrounding but if we pursue to feel that she is okay or comfortable to
us she know how to trust and no doubt to be with us. This stage we learn to become independence, initiative
to do the things that we want but sometimes we become negativism and uncertain to our surrounding and
also this is the development of playing skills and imagination and friendship. For example, the child act like she
is a teacher by teaching her playmates. And also this is the stage where they have a question to their mind
like who I am ? and opposed to self-consciousness and self-doubt but later we know of our identity. In this
stage were develop our mature to become adult because we know how to defined role in life and to become
an independent.
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References
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Publications
Erikson, E. (1950). Childhood and society (1st ed.). New York: Norton
Erikson, Erik H. (1959) Identity and the Life Cycle. New York: International Universities Press.
Erikson, Erik H. (1968) Identity, Youth and Crisis. New York: Norton.
Sheehy, Gail (1976) Passages: Predictable Crises of Adult Life. New York: E. P. Dutton.
Stevens, Richard (1983) Erik Erikson: An Introduction. New York: St. Martin's.