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. The “well – parented” child emerges from this stage sure of himself, elated with his new found control, and proud rather than ashamed. The second psychosocial crisis, Erikson believes, occurs during early childhood, probably between about 18 months or 2 years and 3½ to 4 years of age. Badly handled, he becomes insecure and mistrustful. The child, well – handled, nurtured, and loved, develops trust and security and a basic optimism. Learning Basic Trust Versus Basic Mistrust (Hope)Ĭhronologically, this is the period of infancy through the first one or two years of life. Erikson’s Eight Stages of Development 1. 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. Each stage is regarded by Erikson as a “psychosocial crisis,” which arises and demands resolution before the next stage can be satisfactorily negotiated. The presentation is based on the Eight Stages of Development developed by the psychiatrist, Erik Erikson in 1956.Īccording 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. Explain how the life-span perspective may provide a way of better understanding the research reviewed.This page presents an overview of the developmental tasks involved in the social and emotional development of children and teenagers which continues into adulthood.Based on your course readings, what developmental theories did you find that were applicable?.What similarities did you find in the types of research and what was being studied? What differences did you find?.Then, write a summary (1-2 pages) integrating what was leaned from the articles reviewed on the chosen age groups as seen from the life-span perspective. Make sure to integrate course material in that analysis.Write a 1-2 paragraph analysis and evaluation for each article found.Write a 2-paragraph summary for each article.With the major areas above in mind, focus on at least two of the following age groups:įirst, give an overview of each article, including: Social, and diversity issues related to developmental psychology.Current trends which may differentially impact the future development of populations in the United States.Historical and current trends in development.Developmental factors that impact one another.Nature of geographic, gender, social, cognitive, emotional, and developmental factors during each period of development.
Major developmental theories across the lifespan.To help in your search here are some of the major areas we covered in this course (these are meant as a guide, not specific topics to find). Remember this is a course on human development so when looking for articles make sure they are related to the subject matter covered in the course. Finally, current research for our purposes is an article that was published within the last 5 to 6 years.
What cannot be used for this assignment are web pages, magazines, newspapers, text books, and other books. To find more information regarding utilizing the South University Library and accessing scholarly journal articles click on Library Guide. A scholarly journal article can be found in the South University Online Library. Scholarly journal articles are also referred as primary source peer reviewed articles. You will need to find 4 articles located in scholarly journals.
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