2.1.2.3 Theory of Psychosocial Development
Erikson 1902-1994 maintains that children develop in a predetermined order. Instead of focusing on cognitive development, he is interested in how
children socialize and how this affects their sense of self. Erikson’s theory of psychosocial development as it is read from Feist and Feist Theories of
Personality, Diane Papalia, Olds and Feldman in their book Human Development and Bukatko in his book Child and Adolescent Development: A Chronological
Approach has eight distinct stages which have two possible outcomes. According to the theory, successful completion of each stage results in a healthy personality
and successful interactions with others. Failure to complete a stage can result in a reduced ability to complete further stages and therefore a more unhealthy
personality and sense of self. These stages, however, can be resolved successfully at a later time.
The first is basic trust versus mistrust. From the age after born up to the first year, children begin to learn the ability to trust others. If trust
is developed successfully, children gain confidence and security in the world around them.
Unsuccessful completion of this stage can result in an inability to trust, and therefore a sense of fear about the inconsistent world. It may result of the anxiety,
insecurities, and an over feeling of mistrust in the world around them.
The second is autonomy versus shame and doubt. Between the ages of one to three, children begin to assert their independence, by walking away from their
mother, picking which toy to play with, and making choices about what they like
to wear, to eat, etc. Children begin to explore and make choices in order to understand what is manageable and socially acceptable. Children in this stage
need encouragements and supports to be independent. Therefore, they become more confident and secure in their own ability. Children will feel inadequate in
their ability to survive if parents criticized them or do not give opportunity to assert themselves.
The third is initiative versus guilt. Between three years to six years, children assert themselves more frequently. They begin to plan activities, set
goals, make up games, and initiate activities with others. Children will develop a sense of initiative if parents give the opportunity. However, if parents give
criticism or over control, children will develop a sense of guilt. Therefore, they will become a lack initiative person.
The fourth is industry versus inferiority. Start from six years to puberty, children begin to develop a sense of pride in their accomplishments. They see the
project from the completion and achievement. During this period, teachers have a big role in children development. Teacher should encourage and reinforce
children, and then children will feel industrious and confident in their ability. If teachers ignore those treatments, the child will feel inferior. They feel doubting of
hisher own abilities and therefore may not reach his potential.
The fifth is identity versus role confusion. During adolescence, children become more independent, and begin to look at the future in terms of career,
relationships, families, housing, etc. They explore possibilities and begin to form
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