The principle of psychosocial theory

Feist , 2008: 252 that “when we enter a situation, we must be able to differentiate how much we can trust and how much we must mistrust, and I use mistrust in the sense of a readiness for danger and an anticipation of discomfort”. The conflict between trust and mistrust could create a basic strength called hope if the trust an infant receives is greater than mistrust. But, if an infant does not receive enough hope, he she will experience withdrawal the core pathology at this stage. Withdrawal will cause an infant to be inferior in facing the world. 2 autonomy vs. shame and doubt. This stage occurs in the age of 2 up to 3 years old. At this stage, a child will experience autonomy versus shame and doubt. Autonomy is the syntonic element of this stage, while shame and doubt are the dystonic. Similar to the first stage, this stage also needs both autonomy and shame and doubt to be included in a development. Children who lack of autonomy will found difficulties to develop in the next stages. Autonomy develops from the basic trust of children. Trusting their surroundings is important in order to create a secure feeling and create self- confidence. From the self-confidence which develops in a child, heshe will become autonomous. On the contrary, if heshe does not have enough self- confidence, shame and doubt which is a dystonic element will develop. Success in this stage will lead to the virtue of will, which is the basic strength of early childhood stage. In this stage, children only achieve their basic will which is imperfect. Their „will‟ would develop through the next stages of life. Those who do not have enough „will‟ might express „compulsion‟. 3 initiative vs. guilt. This stage occurs in the play age, from 3 up to 5 years old. Erikson 1968 stated that, in addition to identifying with their parents, preschool-age children are developing locomotion, language skills, curiosity, imagination, and the ability to set goals. At this stage a child started to play role on being other people. Play age is also the stage in which children are developing a conscience and beginning to attach labels such as right and wrong to their behavior. At this stage children gain more knowledge and have broader imagination. Due to their develop knowledge and imagination, they started to show curiosity towards the world they live in. They try to explore the world to fulfill their curiosity. This curiosity will lead to the emergence of initiative. If their initiative is being held back, they will develop a sense of guilt on their actions or initiative. Too many initiatives could create problems to children. These initiatives could create chaos since they act only according to their desire without concerning on the norms which the society adhered. Both initiative and guilt should equally felt by children. Too many guilt could also make the child become inferior and restricted. A form of restriction is inhibition which is the antipathy in this stage. The conflict between initiative and guilt resulted in a basic strength of purpose. At this age, children starting to have their purpose in their acts, and they creates their own target in their activities in order to fulfill their purpose. 4 industry vs. inferiority. This stage occurs at the school age, from 6 up to 12 or 13 years old. At this stage, the world which children interact is broader; it includes family, peers, teachers, and other adult models. In normal development, children try to read and write, to hunt and fish, or to learn the skills required by their culture. One of the reasons they did this is because they wanted to get attention and recognition from their surroundings. According to Erikson in Thomas, 1985: 241, children during the elementary school years need and enjoy hours of make-believe games and play, but they become dissatisfied with too much of this and want to do something worthwhile. They want to earn recognition by producing something, to gain the satisfaction of completing work by perseverance. At this stage children start to judge themselves whether they are competent or incompetent. If adults give tasks that children have interest in and could accomplish, and if adult give guidance to children in accomplishing their tasks, children could become industrious. But if children are being disappointed, such as being labeled as a failure by teachers or adults, they will become inferior. Success in this stage will lead to the virtue of competence. Competence is the confidence of using physical ability and cognitive to solve the problems occur in school age. Competence becomes the basis for Cooperative participation in adult‟s productive life Erikson in Feist and Feist, 2008: 256. If the industry and inferiority are not balance, children tend to give up easily and spend more time on unproductive activity called inertia. Inertia is the core pathology of this stage.