During Erikson’s first (infancy) stage, taking place during Piaget’s pre-verbal sensorimotor stage, the attachment style of the caregiver will influence whether or not the infant experiences a nurturing and responsive social environment. If the caregiver is consistent in satisfying the basic needs for food, comfort, and relief from pain, the infant learns to trust them. If negligent, inconsistent, or abusive, the child will mistrust and perhaps fear the caregiver.
In the second (early childhood) stage, starting toward the end of Piaget’s sensorimotor stage and extending into the beginning of the verbal preoperational stage, the young child is exploring and learning to control the environment on its own. A patient caregiver waits until the zone of proximal development is reached and applies encouraging, supportive scaffolding techniques during toilet training and other learn- ing experiences. Such a parent is likely to insure the child’s success, resulting in the feeling of independence and autonomy. If the child is hurried, scolded, or punished for failures, she/he may feel shame and doubt her/his capabilities.
In the third (preschool) stage, occurring in the middle of Piaget’s preoperational stage, the child must learn to dress and groom in a manner consistent with social norms and standards. If the child is encouraged to explore options, satisfy its curiosity, and express its own preferences and interests, it is likely to develop initiative. If discouraged, the child may become passive and doubtful of its own capabilities and experience guilt regarding its choices.
Erikson’s lengthy fourth (school age) stage starts toward the end of Piaget’s preoperational stage and extends through concrete operations into the beginning of the final formal operations stage. If at home and school, the child is appropriately challenged and succeeds at progressively more difficult tasks, it becomes competent, confident, and industrious.
The child must experience and learn to cope with frustration and inevitable failure. It is during this stage that the child becomes concerned about its own performance in compar- ison to others in and out of school. Feelings of inferiority can result from perceived inadequacies and negative social comparisons.
REFERENCES
Erikson, E. H. (1950). Childhood and society. W. W. Norton & Company. Erikson, E. H. (1959). Identity and the life cycle. International Universities
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Levy, J. C. (2013). Adaptive learning and the human condition. Pearson. Piaget, J. (1932). The moral judgment of the child. Routledge & Kegan
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Rogers, C. (1957). The necessary and sufficient conditions of therapeutic
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