30.5.2: Erikson
- Page ID
- 199013
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)Psychosocial Theory
Trust versus Mistrust. Security and control for infants.
Erikson's theory of psychosocial development places significant emphasis on establishing trust during infancy, a stage foundational to a child's overall development. Infants learn to trust when their needs are consistently met, creating a sense of reliability in their environment and the people around them and a willingness to explore and engage in their environment. This trust is further enhanced as they learn to cope with separation and as caregivers provide guidance focused on nurturing trust rather than enforcing discipline. Infants' natural limitations are respected in this stage, recognizing that their abilities set developmental boundaries [1].
Autonomy versus shame and doubt
Erikson’s second stage of psychosocial development, autonomy, becomes prominent as infants transition into their second year and begin to perceive themselves as distinct individuals. Developing self-help skills and a growing sense of independence marks this stage. For example, when a toddler attempts to button their coat, it can be a lengthy process. Often, caregivers may instinctively take over, inadvertently sending a message that the toddler is incapable of completing the task. Instead, fostering autonomy involves acknowledging the child’s effort – commenting on their hard work to button the coat or offering help in a way that still empowers them, such as asking, “Can I help you with the buttons before we go outside?” This approach supports the child’s initiative while also teaching them about the needs of others, like the importance of promptly joining friends outside.[2]
The state of wanting to do things by oneself, which becomes prominent as infants transition into toddlers.
Abilities that allow children to perform tasks on their own, contributing to their sense of independence and autonomy.
The toddler's frequent use of "NO!" signifies this burgeoning autonomy described by Erikson. It's normal and healthy for toddlers to express their unwillingness to do certain things, mirroring how adults occasionally resist tasks or activities. Clear communication from the caregiver, offering limited but acceptable choices, helps toddlers understand their boundaries. For instance, a caregiver might say, “I understand that you do not want to do this, but here are your options.”[3]
Rejecting behaviors, common in toddlers, indicate their developing independence. By capitalizing on their drive for autonomy, caregivers can encourage the development of self-help skills. Setting appropriate limits is also an essential part of this stage. Limits should be clear but allow enough room for the toddler to explore and express their newfound independence safely. In this way, caregivers can guide toddlers in balancing their desire for autonomy with the necessary structure and boundaries.[4]
Cultural Considerations of Erikson's Theory
Culture is a central component of socialization and, thus, identity formation. According to Erikson, social identity is developed through the experience of socialization. The ultimate goal of identity formation is achievement, which gives a person a consistent and integrated personality. Erikson notes that this occurs through identity individuation, as children begin to see themselves as separate persons from a group. In the U.S., this idea can be challenging to apply to children raised in cultures that rely on collectivist and interdependent frameworks versus individualism and independent orientations[5];[6]. In the United States, our high emphasis on individualism influences many of our practices in infant and toddler programs; in most cultures around the world, children think of themselves as a part of a group before they think of themselves as individuals. The concept of a child thinking independently is not rewarded and may make identity achievement, as Erikson outlines, not generalizable to all cultures.
Societies that emphasize the needs and goals of the group as a whole over the desires and needs of each individual.
Societies that prioritize the independence and autonomy of the individual over the group.
Cultural differences significantly impact how guidance and support are implemented in classrooms. In the United States, when toddlers dispute over a toy, caregivers often follow the "prior possession rule," where the child who initially had the toy retains it, reflecting the culture's emphasis on individual rights[7]. This approach aligns with the U.S.'s individualistic culture, where individual rights are paramount, but diversity is accepted. This cultural perspective extends to how American caregivers define disputes and the notion that some individuals may have more rights or possessions than others.
However, toddlers from cultural backgrounds emphasizing collectivism or interdependence may struggle to grasp this concept. To bridge this cultural gap, caregivers should invest time in understanding the cultural framework of the child's home environment and collaborate closely with families to ensure that guidance and support strategies are culturally sensitive and relevant to the child's background and values[8].
Attributions:
- [1] Human Development Teaching & Learning Group. (2020). Attachment. In Human development. Retrieved from Human Development (pdx.edu) CC:BY-NC-SA
- [2] Openstax & Lumen Learning. (n.d.). Psychosexual and psychosocial theories of development. In General psychology. University of Central Florida. Retrieved from https://courses.lumenlearning.com/suny-hvcc-psychology-1/chapter/lifespan-theories-psychosexual-and-psychosocial-theories/ CC:BY
- [3] Dejohnette, M., Harper, M., Porter, N., Romero, L., Ledford, T., & Stephens, C. (n.d.-a). 1.4: Bronfenbrenner. In Child family community: The socialization of diverse children. Retrieved from https://socialsci.libretexts.org/Bookshelves/Early_Childhood_Education/Child_Family_Community%3A_The_Socialization_of_Diverse_Children/01%3A_Introduction_to_Socialization_and_Theories/1.04%3A_Bronfenbrenner CC:BY-SA
- [4] Dejohnette, M., Harper, M., Porter, N., Romero, L., Ledford, T., & Stephens, C. (n.d.-a). 1.4: Bronfenbrenner. In Child family community: The socialization of diverse children. Retrieved from https://socialsci.libretexts.org/Bookshelves/Early_Childhood_Education/Child_Family_Community%3A_The_Socialization_of_Diverse_Children/01%3A_Introduction_to_Socialization_and_Theories/1.04%3A_Bronfenbrenner CC:BY-SA
- [5] Markus, H. R., & Kitayama, S. (1991). Culture and the self: Implications for cognition, emotion, and motivation. Psychological Review, 98(2), 224–253. https://doi.org/10.1037/0033-295X.98.2.224
- [6] Triandis, H. C. (1995). Individualism & Collectivism. Boulder, CO: Westview Press.
- [7] Bakeman, R., & Brownlee, J. R. (1982). Social rules governing object conflicts in toddlers and preschoolers. In K. H. Rubin & H. S. Ross (Eds.), Peer relationships and social skills in childhood (pp. 99-111). Springer-Verlag.
- [8] Eliason, S. (2017). Developmental influences: Culture. In Infant and toddler education and care. Retrieved from https://pressbooks.pub/ecpk324/chapter/chapter-3-developmental-influences-culture/ CC:BY-NC-SA