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Developmental Stages EssayErik Eriksons theory of psychosocial teaching describes the impact of social experience across the whole lifespan. He believed that mortalality develops in a serial publication of levels. In his theory he explains eight peglegs through which a healthy developing human should moot from infancy to late adulthood. According to Erikson (1950), Each face reconstructs on the successful completion of earlier make ups. The challenges of stages non successfully completed may be expected to reappear as problems in the future.In Eriksons first stage, infancy (birth to 18 months), he centers on the conceit of trust vs. suspicion where the infants radical needs are world met. During this stage, the peasants relative apprehension of the world and society comes from parents/ primary feather caregiver. Infants are especially dependant for food, sustenance, and comfort. According to Erikson (1950), the major studyal task in infancy is to divulge whethe r or non other people, especially primary caregivers, regularly satisfy basic needs. If caregivers are arranged sources of food, comfort, and affection, an infant learns to trust that others are trustworthy.If they are neglectful, or perhaps even abusive, the infant instead learns mistrust in that the world is in an undependable, unpredictable, and possibly dangerous place. As an infant, I was fortunate to experience the crawl in and nurturing that was needed to gain trust from my caregivers. My fuss would rock me to sleep while singing or meter reading to me. As a result, I developed a passion for music and reading. My parents made me feel the likes of everything was going to be al chasten. I still believe no matter what happens that eventually everything is going to be alright.In Eriksons second developmental stage, Early Childhood (18 Months to 3 years), he asserts that a kid begins to explore his surroundings after they gain control of eliminative functions and motor abili ties (Harder, 2002). A child has the opportunity to build self-esteem and autonomy as he gain more control over our bodies and accomplish new-fashioned skills ( learning right from wrong). In this stage the parents or primary caregivers help the child by being tolerant and encouraging, which fosters autonomy in the child.Parents or caregivers who are highly restrictive are more likely to lend in the child with a sense of doubt and reluctance to attempt new challenges. My parents allowed me to explore provided non to the point where my safety was in jeopardy. They popped my hand if I reached for the socket, floor heater, ashtray, or anything else that was in damages way. It was during this stage of my life that I received praise for things that I accomplished for instance, using the slew and putting my toys away. I learned how to master certain skills for myself.Erikson believes that the third stage, Play Age (3 to 5 years), is internal to a healthy child. It is during this time that children really learn what they live. They want to imitate adults and others around them. This is the stage where alludely healthy children begin to broaden their skills through active play of all sorts, including fantasy. They also learn to gather with others and to lead as easily as follow. Young children in this category face the challenge of chess opening versus guiltiness.Nevertheless, Erikson (1968) said that at this stage children usually perplex involved in the classic Oedipal struggle and fade away these struggles through social role identification. As a result, the child discharge be immobilized by guilt. According to Erikson (1950) the child is fearful, hangs on the fringe of groups, continues to depend unduly on adults, and is restricted some(prenominal) in the development of play skills and in imagination. As a child, I remember walking in my mothers shoes when she was not wearing them. We played dress up and pretended we were queens. My basic family was the nigh signifi arset relationship.In Erik Eriksons fourth stage, School Age (6 to 12 years), children are capable of creating, learning and accomplishing new task (Harder, 2002). They are becoming more aware of themselves as undivideds and, as a result, they become more reasonable to share and cooperate. They fail hard at being responsible, being good and doing it right (Allen Marotz, 2003). Allen Marotz (2003) also list many perceptual cognitive developmental traits specific for this age group. Children understand the concepts of plaza and time in more logical, practical ways and begin to gain a better understanding of cause and effect and calendar time. At this stage, children are eager to learn and accomplish more building complex skills such as reading, writing, and telling time.They also get to form moral values, recognize cultural and individual differences and are able to manage nearly of their personal needs and grooming with minimal assistance (Allen Marotz, 2003). At this stage, children might express their independence by being disobedient, using back talk, and being rebellious. For myself, I became disobedient but it didnt take much for them to get me back on track. My parents only had to spank me some(prenominal) times in my life and never for the same thing. If children are encouraged to make and do things and are then praised for their accomplishments, they begin to demonstrate industry by being diligent, preserving at tasks until completed and putting work sooner pleasure. On the other hand, if children are punished or ridiculed for their efforts or if they feel they are not meeting others (teachers/parents) expectations, they develop feelings of inferiority about their capabilities.In Eriksons fifth stage, Adolescence (12 to 18 years), he believes up to this stage development mostly depends upon what is done to us. From here on out what we do determines our development (Harder, 2002). The concept of indistinguishability ele ment vs. role confusion is used in that it is where a child is neither a child nor an adult. The teenager is concerned with how they appear to others. This is when what was learned early on play an important part of how an adolescent see themselves. For example, if a child learned mistrust in infancy, shame in early childhood, guilt at play age, and inferiority at school age, what are the chances of this child having a positive construe of themselves as an adolescent? Our task is to discover who we are as individuals separate from family. As they make the transit from childhood to adulthood, adolescents ponder the roles they will play in the adult world. Initially, they are apt to experience some role confusion- mixed ideas and feelings about the specific ways in which they will fit into society- and may essay with a variety of behaviors and activities.At this stage in my life my Grandma taught me some very valuable things. My grandma farmed a beautiful garden which she kept me involved with. From tiling the land, planting the seeds, and watering the garden I learned a great deal. Not only did I learn about vegetation, I learned about life. My grandma taught me the valuable lesson of reaping what you have sown and how one bad fruit can spoil the whole bunch. I also learned that you have to believe in yourself, as well as believe in a high Power. My grandma taught me how to live off the land, but most importantly, she showed me by being a good example for me to follow. Erikson (1968) is credited with coining the term identity crisis because each stage that came before and that follows has its own crisis, but even more so now, for this marks the transition from childhood to adulthood. It is necessary for this passage to take place because throughout infancy and childhood a person forms much identification.As a marked turning point in human development, it seems to be the reconciliation between the person one has come to be and the person society expects him to become. An emerging sense of self will be complete by forging past experiences with anticipations of the future. In relation to the eight life stages as a whole, the fifth stage corresponds to the crossroads, a time of great change of the body as well as the mind. Youth is a bridge between childhood and adulthood. Currently, I find myself in Erik Eriksons one-sixth stage of development, Young Adulthood (18 to 35 years). Erikson (1950) expressed that young adults are in a stage of intimacy versus isolation. The Intimacy vs. Isolation conflict is emphasized around the ages of 20 to 34. At the start of this stage, identity vs. role confusion is coming to an end, and it still lingers at the foundation of the following(a) stage (Erikson, 1950). In this stage individuals develop intimate and close relationships with others (Crandell, Crandell, Vander Zanden, 2009). I find myself struggling with this particular concept extensively.With the type of genius that I have, I constantl y estimate for everyone to like me therefore I never really established a close and intimate relationship with a significant person that means anything. Zucker, Ostrove, Stewart, (2002) reported that identity certainty may continue to increase over the course of adulthood. I am finding that having tried to make people like me that I lost a part of myself. I lost who I was. In finally having the chance to really experience life with someone who loves me for me, I can focalise on doing things for myself as well as doing things for my significant other as well, thus making us both happy in our relationship. Erikson (1950) also argues that Intimacy has a counterpart he calls distantiation which is the readiness to sequestrate and, if necessary, to destroy those forces and people whose essence seems dangerous to our own, and whose territory seems to encroach on the extent of ones intimate relations. one time people have established their identities, they are ready to make long-term commitments to others. If people cannot form these intimate relationships (perhaps because of their own needs) a sense of isolation may result. In comparing Kohlbergs and Eriksons developmental theories, I discovered that I can relate my life to both theories. There have been both internal (Erikson) and external (Kohlberg) forces that have affected my life. Internally, it was the nurturing and love I received from my Grandmother as a child. She also taught me life lessons. Externally, I watched my grandmother care for her grandmother. It gave me a love and passion for caring for the elderly, not realizing that it was also teaching me how to care for her when she could no longer care for herself.In the mention of Eriksons identity crisis, I realize that most of my life stages were identified by such crises. At the age of 5, I experienced abandonment and rejection from my father. This shaped my childhood and adolescent years around seeking to hurt before being hurt and also looking fo r love and attention in others. I learned that a child who grows up not receiving a lot of love and affection may later in life look for love in all the wrong places, thus leading to promiscuous behavior, ringing involvement, and /or drug use to fill the void. Subsequently, as an adult I found it hard to acquire and maintain intimate relationships. Kohlbergs moral development theory focuses more on reasoning. Though exploitation up I never tried to figure out why I was the way I was or why I did the things I did for attention or to get my way, I have begun to look at the reasons behind those actions and have started to correct the negative characteristics of my being.Other factors come into play when speaking of the developmental stages of ones life. These factors include gender differences, environmental, cultural, and ethnical influences. My father, not having nurturing abilities, failed to realize or comprehend the forlornness and effects of his leaving the home had on me. Envi ronmentally, most of us lived off of the land and were friendly to each other. However, most of the environment was that of country living and also racial separation. Culturally, our elderly were not placed in nursing homes but remained in the home to be cared for by family. My grandmother cared for her grandmother who cared for her daughter, one not absent from the other. My grandma instilled in me many morals and values that influenced my behavior today.In conclusion, Eriksons stages of psychosocial development theorize that there are certain accomplishments that one must encounter to successfully move to the next stage in life. His findings have shown that, in life, sometimes it requires an identity crisis to force an individual into another stage so that person may keep moving forward. There are many different aspects of his psychosocial stages that can shape a person into a healthy human being. Personally, I feel that as development through each stage of my life according to Er ikson, I am on my way to being the perfect role model for his theory.ReferencesAllen, K. E., Marotz, L. R. (2003). Developmental profiles (4th ed.). Albany, NY Delmar.Crain, W. C. (1985). Theories of development. New JerseyPrentice Hall. pp.118-136Crandell, T. L., Crandell, C. H., Vander Zanden, J. W. (2009). Human development (9th ed.).Boston McGraw-Hill Higher EducationErikson, E. H. (1950). Childhood and society. New York Norton Triad/Paladin(1977), p. 242. Erikson, E. H. (1968). Identity, youth and crisis. New York Norton, p. 54Harder, A. F. (2002). The developmental stages of Erik Erikson. Retrieved from www.learningplaceonline.com/stages/ swot up/Erikson.htmlStevens, R. (1983). Erik Erikson, an introduction. New York, NY St. Martins Press. Retrieved from http//openlibrary.org/books/OL3161476M/Erik_Erikson_an_introductionZucker, A. N., Ostrove, J. M., Stewart, A. J. (2002) College-educated womens personality development in adulthood Perceptions and age difference. Psychology and Aging. 17(2), 236-244.