Social

Emotional

Physical

Intellectual

Human beings develop in 4

different aspects of growth. The

areas are all inter-connected, so when one is affected it may influence the

others.

Social development is the process of learning to relate to other people.

1856 - 1939

Sigmund Freud was born May 6, 1856. When he was four or five , the family moved to Vienna, where he lived most of his life.

A brilliant child, always at the head of his class, he went to medical school. There, he became involved in research, concentrating on neurophysiology and later psychiatry.

Freud emigrated to England just before World War II when Vienna became an increasing dangerous place for Jews.

Not long afterward, he died of the cancer of the mouth and jaw that he had suffered from for the last 20 years of his life.

ID: an individual’s

needs and wants; including the

instincts to have food, water,

shelter, sex, etc. The “id” wants to be satisfied, and right now!

EGO: the action a person takes to

satisfy the needs and wants of the id; it is “self”-centered, but regulated in part by

the superego

SUPEREGO: the moral development of the being; the sense of right and wrong; the conscience; controls the ego

Erik Erikson was born in Frankfurt, Germany. His biological father left before Erik was born. During his childhood, and his early adulthood, he was Erik Homberger, (named after his pediatrician/step-father) and his parents kept the details of his birth a secret. A tall, blond, blue-eyed boy who was also Jewish was teased at temple school for being Nordic; at grammar school, they teased him for being Jewish.

1902 - 1994

After graduating high school he struggled with the question “who am I?”. He was psychoanalyzed by Anna Freud and studied Freud’s work carefully. While Freud believed in “destiny”, Erikson believed that a child’s “environment” had a great influence on their development.

With the advent of World War II he immigrated to the United States and later taught at Yale and the University of California at Berkeley. When he became an American citizen, he officially changed his name to Erik Erikson. No-one seems to know where he got the name! Erikson was known and praised for his theories on pyscho-social development, personality, and identity crisis.

1.  Learning Basic Trust vs. Basic Mistrust

Chronologically, this is the period of infancy through the first year of

life.  The child, well - handled, nurtured, and loved, develops trust and security and a basic optimism. 

Badly handled, he becomes insecure and mistrustful. 

Erik Erikson refined the work of Sigmund Freud, creating the 8 stage theory of psycho-social development. The first 6 stages deal with the developing child and young adult. Every human being, in order to successfully deal with life in society, will pass through each stage…preferably in order and preferably during a specific timeframe. If an individual does not “accomplish the task” in one of the 8 stages, difficulties emotionally and socially will undoubtedly show up later in life.

This baby cries for the parent.

The parent responds. This helps establish

trust.

2.  Autonomy vs. Shame and DoubtThe second psychosocial crisis, Erikson believes, occurs during early childhood, probably between about 18 months or 2

years.  The "well - parented" child emerges from this stage sure of himself, elated with

his new found control, and proud rather than ashamed. 

Developing autonomy often includes a stormy self - will, tantrums, stubbornness, and

negativism.  For example, one sees many 2 year olds resolutely folding their arms to prevent their mothers from holding their hands as they cross

the street.  Also, the sound of "NO!" or “I can do it myself!” is heard often.

“Why?”

3. Initiative vs. Guilt (age 3-5)Erikson believes that this third

psychosocial crisis occurs during what he calls the "play age," or the later preschool years   During it, the

healthy developing child learns: (1) to imagine, to broaden his skills through

active play of all sorts, including fantasy (2) to cooperate with others

(3) to lead as well as to follow.  Immobilized by guilt, he is: (1) fearful (2) hangs on the fringes of groups (3) continues to depend unduly on adults

and (4) is restricted both in the development of play skills and in

imagination.  

It’s time for bed. This 4 year old starts the job of cleaning up his crayons before going.

4.  Industry vs. Inferiority (age 6-12)  Here the child learns to master the more formal skills of life: (1) relating with peers

according to rules (2) progressing from free play to play that may be elaborately

structured by rules and may demand formal teamwork, such as baseball and (3) mastering social studies, reading,

arithmetic.    The child who, because of his successive and successful resolutions of

earlier psychosocial crisis, is trusting, autonomous, and full of initiative will learn easily enough to be industrious. However, the mistrusting child will doubt the future.

The shame - and guilt-filled child will experience defeat and inferiority. 

Guidance and praise of academic and social development is important. Expectations that are too high or too low will hinder positive socialization.

Work hard; play hard; do your best!

5.  Identity vs. Diffusion (adolescence)

The child, now an adolescent, learns how to answer satisfactorily and

happily the question of "Who am I?"  Even the best adjusted of adolescents

may experience some role identity confusion and self-doubts.

  He comes to experiment with different - usually constructive - roles rather than adopting a "negative identity" (such as delinquency).  He actually anticipates achievement, and does

achieve, rather than being "paralyzed" by feelings of inferiority or by an

inadequate time perspective. 

Strong role-models to promote self-esteem and life goals will help achieve positive socialization. Lack of role models and inner demands will cause inner turmoil.

 The adolescent seeks leadership (someone to inspire him), and gradually develops a set of

ideals (socially congruent and desirable, in the case of the successful adolescent).   Erikson believes that, in our culture,

adolescence affords children a time for to experiment, trying various roles, and thus

hopefully find the one most suitable for them.

6.  Intimacy vs. Isolation The young adult, having established a healthy

identity, can now experience true intimacy - the sort of intimacy that makes possible good

marriage or a genuine and enduring friendship.

An overemphasis on self or fear of being hurt will hinder positive socialization.

The definition of intimacy is “a close, personal relationship”. Two people have detailed knowledge of each other, resulting from a close or long association or study of one another. The relationship may be sexual or platonic in nature.

8.  Integrity vs. Despair (old age) If previous psychosocial crisis have been successfully resolved,

the mature adult develops the peak of adjustment; integrity.  He/she trusts, is independent, works hard,

has found a well - defined role in life, and has developed a self-concept with which he/she is happy.  He/she can

be intimate without strain, guilt, regret, or lack of realism; and is proud of what he/she creates - his

children, his work, or his hobbies.  If one or more of the earlier psychosocial crises have not been resolved, he may view himself and his life with disgust, despair and

sense of failure.

7.  Generativity vs. Self-Absorption

Generativity is the concern of establishing and

guiding the next generation.

In adulthood, the psychosocial crisis

demands generativity (for marriage, parenthood,

working productively and creatively).

The child’s first relationships are the foundation for social and emotional development. After birth

the child will recognize/prefer the voice of the parent over anyone else. At just about 6 weeks the child comes to know the parent, their smell and face and the way they hold the baby, etc.

When these first relationships are positive, children develop

confidence in themselves, trusting relationships with others, and a

hopeful outlook on life.

A sibling relationship can be important at this time as well, as long as a rivalry for the parent’s

attention is not cultivated.

By the age of 6 months, the child should visibly demonstrate an

attachment to the primary caregiver. This in turn may lead to

stranger anxiety by the age of 8 months to 2 years. The child may

fuss and cry when left in the care of a stranger.

To make this time of “stranger” or “separation” anxiety a little easier for the parent, they may try the following steps. Leave with a hug, a kiss and a wave goodbye. Then leave promptly. Never sneak away. This only makes

the situation more difficult. Encourage the child to take

something like a favorite toy or blanket with them.

By the age of 9 months to 2 years, the child may suffer from

separation anxiety. They have not yet learned that “objects and

people continue to exist even when they can’t be seen”. The game of peek-a-boo teaches this concept.

These forms of anxiety combine social and emotional

development.

“Yuk! I hate boys! They’re mean and dirty.”

“Girls smell funny; girls can’t play baseball; go away!”

During childhood, human beings display behavior that may be

described as homosocial. They show a distinct preference for associating

with the same sex. Girls like girls and boys like boys. This is not sexual behavior. It is a normal pattern of

social development that should not be confused with suggestions to children that they should have a

“boyfriend” or “girlfriend”.

Temperament is an unlearned tendency to experience things in a certain way. It is a person's unique responses to the people, events, and conditions in our world.

Your persona (personality) is the mask you put on before you show yourself to the outside world…the impression you give to others, which may or may not be a reflection of your true temperament.

Carl Jung 1865 - 1961

Everyone, at every age, level of intelligence, or level of ability — has a natural tendency to respond to things, express themselves, and use their abilities in

varying degrees. Temperament is not “right” or “wrong”. We may be able to alter how we display our temperament to others (personality), but we cannot change

our actual temperament. Temperament can be reflected in several ways...

First born:    Perfectionistic   Reliable    Well-organized    Hard driving    Critical    Natural Leader Middle child:    Mediator    Avoids conflict    Independent    Diplomatic    Loyal    Has many friends Baby:    Charming      Attention-seeker    Affectionate     People person    Manipulative    Determined/stubborn

Austrian psychologist Alfred Adler, theorized on the personality influences

attributed to birth order. These characteristics would be developed within, and as the result of the family environment

rather than as a inborn temperament.

1870 - 1937

Research indicates that only-children may be slightly less affiliative than their peers, belonging to fewer organizations, having fewer friends, and leading a less intense social life. They do, however, have a comparable number of close friends, assume leadership positions in clubs, and feel satisfied and happy with their lives. Parents of an only-child have higher expectations, which may result in higher pressure. These children may demonstrate a less cooperative interactive style than other children; especially in the area of sharing. They are often described as self-motivated, thorough, adult-like early in life, high achiever, and avid readers. They are rated as highly “likeable” by peers.

Research indicates they have a slight edge over children with siblings on

measures of intelligence and achievement--and that they suffer no serious interpersonal deficits. In fact,

only-children may have some advantages as a result of their special status: more attention from parents, freedom from sibling rivalry and comparison, and access to more family resources.

Dramatic Play: acting things out; problem-solving

Functional Play: using senses to find out what materials will do, and what happens when you do things to them; self-testing of abilitiesConstructive Play: building; creating

While 6 different stages of social participation (play) have been identified, only 4 of those can be defined by observable activity. The remaining 2 do

not involve movement or interaction.

Stage 2: Solitary Play

Independent play by herself with toys different than what others

are playing with

Stage 1: Unoccupied

Engaged in no observable activity

Stage 3: Onlooker

Watching other children, but not interacting with them

Stage 4: Parallel Play

Children are aware of each other’s presence; they are playing beside

each other with similar materials, but not with each other

Stage 5: Associative Play

Children are taking turns with each other; interchanging

materials

Stage 6: Cooperative Play

All children working toward common goal with some

evidence of social organization