The theories of development allow understanding oneself by using self-reflection and considering the key milestones. According to Piaget’s theory of cognitive development, my development began with recognizing the objects and creating certain schemes during the sensimotor stage up to the age of two (Babakr et al., 2019). From seven to eleven, I learned to resolve problems by using specific experiences and generalizing them, which was my concrete operational stage of development. I remember that social interaction with my peers was positive to my development as I learned a lot of new information and patterns of cognition.
Erikson’s psychosocial theory implies several stages that help in understanding how a person develops psychological and social qualities. For example, at the age of 16, I experienced an identity crisis, and I was confused by failing to understand who I am. It was my Identity versus Role Confusion stage, as a result of which I clarified my goals for the future. My identity achievement was painful and introspective as I thought a lot about how I want to live. I can state that I developed fidelity that can be defined as the ability to live according to social norms, but I also clarified my personality and a sense of self (Rogers, 2018). At 18, I experienced depression and loneliness, considering that no one can understand me. Now, it becomes evident that it was my Intimacy versus Isolation stage that allowed me to think more about the value of relationships and their role in my life.
Learning is put in the foundation of Vygotsky’s sociocultural theory, and I agree that parents and peers play a vital role in how a person develops higher-order functions. Compared to Piaget, Vygotsky stressed the role of social and cultural factors in development (Marginson & Dang, 2017). The impact of culture was especially important to my development as my parents translated their beliefs and values. In addition, I believe that interaction with people who are more intellectual provides greater opportunities for development as they have more social and psychological tools.
References
Babakr, Z., Mohamedamin, P., & Kakamad, K. (2019). Piaget’s cognitive developmental theory: Critical review. Education Quarterly Reviews, 2(3), 1-9.
Marginson, S., & Dang, T. K. A. (2017). Vygotsky’s sociocultural theory in the context of globalization. Asia Pacific Journal of Education, 37(1), 116-129.
Rogers, L. O. (2018). Who am I, who are we? Erikson and a transactional approach to identity research. Identity, 18(4), 284-294.