Introduction
Each individual develops in a particular society, which, through its social institutions and specific cultural patterns of childhood upbringing, profoundly influences the ways in which the individual resolves conflicts. It is essential to note that it is related not only to biological aspects but also to interpersonal aspects, which Erikson described as psychosocial. Moreover, Erickson’s understanding of the role of culture was his fundamental contribution to psychoanalysis. Thus, it is advisable to characterize Erickson’s theory and psychosocial development and its stages.
The psychosocial concept of personality development developed by American psychologist Erik Erickson demonstrates the close connection between people’s psyche and the nature of the society in which they live. Each culture has a particular style of child-rearing, which the mother always accepts as the only correct one (Arnett & Jensen, 2021). Moreover, this style is determined by what is expected of kids by the society in which they live. In addition, each stage of development has its own societal expectations, which people can either justify or not, and the development of their personality can proceed in a negative or positive direction. Thus, according to Erik Erikson’s theory of personality development, personal development continues throughout life, with one stage succeeding another if internal contradictions are successfully resolved.
Stages
It is essential to notice that the first stage is infancy, from birth to one year of age. This is also the stage when the sensory systems are maturing. In other words, vision, hearing, smell, taste, and tactile sensitivity develop. The person has a thirst for new impressions, mastering the world. At this stage, there are two ways of development: positive and negative (Darling-Fisher, 2019). In the positive variant, all the needs of children are quickly met, and as a result, the world is a cozy place where people can be trusted. The negative variant means that the focus of the mother’s attention is not on the child but on care for them or educational measures; as a result, mistrust and suspicion are formed in children.
The second early childhood stage is associated with developing autonomy and independence from one to three years of age. It begins when the child first starts walking. In this stage, the child masters various movements, learning to walk and climb, open and close (Darling-Fisher, 2019). Children enjoy and take pride in their new abilities and strive to do everything themselves. At the end of the stage, there should be a balance of autonomy and shame. This balance will be favorable for the infant’s development if parents do not suppress the infant’s desires or beat them for their faults.
The third stage is childhood, which occurs between the ages of 3 and 6, when children transfer their exploratory activity outside their own bodies. They attempt to become independent and explore the limits of their abilities. Also, children form a sense of enterprise and initiative, which is laid in the game. Therefore, the game is the leading activity at this age stage. Moreover, if parents do not pay attention to children’s play, it has a negative impact on their development, contributing to passivity, uncertainty, and guilt. Simultaneously, at the fourth stage, at the age of 6-11 years, children have already exhausted possibilities for development within the family, and now school attaches them to knowledge. The leading activity at this age stage is learning. If kids successfully master knowledge and new skills, they believe in their strengths. On the contrary, failures at school lead to the emergence and sometimes fixation of feelings of inferiority.
Additionally, in the fifth stage between ages 11 and 20, a central form of ego-identity is formed. Then, adolescents are searching for confidence and security, trying to be like other adolescents in their age group (Dunkel & Harbke, 2017). They develop stereotypical behaviors and ideals, and they often join various groups. However, if they fail to integrate a core identity or to resolve a serious conflict between two important roles with opposing value systems, the result is what Erikson calls identity diffusion. Adolescents then become distrustful, ashamed, insecure, filled with guilt and an awareness of their inferiority. Meanwhile, in the sixth stage, from 20 to 25, the search for a life partner and the strengthening of connections with their social group become relevant for people (Dunkel & Harbke, 2017). Therefore, the stage of youth corresponds to the entry of the person into intensive private life and professional activity.
During the seventh, central stage between the ages of 30 and 60, people can give more attention and help to others. Parents sometimes find themselves helping their children; productivity acts as a concern of the older generation for those who will succeed them (Dunkel & Harbke, 2017). Nevertheless, some people can channel their energy into social problems without conflict. On the solution, the eighth stage after age 60-65 is the last stage of life, when people usually reconsider their life and evaluate it in a new way.
Experience and Feelings
According to Erikson’s concept, depending on people’s experience at each stage, they will receive different feelings. For example, parental care for children contributes to children’s positive psychological and physical development (Lerner, 2018). Before considering this concept, I did not consider the impact of experience on the further development of people’s emotions and attitudes. However, after analyzing the theory, it can be argued that during each stage, people will gain experience for the feelings in the subsequent ones.
Conclusion
Therefore, according to psychologist Erik Erikson, all people experience eight crises or conflicts in their development. Accordingly, the integrity and formation of ego-identity continues throughout a person’s life and goes through a number of stages. Depending on what experience is gained by individuals at the previous stage, they develop at the following stages, and at the end of life, they evaluate the results.
References
Arnett, J., & Jensen, L. (2021). Human development: A cultural approach. Pearson Australia.
Darling-Fisher, C. S. (2019). Application of the modified Erikson psychosocial stage inventory: 25 years in review. Western Journal of Nursing Research, 41(3), 431-458.
Dunkel, C. S., & Harbke, C. (2017). A review of measures of Erikson’s stages of psychosocial development: Evidence for a general factor. Journal of Adult Development, 24(1), 58-76.
Lerner, R. M. (2018). Concepts and theories of human development. Routledge.