Erikson’s Psychological Development

Infancy

• Babies learn to trust their caregiver to meet their needs, since they can’t do it themselves

• If they cannot trust their caregiver, however, they grow up with a basic view of the world as not providing them with necessary support

  • They may also see the world as a dangerous place

• Infants have to rely on the people around them for everything

  • They do not have object permanence, which is the understanding that things still exist when they leave awareness

  • Because of this, they may interpret neglect as the complete disappearance of their parents

Early Childhood

• The conflict in early childhood tends to be about autonomy vs. shame and doubt

• Take potty training for exmaple

  • The child is learning to take care of their own needs

  • If they are able to be potty trained, they gain a sense of independence and capability

  • If not, they understand the expectations that were placed on them and may feel shameful for not accomplishing the goal

  • They may also doubt future attempts

• The response of the parents is crucial in helping the child through these feelings if they arise

Play Age

• This conflict is initiative vs. guilt

• Children are beginning to assert power and control through social interactions and directing play

• Children begin to explore environments and take control to do things completely on their own

• It’s important for the parents to establish a boundary of keeping their child safe while also letting them explore cause and effect and their own interests

• If they are not allowed to explore or are shamed for it, they may develop a sense of guilt over all of their actions

School Age

• The conflict taking place in school ages is industry vs. inferiority

• This is the stage where children are beginning to compare themselves to others

• They will see children who are ‘industrious,’ capable and good at making friends

  • If they cannot meet this self-impressed standard, they will feel an inferiority concerning social interactions

  • This can also relate to school work and ability to do homework, tests, etc.

• This inferiority can extend into every part of their life and affect their sense of self

Parenting Styles

Authoritative

• High warmth, high demand

• There are rules and responsibilities that are expected to be fulfilled, but parents are responsive

  • If a child is unable to do something, the parent does not blame the child

  • A balance between pushing the child to develop abilities and not blaming them for failure

• The parents are responsive and flexible

• Children have a voice in the household

• Considered the best method of parenting

  • This fosters children that are confident in their abilities and well-disciplined, but also self-forgiving and empathetic

Authoritarian

• Low warmth, high demand

• Rules are numerous and strictly enforced

• Place many responsibilities and expectations on the child

• Inflexible about rules and responsibilities

• Often harsh punishment for disobeying or not meeting expectations

• The children feel that they have no voice in the household

  • The children either go to one of two extremes

  • They either becomes very stealthy and disobey their parents at every possibility to gain some autonomy

  • Or they buckle under the pressure and become submissive to others, losing drive and motivation

Permissive

• High warmth, low demand

• Rules, if instated, are not enforced

• Boundaries are not set

• Responsive to a harmful degree

  • The parent always gives in to the child and never challenges them

• More like a resource to the child than a role model

Uninvolved/Neglectful

• Low warmth, low demand

• Rules are nor enforced or even put in place

• Unresponsive to child’s needs and behavior

• Not affectionate nor particularly scornful

• Not providing any kind of modeling for the child

• Not emotionally attentive