Eriksons-8-Stages-of-Psychosocial-Development

Erik Erikson (1902–1994): A stage theorist who adapted Freud’s psychosexual development to psychosocial development.
Emphasizes the ego's role in positively contributing to development by mastering skills and attitudes at each stage.
Each stage presents a psychological conflict that must be resolved to promote healthy development.

Based on and expands Freud’s theory.
Comprises eight stages throughout the lifespan, from infancy to late adulthood.
Each stage includes a crisis or task leading to a sense of competence or feelings of inadequacy.
Cultural implications affect how individuals resolve these stages, based on cultural contexts and survival needs.

Infants learn whether adults can be trusted through responsiveness and sensitivity to their needs.
Trust develops when basic needs are met; mistrust arises from neglect or cruelty.

Toddlers learn to explore and assert independence.
The challenge involves developing autonomy and confidence; lack of encouragement can lead to feelings of shame and doubt.

Preschoolers initiate activities and assert control through play and social interactions.
Success leads to self-confidence and a sense of purpose; failure may result in guilt if overregulated by parents.

Children begin to compare themselves to peers; success fosters a sense of pride, inadequacy leads to feelings of inferiority.

Adolescents explore self-identity and roles while questioning their values and future.
Failure to establish a strong identity can lead to confusion and an unclear sense of self.

Young adults need to form intimate relationships; unresolved prior conflicts may hinder relationship development.
Lack of positive self-concept can lead to loneliness and isolation.

Middle-aged adults focus on contributing to society through work, family, and mentorship.
Failure to achieve generativity can result in feelings of stagnation and disconnect from society.

Older adults reflect on their lives with a sense of satisfaction or regret.
Success leads to feelings of integrity, while failure leads to feelings of despair over missed opportunities.

Sigmund Freud (1856–1939): Founder of psychodynamic psychology; emphasized unconscious drives in human behavior.
Proposed the id, ego, and superego as components of personality.

Id: The primal part of personality seeking immediate pleasure, acting without regard for reality.
Ego: Balances the id's demands with reality, navigating between desires and societal expectations.
Superego: Represents internalized societal norms and morals, guiding behavior to align with ethical standards.

John B. Watson (1878–1958): Pioneer of behaviorism focusing on observable behavior over introspection.

Faced a tumultuous childhood, graduated from Furman University, shifted focus to psychology at University of Chicago.

Advocated for the study of behavior as a science, informed by measurable data.
Influenced by Pavlov's findings on association learning.
Developed behaviorism as a distinct psychological methodology, emphasizing observable behavior.

Investigated fear conditioning by pairing stimuli (loud noise and a white rat) to induce fear responses in an infant.

Watson's views have shaped modern psychology's understanding of learning and behavior modification strategies.

Jean Piaget: Noted for his theory of cognitive development, focusing on children's logical and scientific thinking.

Sensorimotor Stage (Birth to Age 2): Learning through sensory experiences and actions; development of object permanence.
Preoperational Stage (Ages 2-7): Representing reality through imagination, language, and symbols; limited logical thinking.
Concrete Operational Stage (Ages 7-11): Logical thinking applied to concrete objects; understanding of conservation and reversibility.
Formal Operational Stage (Ages 11 and beyond): Ability to think abstractly, hypothetically, and logically regarding abstract concepts.

Children progress through stages at consistent ages, each marked by cognitive transformations.
Learning is an interplay of assimilation and accommodation, with earlier stages forming foundations for later development.