Psychology of Learners

WEEK# 9
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Maxx Andrei V. De Leon

OBTEC 1-20
PROF. BETTINA M. SEDILLA

Overview
So what exactly did Erikson's theory of psychosocial development entail? Much like
Sigmund Freud, Erikson believed that personality developed in a series of stages. Unlike
Freud's theory of psychosexual stages, however, Erikson's theory described the impact of
social experience across the whole lifespan.
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Authentic Assessment
Complete the matrix below.

Stages of Development Stages and Concepts of Educational Implications

Psychosocial Development What strategies should be
by Erikson used for these learners?

Infancy and Babyhood / Stage 1. Trust versus

Toddlerhood 1-2 years old Mistrust The most important
technique or strategies to
-During this stage, the infant gain your baby's trust is to
is unsure of their respond when they try to
surroundings and looks to communicate with you.
their primary caregiver for Because babies can't use
security and consistency of words to express themselves,
care. If the infant's care is they rely on nonverbal
constant, predictable, and communication to convey
dependable, he or she will their thoughts and feelings.
develop a sense of trust that
will carry over into other Crying is one of the most
relationships, and they will be common ways that babies
able to feel safe even when communicate with their
they are threatened. caretakers, and it has a
variety of meanings. Babies
Mistrust, distrust, and anxiety cry to communicate that they
may emerge if these demands require one of the following:
are not consistently
addressed. Affection: Erikson believed
that an infant's cries
The infant, babyhood and communicated an important
toddlerhood may develop a message to caregivers. Such
sense of mistrust, suspicion, cries indicate an unmet need,
and fear if the care has been and it is up to caregivers to
uneven, unpredictable, and determine how to fulfill that
untrustworthy. The infant will need.
lose faith in the world around
them and in their ability to Comfort: It is important for
affect events in this situation. caregivers to provide comfort
to an infant by holding them
Stage 2. Autonomy versus closely and securely. This
Shame and Doubt provides both warmth and
physical contact. Feeding,
-At this age, the child is bathing, and comforting your

physically developing and
becoming more mobile, as
well as acquiring a variety of
skills and talents, such as
putting on clothes and shoes,
playing with toys, and so on.
These abilities demonstrate
the child's growing
independence and autonomy.
Early Childhood 2-6 years Stage 2. Autonomy versus
old Shame and Doubt
At this stage, if parents
provide adequate counsel
and choices to their children,
the crisis can be addressed
positively. During this phase,
a kid develops a distinct
sense of self from others.
When a youngster is
permitted to try new things
on his own without his
parents condemning his
talents or reprimanding him
when he fails, he develops a
sense of autonomy. Parents
must also respond to their
children's affirmations of
independence with patience
and understanding. When a
2
child helps them learn to
trust that their needs will be
met.
Food: Erikson also believed
that feeding played a pivotal
role in the development of
trust. By feeding an infant
when the child is hungry, they
learn that they can trust their
need for nourishment will be
met.
Every baby communicates in
their own unique way, it's
critical to understand your
baby's communication style
at this stage. They learn to
trust you and their
surroundings by observing
and responding to these
signs, which might include
screams, body motions, coos,
and even words.
There are several things we
can do to help children
succeed at this period of
psychosocial development.
First, provide children
opportunities to be
self-sufficient. Allow them to
choose their own food,
clothing, and toys, and
reassure them that they did a
wonderful job.
Second, be encouraging
during toilet training but not
harsh when accidents occur.
Finally, provide safe places
where children can play
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youngster is subjected to independently with the help

extreme confinement or and supervision of a trusted
punishment, however, he or caregiver.
she feels ashamed and
doubtful.

Stage 3. Initiative versus

Guilt

During this time, the crisis is

resolved favorably through
play experiences that foster a
healthy sense of initiative and
the development of a
non-obsessive superego, or
conscience.
and replete with remorse. A
child's sense of purpose has
changed. Children are
increasingly capable of
making meaningful plans for
their activities. They are eager
to take on new challenges,
participate in activities, and
learn what they can do with
and without adult assistance.
Play is a crucial tool for
determining what youngsters
are capable of. Children can
try out new talents without
being punished or critiqued
by an adult when they play.
Make-believe play provides a
rare opportunity to foster
initiative. An exceedingly
stringent superego that
develops as a result of
excessive control.

Late Childhood 6-11 years Stage 4. Industry versus It is critical for both parents
old Inferiority and teachers to provide
strategies, support and
At this age, the child's peer encouragement at this stage.
group will take on increased Children, on the other hand,
importance and become a should be wary of equating
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primary source of self-esteem success with acceptance and

for the child. The youngster affection. Parents'
now feels compelled to gain unconditional love and
acceptance by exhibiting support can help all children,
specific skills that society but especially those who are
values, and they begin to take struggling with feelings of
pride in their achievements. inadequacy, get through this
stage.
Children who are praised and
rewarded for taking initiative Overly praised children, on
develop a sense of the other hand, may develop
competence (competence) a sense of arrogance. At this
and confidence in their stage of development,
capacity to attain goals. If this balance is clearly important.
initiative is not supported by
parents or teachers, the
youngster will begin to feel
inferior, doubting his own
talents, and so will not realize
his or her full potential.

Puberty and Adolescence Stage 5. Identity versus Here are the strategies we
11-21 years old Identity/Role Confusion can used in this stages:

After a period of investigation - Build on your strengths.

and inner soul-searching, Identify the areas in your life
adolescents achieve an in which you excel, and take
identity at this stage, and the time to develop and build on
crisis is resolved those strengths.
constructively. Adolescents Try new things to discover
must gain a sense of self, of what you like. Think about
what they are capable of, and your passions and interests.
of their place in society. Brainstorm some ideas
Although identity building around things that excite you.
begins far earlier,
adolescence becomes --Make commitments and
completely consumed by it. create objectives. While you
The effective conclusion of the can make objectives in any
adolescent crisis is paved by aspect of your life, health,
successful outcomes in job, finances, and education
preceding stages. Children are all frequent ones to
who lack trust when they consider.
enter puberty may have
difficulty finding ideals in - Engage in activities that are
which to believe. Those who relevant to your passions.
lack autonomy or initiative do Take the initiative to join
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not actively engage in anything that interests you,

exploration. forced to select whether it's religious events
between various options or sports clubs.
Those who lack an
understanding of the
industrial world are less likely Lastly, as a future educator,
to choose a career that is a there are several approaches
good fit for their interests. to reduce the role of pupils in
Adolescents who are going confusion. One way to
through a period of confusion provide kids with a varied
and distress as they try on range of role models is to
many identities and recognize models in students'
possibilities are affected by reading materials, or to invite
identity confusion. a diverse range of visitors to
school.

Adulthood and Old Age 21 Stage 6. Intimacy versus Here are the possible ways or
years old and above Isolation strategies we can used in this
stage:
During this stage, we begin to
share ourselves more - Close romantic
intimately with others. We relationships.
look into relationships that - Deep, meaningful
lead to longer-term connections.
commitments with people - Enduring connections with
who aren't family members. other people.
- Positive relationships with
Completing this stage family and friends.
successfully can lead to joyful - Strong relationships
relationships as well as a
sense of commitment, safety, People who effectively
and caring within a navigate this stage of life are
relationship. able to form satisfying
relationships with others. This
Isolation, loneliness, and is critical for the development
melancholy can result from of supportive social networks
avoiding closeness and that are essential for both
fearing commitment and physical and mental health
relationships. The virtue of throughout life.
love will be gained if you
succeed at this stage.

Stage 7. Generativity versus

Stagnation

At this stage, the adult is

focused on how to contribute
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to the future generation's

well-being by providing for
and caring for others, and the
crisis is successfully
addressed. Generativity is the
result of intricate interplay
between external and internal
factors that promote concern
for future generations and
faith in humanity's goodness.
Adults who spend their
middle years focusing on
their own needs tend to
become stagnant.

Stage 8. Integrity versus

Despair

At this point, the crisis is

resolved positively when
people look back and reflect
on how their lives have gone,
accepting what life has given
them, both good and bad,
and concluding that it was a
life well spent. Adults accept
responsibility for their
decisions and acknowledge
that their lives are coming to
an end. Those who are bitter,
blaming themselves or others
for their terrible decisions
and tragedies may consider
their life as pointless and be
deeply depressed about
death.