DEVELOPMENTAL THEORIES

Developmental Theories

Developmental Theories

Erikson Theory

Erikson's work became a popularized developmental model in the 1960s, being widely received in both academia and popular culture. Among the stages, identity was the most discussed aspect and led to the cultural phrase identity crisis. Observing that identity generally formed and integrated in adolescence only to be renegotiated throughout adulthood, Erikson later expanded this stage of human development to also be a constant psychosocial element in adult life as aging individuals encounter other identity crises, for instance, divorce, loss of vocation, death of a child. Following Erikson's own death in his 90s, his wife, Joan, described a ninth stage of life (80s and older) in which identity challenged as each of the other tasks unravel. Important to gerontological studies in identity, Joan spoke from her own experiences in which the basic foundation of identity erodes (losing the ability to nurture younger generations, to share in intimacy with another person, to complete daily social and biological tasks, etc.). He proposed that older adult identity may experience gerotranscendence, in which the individual adapts by no longer seeking to differentiate between the self and others (Erikson, 1950).

Although Erikson's work is frequently referenced in the social sciences, the quantitative expectation of research over the past few decades did not mesh well with Erikson's theory-driven model. In the humanities, the deconstruction of stage models also reduced Erikson's popularity. Yet Erikson's impact in identity studies continues today in both academic research and popular cultural usage. Moreover, postpositivist and interdisciplinary efforts throughout the 1990s and 2000s have stimulated a renewed interest in Erikson, in fields, as far apart as cognitive science to queer theory. Moving beyond a critique of sharp stages, the sequentially developing mind studied from various disciplines continues to gain traction, especially in the study of identity.

Trust or distrust

By the way care for them in infancy, children learn the world is worthy of trust. If their needs are being met, if they are treated with care and attention and treat them fairly consistently, the kids formed a general impression of the world as a place of safe and trustworthy. On the other hand, if the world is inconsistent, causing them pain, causes stress and threaten their safety, children learn to expect out of life is this, and believe that it is unpredictable and untrustworthy.

Avtonomiya or shame and doubt

Starting to walk, children are discovering the potential of your body and how to manage them. They learn to eat and get dressed, use the toilet and learn new ways of movement. When a child can not do anything by itself, it acquires a sense of self-control and self-confidence. But if the child suffers permanent failure and punish him for it, or call sloppy, dirty, unfit, bad, he gets used to feel shame and doubt their own abilities.

Initsiativa or guilt

Children aged 4-5 years are shifting their research activity outside of their bodies. They learn how the world works and how it can influence. The world for them consists of both real ...