Module 7:

Erikson’s
Psycho-social
Theory of
Development
 Introduction:
Psychosocial term is derived from
two source word namely
psychological.

Psycho related to mind, brain, and

personality
Social related to environment and relationship
Occasionally you’ll see the terms extended is
bio psychosocial, which bio means life as in
biology.
 Erikson’s theory Erikson’s theory is
influence by the simplyies and
sigmund theory. basic theory to
understand and to
teach to the
Erikson’s theory is children for their
the powerful model. life.
It is accessible and
obviously relevant to
modern life.
 Stage 1:
( Infancy )Trust
vs. Mistrust

Virtue : HOPE
Psychosocial crisis :
The goal is to develop trust without
completely eliminating the capacity for
mistrust.
It is primary caregivers, lie the parents
can give the baby a sense of familiarity,
consistency, and continuity, then the
baby will develop the feeling that the
world is safe place to be.
 Maladaptation/malignancy

Sensory maladjustment: overly trusting even

gullible this person cannot believe anyone
would mean them harm, and will use all the
defenses at their command to find an
explanation or excuse.
Withdraw: characterized by depression,
paranoia and possibly psychosis.
Stage 2: ( early
childhood )
Autonomy vs.
Shame and
doubt
Virtue:
willpower or
determination
Psychosocial crisis :
He begin to make choice and
express his will. If encouraged, he
develops a sense of autonomy and
independence.
 Maladaptation/malignancy

Impulsiveness – a sort of shameless

willfulness that leads you, in a later
childhood and even adulthood to jump into
things without proper consideration of
your abilities.
Compulsiveness – feel as if their entire
being rides on everything they do, and s
everything must be done perfectly.
 Stage 3:
( early
childhood )
Initiative vs.
Guilt
Virtue:
Strengths of
purpose
 psychosocial crisis

Child begin to explore his social and

physical worlds discovering what
he can accomplish.
erikson refers to this as a time for
developing a sense of initiative or a
positive or a positive attitude of
personal accomplishment.
 Maladaptation/malignancy

Ruthlessness – to be heartless or
unfeeling or be “without mercy”

Inhibition – the inhibited person will

not try things because “nothing
ventured, nothing lost” and
particularly, nothing to feel guilty about
 Stage 4:
( school age )
Industry vs.
Inferiority

Virtue:
competency
 Psychosocial crisis;
The child's world broadens techical
skills are learned and feelings of
competences, enlarged. children enter new
world of the neighborhood and the schools.

Erikson's view children come to believe

that they cannot achieve according to their
school, family, or peers their sense odf
mastery will give way to personal inferiority.
 Maladaptation/malignancy

Narrow virtuosity – we see this in children

who aren’t allowed to “ be children” the
ones that parents or teacher push into area of
competence, without allowing the
development of broader interests.

Inertia – including all of us who suffer from

the “ inferiority complexes” Alfred Adler talk
about
 Stage 5:
( adolescence )
Identity vs.
Confusion

Virtue:
Fidelity
Psychosocial crisis:
According to erikson's is characterized by
an identity formation crisis. the question “
who am i and what can i do when i
become an adult?”.confronts the
adolesencet.

His stuggle is based not only on societal

demand aemerging adult, but also on the
pubescent age.
 Maladaptation/malignancy:
fanaticism - beleives that his way is
the only way.

repudiation - they reject their

membership in the world of adult
aven more, they reject their need for
an identity
 Stage 6:
( Young
Adulthood )
Intimacy vs.
Isolation

Virtue:
Love
 Psychosocial crisis
the individual develops a warm and
intimate relationship with another
person.
if such sense of intimacy is not
acquired during this time of life, a
sense of isolation develop instead.
attitude is reflected in the ability to
trust other is a close and intimate
manner.
 Maladaptation/malignancy

promiscuity - referring particularly too the

tendency to become intimate too freely, too
easily and without any depth to you
intimacy
exclusion - refers to the tendency to isolate
oneself from love, friendship, and
community, and to develop a certain
hatefulness in compensation.
 Stage 7:
( Middle
Adulthood )
Generativity
vs.
Stagnation
 Psychosocial crisis:

In this stage, the individual productivity

is gauged by his contribution to his family
and society. According to Erikson, the
person who fails to develop this sense of
generativity becomes preoccupied instead
with his personal needs and interests with
his personal needs and or both with sense
of self absorption.
 Maladaptation/malignancy

Overextension – illustrates the problem. Some

people try to be so generativity that they no
longer allow time for themselves, for rest and
relaxation.

Rejectivity – too little generativity and too

much stagnation and you are no longer
participating in or contributing to society.
 Virtues

But if you are successfully at

this age, you will have a
capacity for caring that will
serve you through the rest of
your life
 Stage 8:
( late
Adulthood )
Ego Integrity
vs. Despair

Virtue
Wisdom
 Psychosocial crisis

A person comes to term with the

temporal limit of his life. It is the
fulfillment and culmination. Erikson’s
view , it is the achievement of a sense of
integrity resulting from identification
with mankind.
However, develop an attitude or regret
and fear of the end of life.
 Maladaptation/malignancy

Presumption – this is what happens

when a person’s “presume” ego
integrity without actually facing the
difficulties of old age.

Disdain – by which Erikson means a

contempt of life, one’s own or anyone’s.
Module 9:

Vygotsky’s
Socio-Culture
Theory
 The key theme of Vygotsky’s theory it
that social interaction play a very
important role in cognitive
development.

 He believes that individual development

could not be understood without looking
into the social and cultural context within
which development happens.

 Scaffolding
 Social interaction and language as two
central factors in cognitive
development.
 His theory became known as the socio-
cultural theory of development.
 Piaget and Vygotsky: Vygotsky Works
on his theory around the same time as
Piaget in between the 1920’ and 30’s but
they had clear differences in their view
about cognitive development
 Piaget Vygotsky
More individual in More social in focus did
focus Believed that not propose stage but
there are universal stage emphasized on cultural
of cognitive factors in cognitive
development development

Did not give much Stressed the role of

emphasis on language language on cognitive
development
 Social interaction
Piaget’s theory Vygotsky’s theory

individual social

Piagetian’s tasks On the other hands gave

Focused heavily on more weight on the
social interaction that
how an individual’s
contributed to the
own processing of cognitive development of
the tasks. individual
 Cultural Factors
Piaget’s theory Vygotsky’s theory

Believed that as the child Believed in the crucial role

develop and matures, he that culture played on the
goes through universal cognitive development of
stage of cognitive children.
development that allow
him to move from simple On the other hand, looked
explorations with sense onto the wide range of
and muscle to complex experiences that a culture
reasoning would give to a child
 Language
• Language opens the door for learning to
acquire knowledge that other already have.
Learners can use language to know and
understand the world and solve problem.

• Language serves a social function but it also

has an important individual function.
• It helps the learner regulate and reflect on his
own thinking
Zone of proximal development
Module 10

Bronfenbrenner’s
Ecological
Theory
Bronfenbrenner’s Bioecological Model :
Structure of Environment

The Microsystem
The Mesosytem
The Exosytem
The Macrosystem
The Chronosystem
The Microsystem
• The layer nearest to
the child
• Comprise structure
which the child
directly interact with
• Include structure
such as one family ,
school, and
neighborhood
The Mesosytem

• Serves as the connection

between the structure of
the child’s microsystem.
The Exosytem
• Refers to the bigger
social system in which
the child does not
function directly.
• It influence child
development by
somehow affecting
some structure in
child’s development.
The Macrosystem
• This layer found
out in the outmost
part in the child's
development.

• Includes cultural
values , customs
and laws .
The Chronosystem
• Covers the element
of time as it relates
to as child's
environment.
• Involves patterns
of stability and
change in the
child’s life.
 THE ROLE OF SCHOOLS
AND TEACHERS

• Bronfenbrenner co-founded head start, the publicly -

funded early childhood program in the US.
• He conclude that "the instability and
unpredictability of family life is the most destructive
force to a child development ".
• According to the bioecological theory, "if the
relationship in the immediate microsystem
breakdown the child will not have the tools to
explore other parts of his environment.