The document discusses Erik Erikson's theory of psychosocial development, focusing on the stages of infancy and toddlerhood. It highlights the significance of trust versus mistrust and autonomy versus shame and doubt as critical challenges during the early years of development, emphasizing the role of caregivers in fostering emotional security and attachment. Additionally, it describes the patterns of attachment and various temperament traits that influence a child's emotional and social growth.

1. PSYCHOSOCIAL
Development
of
Infancy and Toddler

2. Erik Erikson
• Dropped out of high school and
spent time traveling in Europe and
studying art
• Became interested in how young
people acquire a personal identity
and how society helps shape it
• Because his theory integrates personal, emotional and
social development, it is often called Psychosocial Theory
• Erikson is an ego-analyst – relationship between
individual and the world or the self and the world

3. Erik Erikson
Psychosocial Development
Erikson described the time that an individual
experiences a psychological challenge
as a crisis
Refers to the emotional and psychological
changes across the life cycle that occurs in the
context of the individual’s social environment.
The first two stages of eight apply at the periods f infancy and toddler .

4. Trust | Mistrust
Birth to 18 months
Can I trust the people
around me?
 Infant’s basic needs:
food , sustenance, and comfort
 Infant’s view that world is trustworthy:
expose to warmth, regularity and dependable affection
Feeding: Oral Stage

5. Trust | Mistrust
Birth to 18 months
Can I trust the people
around me?
Trust Mistrust
Consistent sources
of food
Comfort
Affection
Neglectful
Abusive
THE WORLD IS: THE WORLD IS:
Reliable Unpredictable
Dangerous

6. Autonomy | Shame & Doubt
18 mos. to 30 mos.
Can I do things by my
own?
 Toddler asserts their own will:
satisfying their own needs
- Feed themselves
- Wash and dress themselves
- Use bathroom
Toilet Training: Anal Stage

7. Autonomy | Shame & Doubt
18 mos. to 30 mos.
Can I do things by my
own?
Autonomy Shame & Doubt
Security
Patience
Encouragement
Restrictive Parenting
Refuse to let children
perform tasks of
which they are
capable
Ability: Ability:
Able to handle
many problems
Self-Rule
Sense of doubt
and reluctance to
attempt new
challenges

8. The Development of
Emotion
Early infancy (birth to six months)
Cognitive Development
Later infancy (7-12mos.)
Toddlerhood (1 yr. to 2 yr and 6mos.)
Separation Anxiety
Emotional Understanding

9. The Development of
Emotion
Early infancy (birth to six months)
Cognitive Development:
As a response to the social smile (adult smile and
interaction) usually accompanied by other pleasure-
indicative actions and sounds (cooing and mouthing).
Cognitive Development:
Laughter promotes social development.

10. The Development of
Emotion
Early infancy (birth to six months)

11. The Development of
Emotion
Later infancy (7-12mos.)
Separation Anxiety:
Fear
Disgust
Anger

12. The Development of
Emotion
Toddlerhood (1 yr. to 2 yr and 6mos.)
Emotional Understanding: Regulation Skills
Verbally Expressed:
Shame
Embarrassment
Pride
Uncomfortable
Learning Empathy

13. The Formative Years
The importance of the first three years in human
development falls in this stage. A so-called formative
years parents and other caregivers play a significant
role in the development of infants and toddlers.

14. Elements:
Attachment:
Temperament:
Based on an interaction of genetics and interactions with
the environment
Balance between temperament and environment
determines outcomes
EMOTIONAL BOND: a tendency to seek and maintain closeness

15. Elements:
Attachment:
EMOTIONAL BOND: a tendency to seek and maintain closeness
Dr. John Bowly, the father of attachment theory , the
beginning of attachment occur with a variety of built-in signals
that baby uses to keep her/his caregiver engaged.
When baby cries, gazing eyes, smiles, and etc.
Baby develops in her degree of attachment to her parents.
It smiles more freely at them than any strangers.

16. Elements:
Attachment:
STRANGE SITUATION:
use to assess attachment patterns between infant and adult
or the mother.
It consists episodes and take less than an hour. It is designed to trigger the
emergence attachment –related behaviors.
1. The mother twice leaves the baby in an unfamiliar room, the first time with
a stranger.
2. The second time she leaves the baby alone, and the stranger comes back
before the mother does.
3. The mother then encourages the baby to explore
and play again and gives comfort if the baby seem to
need it.

17. Elements:
Attachment:
STRANGE SITUATION: 4 patterns of attachment:
Secure attachment
Avoidant attachment
Ambivalent (resistant) attachment
Disorganized-disoriented attachment

18. Elements:
Secure attachment
Pattern in which an infant cries or protest when the
primary caregiver leaves and actively seeks out the on
his/her return.
Avoidant attachment
Pattern in which an infant rarely cries when separated
from the primary caregiver and avoids contact on his or
her return.
Attachment:
4 patterns of attachment:

19. Elements:
Ambivalent (resistant) attachment
Pattern in which an infant becomes anxious before the
primary caregiver leaves, is extremely upset during his or
her absence, and both seeks and resists contact on his or
her return.
Disorganized-disoriented attachment
Patterns in which an infant, after separation from the
primary caregiver, shows contradictory repetitious , or
misdirected behaviors on his or her return.
4 patterns of attachment:
Attachment:

20. Elements:
Temperament:
Every baby expresses personality traits we call temperament.
Different temperament categories:
Activity level
Mood
Threshold for distress
Rhythmicity
Intensity of Response
Approach-Withdrawal
Distractibility
Adaptability
Persistence

21. Elements:
Temperament:
Different temperament categories:
Activity level
Mood
Threshold for distress
Rhythmicity
Intensity of Response
Approach-Withdrawal
Distractibility
Adaptability
Persistence
Active Inactive

22. Elements:
Temperament:
Different temperament categories:
Activity level
Mood
Threshold for distress
Rhythmicity
Intensity of Response
Approach-Withdrawal
Distractibility
Adaptability
Persistence
Smiley and Cheerful More solemn & unhappy

23. Elements:
Temperament:
Different temperament categories:
Activity level
Mood
Threshold for distress
Rhythmicity
Intensity of Response
Approach-Withdrawal
Distractibility
Adaptability
Persistence
Sensitive Patient

24. Elements:
Temperament:
Different temperament categories:
Activity level
Mood
Threshold for distress
Rhythmicity
Intensity of Response
Approach-Withdrawal
Distractibility
Adaptability
Persistence
Predictable Unpredictable

25. Elements:
Temperament:
Different temperament categories:
Activity level
Mood
Threshold for distress
Rhythmicity
Intensity of Response
Approach-Withdrawal
Distractibility
Adaptability
Persistence
Restless Energetic

26. Elements:
Temperament:
Different temperament categories:
Activity level
Mood
Threshold for distress
Rhythmicity
Intensity of Response
Approach-Withdrawal
Distractibility
Adaptability
Persistence
Cautious Wild

27. Elements:
Temperament:
Different temperament categories:
Activity level
Mood
Threshold for distress
Rhythmicity
Intensity of Response
Approach-Withdrawal
Distractibility
Adaptability
Persistence
Concentrated Easily Distracted

28. Elements:
Temperament:
Different temperament categories:
Activity level
Mood
Threshold for distress
Rhythmicity
Intensity of Response
Approach-Withdrawal
Distractibility
Adaptability
Persistence
Adoptable Complexity

29. Elements:
Temperament:
Different temperament categories:
Activity level
Mood
Threshold for distress
Rhythmicity
Intensity of Response
Approach-Withdrawal
Distractibility
Adaptability
Persistence
Child Attention Span
Easy Child
Difficult Child
Slow-to warm-up-child
Established regular routines
Irregular in daily routines
Mild, low-key, negative in mood,
adjust slowly to new experience