Do you agree with each learner's assessment of the theories? Why or why not? What major points are missing from the arguments?   Abiola post Erik Erikson's developed eight stages of development begin from birth to older adult but a child's selfhood and emotional development in Erikson's theory begin in the third stage of child development initiative versus guilt, occurs from the age of three to six years. In this stage, the child's self-concepts largely consist of observable characteristics, such as their name, physical appearance, possessions, and their everyday behaviours. They are also able to describe themselves in terms of typical emotions and attitudes where the degree of agreement with a battery of such statements coincides with maternal reports of their personality traits, indicating that older preschooler has a sense of their own timidity, agreeableness, and positive or negative affect. This is supported by this emerging grasp of personality, when given a trait label they would engage in appropriate motives and feelings. But, if this is lacking, either through criticism or control, children develop a sense of guilt. This may make them feel bothersome to others which in terms affect their self-esteem and their ability to initiate social contact. The theory that can closely relate to Erikson is Piaget's theory of cognitive development. He also focuses on the various stages of a child, in transitioning from one stage to the other follows a sequence.  The two theories build on the idea that personality development takes place across a person’s lifespan. Therefore, children get inspiration from the surroundings through the learning process. In turn, kids learn through pretend play and the emergence of language (which Piaget so strongly emphasizes) would appear to be an important ingredient in the ego-developmental crises of which Erikson also describes. Also the child is still largely preoccupied with his own body, and the crisis at this stage is concerned primarily with the control of motor activity. The feelings of shame and, doubt which threaten the child at this stage are also pre-verbal and are experienced in terms of visual and kinesthetic sensations.  The most outstanding difference between the theories of Piaget and Erikson is Piaget's greater' emphasis on the child's cognitive and affective ego-centrism. For Erickson,  greater attention to these matters of a child's cognition and ego- centrism would appear warranted,  for example, the child's cognitive difficulty, in separating their own, ways of thinking from that of others would seem especially important to issues which pertain to the linking of view points. This would occur during processes of when a child would identify themselves by stating their name (My name is Joe) and age (I am 4 years old).  Desiree post Erikson’s theory on social development explains how children first begin to understand themselves, and the social world around them. He suggested that play wa ...

1. Do you agree with each learner's assessment of the theories?
Why or why not? What major points are missing from the
arguments?
Abiola post
Erik Erikson's developed eight stages of development begin
from birth to older adult but a child's selfhood and emotional
development in Erikson's theory begin in the third stage of child
development initiative versus guilt, occurs from the age of three
to six years. In this stage, the child's self-concepts largely
consist of observable characteristics, such as their name,
physical appearance, possessions, and their everyday
behaviours. They are also able to describe themselves in terms
of typical emotions and attitudes where the degree of agreement
with a battery of such statements coincides with maternal
reports of their personality traits, indicating that older
preschooler has a sense of their own timidity, agreeableness,
and positive or negative affect. This is supported by this
emerging grasp of personality, when given a trait label they
would engage in appropriate motives and feelings. But, if this is
lacking, either through criticism or control, children develop a
sense of guilt. This may make them feel bothersome to others
which in terms affect their self-esteem and their ability to
initiate social contact.
The theory that can closely relate to Erikson is Piaget's theory
of cognitive development. He also focuses on the various stages
of a child, in transitioning from one stage to the other follows a
sequence. The two theories build on the idea that personality
development takes place across a person’s lifespan. Therefore,
children get inspiration from the surroundings through the
learning process. In turn, kids learn through pretend play and

2. the emergence of language (which Piaget so strongly
emphasizes) would appear to be an important ingredient in the
ego-developmental crises of which Erikson also describes. Also
the child is still largely preoccupied with his own body, and the
crisis at this stage is concerned primarily with the control of
motor activity. The feelings of shame and, doubt which threaten
the child at this stage are also pre-verbal and are experienced in
terms of visual and kinesthetic sensations.
The most outstanding difference between the theories of Piaget
and Erikson is Piaget's greater' emphasis on the child's
cognitive and affective ego-centrism. For Erickson, greater
attention to these matters of a child's cognition and ego-
centrism would appear warranted, for example, the child's
cognitive difficulty, in separating their own, ways of thinking
from that of others would seem especially important to issues
which pertain to the linking of view points. This would occur
during processes of when a child would identify themselves by
stating their name (My name is Joe) and age (I am 4 years old).
Desiree post
Erikson’s theory on social development explains how children
first begin to understand themselves, and the social world
around them. He suggested that play was the safest and most
influential way for children to learn and develop. Erikson stated
that play allows them the opportunity to try new skills, learn
from their peers, and not be prone to criticism and structure
from adults. In comparison, Maria Montessori argued that
children are a direct reflection of what they learn from their
environment and who they are around. She too believed that
children should develop using self-teaching strategies, such as
finding ways to solve problems without the help of the teacher.

3. With both these theorist, it is safe to say that their
argument proves some accurate points. Even as adults, we learn
best from experiences and not from what others tell us.
Allowing children to experience, feel, express, new emotions
and actions themselves, they are able to learn. For example,
both theories support allowing a child to learn to ride bike, they
fall, experience the pain, get up and practice until they have
perfected it. The same could be said about learning your
personality, they type of people you are socially and physically
attracted to, all are preferences learned by personal growth and
development.