Human development involves growth in 4 areas: social, emotional, physical, and intellectual. These areas are interconnected, so development in one area can influence others. In the early stages, developing secure attachments and positive relationships with caregivers through responsive care helps build social-emotional skills like trust, autonomy, and initiative. As children grow, they gain skills in relating to peers and developing friendships which are important for both fun and coping with stress.

2. Social
Emotional
Physical
Intellectual
Human beings
develop in 4
different aspects
of growth. The
areas are all
inter-connected,
so when one is
affected it may
influence the
others.
Social development is the process of
learning to relate to other people.

3. 1856 - 1939
Sigmund Freud was born May 6, 1856, in a small town
in Moravia. His father was a wool merchant with a
keen mind and a good sense of humor. His mother
was a lively woman, her husband's second wife and 20
years younger. She was 21 years old when she gave
birth to her first son, Sigmund. Sigmund had two older
half-brothers and six younger siblings. When he was
four or five , the family moved to Vienna, where he
lived most of his life. A brilliant child, always at the
head of his class, he went to medical school. There, he
became involved in research, concentrating on
neurophysiology and later psychiatry. After spending
a short time as a resident in neurology and director of
a children's ward in Berlin, he came back to Vienna,
married his fiancée of many years Martha Bernays,
and set up a practice in neuropsychiatry.
Freud's books and lectures brought him both fame
and ostracism from the mainstream of the medical
community. Unfortunately, Freud had a penchant for
rejecting people who did not totally agree with him.
Some separated from him on friendly terms; others
did not. Freud emigrated to England just before World
War II when Vienna became an increasing dangerous
place for Jews. Not long afterward, he died of the
cancer of the mouth and jaw that he had suffered from
for the last 20 years of his life.

4. ID: an
individual’s needs
and wants;
including the
instincts to have
food, water,
shelter, sex, etc.
The “id” wants to
be satisfied, and
right now!
EGO: the action a
person takes to
satisfy the needs and
wants of the id; it is
“self”-centered, but
regulated in part by
the superego
SUPEREGO: the moral
development of the being;
the sense of right and
wrong; the conscience;
controls the ego

5. Erik Erikson was born in Frankfurt, Germany. His biological
father abandoned the family before Erik was born. During
his childhood, and his early adulthood, he was Erik
Homberger, (named after his pediatrician/step-father) and
his parents kept the details of his birth a secret. So here he
was, a tall, blond, blue-eyed boy who was also Jewish. At
temple school, the kids teased him for being Nordic; at
grammar school, they teased him for being Jewish.
1902 - 1994
After graduating high school, Erik focused on becoming an artist, wandering totally
carefree around Europe with a friend, struggling with the question “who am I?”. He
eventually began teaching art at a school run by a friend of Anna Freud (Sigmund Freud’s
daughter), he gathered a certificate in Montessori education and one from the Vienna
Psychoanalytic Society. He was psychoanalyzed by Anna Freud herself, and studied
Freud’s work carefully. While Freud believed in “destiny”, Erikson believed that a child’s
“environment” had a great influence on their development.
With the advent of World War II he immigrated to the United States. He later taught at
Yale, and later still at the University of California at Berkeley. It was during this period of
time that he did his famous studies of modern life among the Lakota and the Yurok.
When he became an American citizen, he officially changed his name to Erik Erikson. No-
one seems to know where he got the name! Erikson was known and praised for his
theories on pyscho-social development, personality, and identity crisis.

6. 1. Learning Basic Trust Versus
Basic Mistrust (Hope)
Chronologically, this is the period
of infancy through the first one or
two years of life. The child, well -
handled, nurtured, and loved,
develops trust and security and a
basic optimism. Badly handled, he
becomes insecure and mistrustful.
Erik Erikson refined the work of Sigmund Freud, creating the 8 stage theory of
psycho-social development. This theory is widely accepted as “fact” in the
psychology community today. The first 6 stages deal with the developing child and
young adult. Freud outlined the stages of his theory in a manner imitating
“developmental tasks”. In other words, every human being, in order to successfully
deal with life in society, will pass through each stage…preferably in order and
preferably during a specific timeframe. If an individual does not “accomplish the
task” in one of the 8 stages, difficulties emotionally and socially will undoubtedly
show up later in life.
This baby cries
for the parent.
The parent
responds. This
helps establish
trust.

7. 2. Learning Autonomy Versus Shame (Will)
The second psychosocial crisis, Erikson
believes, occurs during early childhood,
probably between about 18 months or 2
years and 3½ to 4 years of age. The "well -
parented" child emerges from this stage
sure of himself, elated with his new found
control, and proud rather than ashamed.
Autonomy is not, however, entirely synonymous
with assured self - possession, initiative, and
independence but, at least for children in the
early part of this psychosocial crisis, includes
stormy self - will, tantrums, stubbornness, and
negativism. For example, one sees many 2 year
olds resolutely folding their arms to prevent their
mothers from holding their hands as they cross
the street. Also, the sound of "NO!" or “I can do
it myself!” is heard often.
“Why?”

8. 3. Learning Initiative Versus Guilt
(Purpose)
Erikson believes that this third
psychosocial crisis occurs during
what he calls the "play age," or the
later preschool years (from about 3½
to, in the United States culture, entry
into formal school). During it, the
healthily developing child learns: (1)
to imagine, to broaden his skills
through active play of all sorts,
including fantasy (2) to cooperate
with others (3) to lead as well as to
follow. Immobilized by guilt, he is: (1)
fearful (2) hangs on the fringes of
groups (3) continues to depend
unduly on adults and (4) is restricted
both in the development of play skills
and in imagination. It’s time for bed. This 4 year old starts the
job of cleaning up his crayons before going.

9. 4. Industry Versus Inferiority (Competence)
Erikson believes that the fourth
psychosocial crisis is handled, for better or
worse, during what he calls the "school
age," presumably up to and possibly
including some of junior high school. Here
the child learns to master the more formal
skills of life: (1) relating with peers
according to rules (2) progressing from free
play to play that may be elaborately
structured by rules and may demand formal
teamwork, such as baseball and (3)
mastering social studies, reading,
arithmetic. Homework is a necessity, and
the need for self-discipline increases
yearly. The child who, because of his
successive and successful resolutions of
earlier psychosocial crisis, is trusting,
autonomous, and full of initiative will learn
easily enough to be industrious. However,
the mistrusting child will doubt the future.
The shame - and guilt-filled child will
experience defeat and inferiority.
Work hard; play hard; do your best!

10. 5. Learning Identity Versus Identity
Diffusion (Fidelity)
During the fifth psychosocial crisis
(adolescence, from about 13 or 14 to
about 20) the child, now an adolescent,
learns how to answer satisfactorily and
happily the question of "Who am
I?" But even the best - adjusted of
adolescents may experience some role
identity confusion and self-doubts.
Erikson believes the young person
acquires self-certainty as opposed to
self-consciousness and self-doubt. He
comes to experiment with different -
usually constructive - roles rather than
adopting a "negative identity" (such as
delinquency). He actually anticipates
achievement, and does achieve, rather
than being "paralyzed" by feelings of
inferiority or by an inadequate time
perspective. In later adolescence, clear
sexual identity - manhood or
womanhood - is established.
The adolescent seeks leadership (someone to
inspire him), and gradually develops a set of
ideals (socially congruent and desirable, in the
case of the successful adolescent).
Erikson believes that, in our culture,
adolescence affords children a time for to
experiment, trying various roles, and thus
hopefully find the one most suitable for them.

11. 6. Learning Intimacy Versus Isolation (Love)
The young adult, successful in establishing
identity, can now experience true intimacy - the
sort of intimacy that makes possible good
marriage or a genuine and enduring friendship.
The definition of intimacy is “a close, personal relationship”.
Two people have detailed knowledge of each other, resulting
from a close or long association or study of one another. The
relationship may be sexual or platonic in nature.

12. 8. Integrity Versus Despair (Wisdom)
If the other seven psychosocial crisis have been
successfully resolved, the mature adult develops the
peak of adjustment; integrity. He trusts, he is
independent and dares the new. He works hard, has
found a well - defined role in life, and has developed a
self-concept with which he is happy. He can be intimate
without strain, guilt, regret, or lack of realism; and he is
proud of what he creates - his children, his work, or his
hobbies. If one or more of the earlier psychosocial
crises have not been resolved, he may view himself and
his life with disgust and despair.
7. Learning Generativity
Versus Self-Absorption
(Care)
In adulthood, the
psychosocial crisis
demands generativity,
both in the sense of
marriage and parenthood,
and in the sense of
working productively and
creatively.

13. The child’s first relationships are the foundation
for social and emotional development. Shortly
after birth the child will recognize and prefer the
voice of the parent over anyone else. At just
about 6 weeks the child comes to know the
parent, their smell and face and the way they hold
the baby, etc.
When these first relationships are
positive, children develop
confidence in themselves, trusting
relationships with others, and a
hopeful outlook on life.
A sibling relationship can be important at this
time as well, as long as a rivalry for the parent’s
attention is not cultivated.

14. By the age of 6 months, the child
should visibly demonstrate an
attachment to the primary caregiver.
This in turn may lead to
stranger anxiety by the age of 8
months to 2 years. The child may
fuss and cry when left in the care of a
stranger.
To make this time of “stranger” or
“separation” anxiety a little easier for
the parent, they may try the following
steps. Leave with a hug, a kiss and a
wave goodbye. Then leave promptly.
Never sneak away. This only makes
the situation more difficult.
Encourage the child to take
something like a favorite toy or
blanket with them.
By the age of 9 months to 2 years,
the child may suffer from
separation anxiety. They have not
yet learned that “objects and
people continue to exist even when
they can’t be seen”. The game of
peek-a-boo teaches this concept.
These forms of anxiety combine
social and emotional
development.

15. “Yuk! I hate boys! They’re mean
and dirty.”
“Girls smell funny; girls can’t play
baseball; go away!”
During childhood, human beings
display behavior that may be
described as homosocial. They show
a distinct preference for associating
with the same sex. Girls like girls and
boys like boys. This is not sexual
behavior. It is a normal pattern of
social development that should not
be confused with suggestions to
children that they should have a
“boyfriend” or “girlfriend”.

16. Temperament is an unlearned tendency to
experience things in a certain way. Your
persona (personality) is the mask you put on
before you show yourself to the outside
world…the impression you give to others,
which may or may not be a reflection of your
true temperament. Carl Jung 1865 - 1961
Carl was a rather solitary adolescent, who didn't care much for school, and especially couldn't take
competition. He went to boarding school where he found himself the object of a lot of jealous
harassment. He began to use sickness as an excuse, developing an embarrassing tendency to faint
under pressure.
Although his first career choice was archeology, he went on to study medicine. While working under
a neurologist, he settled on psychiatry as his career. He invented the psychiatric tool known as “word
association”, and developed a theory on personality. His theory is the basis for most accepted
personality identifiers used today such as the Kiersey or Myers-Briggs Personality Inventories.
Carl Gustav Jung was born July 26, 1875, in Switzerland. His
father was a country parson. He was surrounded by a fairly
well educated extended family, including quite a few
clergymen and some eccentrics as well. The elder Jung
started Carl on Latin when he was six years old, beginning a
long interest in language and literature -- especially ancient
literature. Besides most modern western European languages,
Jung could read several ancient ones.

17. Temperament is the "nature" part of our personality, the part that is determined by
our genes or pre-natal conditions. Temperament is a person's unique responses
to the people, events, and conditions in our world.
Everyone, at every age, level of intelligence, or level of ability — has a natural
tendency to respond to things, express themselves, and use their abilities in
varying degrees. Temperament is not “right” or “wrong”. We may be able to alter
how we display our temperament to others (personality), but we cannot change
our actual temperament. Temperament can be reflected in several ways...
Rhythmicity: people vary in the regularity,
predictability, and strictness of personal habits
Approach/Withdrawal: interest in meeting new people,
seeing new places, and doing new things
Sensory Threshold: tolerance for sensory stimuli,
i.e. volume of music, flavors of food, etc.
Adaptability: how flexible people are to change
Attention Span: degree of persistence
Distractibility: level of concentration
Activity Level: calm or hectic
Mood: optimists or pessimists
Reactions: intense or less intense

18. First born:
Perfectionistic
Reliable
Well-organized
Hard driving
Critical
Natural Leader
Middle child:
Mediator
Avoids conflict
Independent
Diplomatic
Loyal
Has many friends
Baby:
Charming
Attention-seeker
Affectionate
People person
Manipulative
Determined/stubborn
Austrian psychologist Alfred Adler,
theorized on the personality influences
attributed to birth order. These
characteristics would be developed within,
and as the result of the family environment
rather than as a inborn temperament.
1870 - 1937

19. Research indicates that only-children may be slightly less affiliative than their
peers, belonging to fewer organizations, having fewer friends, and leading a
less intense social life. They do, however, have a comparable number of close
friends, assume leadership positions in clubs, and feel satisfied and happy
with their lives. Parents of an only-child have higher expectations, which may
result in higher pressure. Only-children and first-born children demonstrate a
less cooperative interactive style than do other children; especially in the area
of sharing. They are often described as self-motivated, thorough, adult-like
early in life, high achiever, can’t bear to fail, and avid readers. They are rated
as highly “likeable” by peers.
Research indicates that only-children
have a slight edge over children with
siblings on measures of intelligence and
achievement--and that they suffer no
serious interpersonal deficits. In fact,
only-children may have some advantages
as a result of their special status: more
attention from parents, freedom from
sibling rivalry and comparison, and
access to more family resources.

20. A friendship is a reciprocal commitment
between individuals who see
themselves more or less as equals.
They likely share common interests,
display empathy for one another, and
have built an intimate relationship.
They are emotional resources, both for
having fun and adapting to stress.
They are cognitive resources for problem-
solving and knowledge acquisition.
PEER TUTORING - the transmission of information
from one child to another
COOPERATIVE LEARNING - requires children to
combine problem-solving contributions and share
rewards.
PEER COLLABORATION - occurs when novices
work together on tasks that neither can do
separately
PEER MODELING refers to one child setting an
example and the other imitating that example
Friendships are contexts in which basic social
skills such as social communication,
cooperation, and group entry skills, are
acquired or elaborated
Friendships are important, and
fulfill several functions within the
structure of social development:
Friendships are forerunners
of subsequent relationships

21. Individual Attributes:
Is usually in a positive mood.
Is not excessively dependent on adults.
Usually comes to the program willingly.
Usually copes with rebuffs adequately.
Shows the capacity to empathize.
Has positive relationships with one or two peers;
Shows the capacity to really care about them and miss them if they are absent.
Displays the capacity for humor.
Does not seem to be acutely lonely.
Social Skills Attributes:
Approaches others positively.
Expresses wishes and preferences clearly; gives reasons for actions and positions.
Asserts own rights and needs appropriately.
Is not easily intimidated by bullies.
Expresses frustrations and anger effectively and without escalating disagreements or harming others.
Gains access to ongoing groups at play and work.
Enters ongoing discussion on the subject; makes relevant contributions to ongoing activities.
Takes turns fairly easily.
Shows interest in others; exchanges information with and requests information from others appropriately.
Negotiates and compromises with others appropriately.
Does not draw inappropriate attention to self.
Accepts and enjoys peers and adults of ethnic groups other than his or her own.
Interacts nonverbally with other children with smiles, waves, nods, etc.
Peer Relationship Attributes:
Is usually accepted versus neglected or rejected by other children.
Is sometimes invited by other children to join them in play, friendship, and work.
Is named by other children as someone they are friends with or like to play and work with.

22. Dramatic Play: acting things
out; problem-solving
Functional Play: using senses to
find out what materials will do, and
what happens when you do things
to them; self-testing of abilities
Constructive Play: building; creating

23. While 6 different stages of social participation (play) have been identified,
only 4 of those can be defined by observable activity. The remaining 2 do not
involve movement or interaction.
Stage 2: Solitary Play
Independent play by herself with
toys different than what others
are playing with
Stage 1: Unoccupied
Engaged in no observable
activity

24. Stage 3: Onlooker
Watching other children, but not
interacting with them
Stage 4: Parallel Play
Children are aware of each other’s
presence; they are playing beside
each other with similar materials, but
not with each other

25. Stage 5: Associative Play
Children are taking turns with
each other; interchanging
materials
Stage 6: Cooperative Play
All children working toward
common goal with some
evidence of social
organization