Erikson's theory

1. SOCIAL AND EMOTIONAL
DEVELOPMENT

2. Concept of Social and Emotional
Development
• Social development describes the quality of a
person’s social development as a function of past
relationships in one’s life.
• Emotional development is the growth of feeling or
affect that involves physiologic arousal, behavioral
expression, and sometime conscious experience.
• The social and emotional development is
essential to his appropriate behavior, under-standing
of life and reactions to emotional matters.

3. Erikson’s Psychosocial Development
• Erikson’s view was that the social environment combined
with biological maturation provides each individual with a
set of “crises” that must be resolved.
• The individual is provided with a "sensitive period" in which
to successfully resolve each crisis before a new crisis is
presented.

5. Erikson’s Psychosocial Development
Trust
vs.
Mistrust
infancy
(Birth to 1
year)
• Baby and infancy develops a belief
that the environment can be counted
on to meet his or her basic
physiological and social needs.
• If a baby and infancy is nurtured, and
loved, he will develop trust and
security and a basic optimism. Badly
handled, he becomes insecure and
mistrustful.

6. Erikson’s Psychosocial Development
Autonomy
vs. Shame
& Doubt
Toddlerhood
(1 to 3 years)
• Child learns what he/she can
control and develops a sense of
free will and corresponding sense
of regret and sorrow for
inappropriate use of self-control.
• The well-adjusted child emerges
from this stage sure of himself,
elated with his new found control,
and proud rather than ashamed.

7. Erikson’s Psychosocial Development
Initiative
vs.
Guilt
Early Childhood
(3 to 6 years)
• Child learns to begin action, to
explore, to imagine as well as
feeling remorse for actions.
• Child learns to broaden his skills
through active play of all sorts, to
cooperate with others and to
lead as well as to follow.
• If the child is immobilised by
guilt, he is fearful, hangs on the
fringes of groups, continues to
depend on adults, and is
restricted in imagination.

8. Erikson’s Psychosocial Development
Industry
vs.
Inferiority
Middle
Childhood
(6 to 12 years)
• Child learns to do things well and to
skills like relating with peers
according to rules, progressing
from free play, mastering social
studies, reading, math at school
and creating self-disciplined
approaches to learning.
• Child is trusting, autonomous, full
of initiative and will learn easily
enough to be industrious. However,
the mistrusting child will doubt the
future and experience inferiority.

9. Erikson’s Psychosocial Development
Identity
vs.
Role Confusion
Adolescence
(12 to 20 years)
• Adolescent develops a sense of self in
relationship to others and to own internal
thoughts and desires and develop social
& personal identity.
• Adolescent learns how to answer
satisfactorily and happily the question of
"Who am I?". But even the best-adjusted
teenager experiences some role identity
problems and starts rebelling and filling
with self-doubt. The young person
acquires self-certainty as opposed to
self-consciousness and self-doubt.

10. Erikson’s Psychosocial Development
Intimacy
vs.
Isolation
Young
Adulthood
(20 to 40
years)
• Develops ability to give and receive
love; begins to make long-term
commitment to relationships.
• The successful young adult, for the
first time, can experience true
intimacy - the sort of intimacy that
makes possible good marriage or a
genuine and enduring friendship.

11. Erikson’s Psychosocial Development
Generativity
vs.
Stagnation
Middle Adulthood
(40 to 65 years)
• Develops interest in guiding the
development of the next
generation
• In adulthood, the psychosocial
crisis demands a person becomes
more emotionally and socially
generous, both in the sense of
marriage and parenthood, and in
the sense of working productively
and creatively.

12. Erikson’s Psychosocial Development
Ego-integrity
vs.
Despair
Later Adulthood
(over 65 years)
• If the psychosocial crises have been
resolved, the mature adult develops
the peak of integrity. He trusts,
independent . He works hard, has
developed a self-concept. He can be
intimate without strain, guilt, regret,
or lack of realism, and he is proud of
what he creates.
• If psychosocial crises have not been
resolved, he may view himself and
his life with disgust and despair.

13. Review of Erikson’s Psycho social Lifespan
Development

14. Mental Models – Self and Others
• Students’ enduring beliefs and expectations about
what they are like and what other people are like

15. Characteristics of
high-quality relationships
Attunement
Sensing and reading another’s
state of being and adjusting
one’s own behavior accordingly.
Relatedness
The psychological need to
establish close emotional
bonds and attachments with
other people

16. Characteristics of
high-quality relationships
Supportiveness
Affirmation of the other person’s
capacity for self-direction and
contribution to help realize his
or her self-set goals
Gentle-
discipline
socialization strategy that
revolves around explaining why
a way of thinking or behaving is
right or wrong.

17. Characteristics of
low-quality relationships
• Neglect and abuse
• Indifference
• Permissiveness
• Lack of support
• Lack of involvement
• Insensitivity
• Rejection
• Hostility

18. Positive Social Development
• Trust : confidence that the other person in the relationship
cares, is looking out for your welfare, and will be there when
needed.
• Self-esteem : trust applied to oneself; an attitude that one is
worthy of a positive or negative evaluation.
• Care : an emotional concern and sense of responsibility to
protect or enhance another person’s welfare or well-being.

19. Positive Social Development
• Attachment : a close emotional relationship between two
persons that is characterized by mutual affection and the
desire to maintain proximity with the other.
• Initiative : the child’s capacity to use a surplus of energy to
plan and constructively carry out a task.
• Self concept : set of beliefs the individual uses to mentally
represent or understand his or her sense of self.

20. Positive Social Development
• Identity : the sense of being a distinct and productive
individual within the larger social framework.
• Competence : the psychological need to be effective as
one interacts with the surrounding environment
• Social competence : how skilled children and adolescents
are at managing the sometimes frustrating and
challenging experiences they have with other people.

21. Importance of Social and Emotional
Development
• Develop relationships
• Controlling their internal emotions
• Master the ability to initiate, discover, play and learn
• Develop persistence and attention
• Self-regulate their behaviour
• Develop emotional range
• Develop social skills

22. THANK YOU