Theoretical Aspects of Socio-Affective Development
Socio-affective development involves an individual's social and emotional growth, influenced by Erikson's theory of psycho-emotional development. This theory outlines eight stages of development from infancy to late adulthood, each stage presenting a unique conflict to be resolved. For example, the first stage focuses on basic trust vs. mistrust, affecting the infant's perception of the world and shaping their sense of hope for the future.
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HSD L4 TOPIC 2 MALUTI TVET BETHLEHEM Mrs C Schnetler
Theories of human development THE THEORETICAL ASPECTS OF SOCIO-AFFECTIVE DEVELOPMENT SOCIO-AFFECTIVE DEVELOPMENT IS AN INDIVIDUAL S SOCIAL AND EMOTIONAL DEVELOPMENT. ERIKSON S THEORY OF PSYCHO-EMOTIONAL DEVELOPMENT ERIKSON WAS INFLUENCED BY FREUD. ACCORDING TO ERIKSON THERE ARE EIGHT STAGES OF PSYCHO-EMOTIONAL DEVELOPMENT IN AN INDIVIDUAL S LIFE. IN EACH STAGE THE INDIVIDUAL ENCOUNTERS CONFLICT.
STAGE CONFLICT Infancy (birth 18 months) Basic trust vs mistrust (Hope) Early childhood (18 35 months) Autonomy vs shame (Will) Autonomy = independence Pre-school years (3 5 years) Initiative vs guilt (Purpose) Initiative = being able to start something/acting before others Childhood school years (6 12 years) Industry vs inferiority (Competence) Industry = working hard; inferiority = feeling of lesser value Adolescence (12 18 years) Identity vs role confusion (Fidelity) Fidelity = loyalty to a person, belief or idea Young adulthood (18 35 years) Intimacy and solidarity vs isolation Llove) Solidarity = feeling the same Middle-aged adulthood (35 55/65 years) Generativity vs self-absorption (Care) Generativity = capacity to produce Late adulthood (55/65 death) Integrity vs despair (Wisdom) Integrity = quality of being honest and having moral principles
Theories of human development DEVELOPMENT IN STAGES 1 4 IS AFFECTED BY THE EFFECTS OF THE ENVIRONMENT ON THE INDIVIDUAL. DEVELOPMENT IN STAGES 5 8 IS AFFECTED BY THE INDIVIDUAL S ACTIVE INTERACTION WITH THE ENVIRONMENT. EACH STAGE IS CONNECTED TO A SPECIFIC AGE FROM BIRTH TO DEATH. IN EACH STAGE, A CONFLICT BETWEEN TWO EMOTIONAL RESPONSES OCCURS. IF THE CONFLICT IN EACH STAGE IS RESOLVED, A DEVELOPMENTAL STAGE IS REACHED: THIS STAGE IS DESCRIBED BY THE WORD IN BRACKETS IN THE FIGURE.
STAGE 1: BASIC TRUST VERSUS MISTRUST (HOPE) THE INFANT LEARNS TO CARE THROUGH THE CONSISTENT PRESENCE OF THE MOTHER OR FATHER. IF THE PARENTS NURTURE THE INFANT WELL, HE/SHE WILL LEARN THAT THE WORLD IS A PLACE THAT HE/SHE CAN TRUST. IF THE INFANT IS NOT PROPERLY NURTURED, OR IF THE PARENTS ARE NOT CONSISTENTLY PRESENT AND ACCESSIBLE EMOTIONALLY, THE INFANT WILL LEARN TO MISTRUST THE WORLD. IF THE INFANT LEARNS TO TRUST THE WORLD, HE/SHE WILL DEVELOP A SENSE OF HOPE THAT IS/HER NEEDS ARE VALID AND WILL BE FULFILLED. HE/SHE WILL BE MORE CONFIDENT AND SECURE, AND HOPE WILL MAKE HIM/HER OPTIMISTIC FOR THE FUTURE. IF THIS DEVELOPMENTAL STAGE IS NOT REACHED, HE/SHE WILL LACK CONFIDENCE AND BE AN INSECURE OLDER CHILD. A LACK OF HOPE FOR THE FUTURE MAY MAKE HIM/HER PESSIMISTIC WITH LOW EXPECTATIONS.
Theories of human development STAGE 2: AUTONOMY VS SHAME (WILL) DURING THIS STAGE, THE YOUNG CHILD LEARNS MANY NEW SKILLS. HE/SHE ALSO LEARNS TO DISTINGUISH BETWEEN RIGHT AND WRONG. SKILLS, IF ACQUIRED SUCCESSFULLY, GIVE HIM/HER A SENSE OF AUTONOMY AND A HIGH SELF ESTEEM. HE/SHE IS PROUD OF HIS/HER ACHIEVEMENTS, WHICH CAN LEAD TO TANTRUMS AND RESISTANT, DIFFICULT BEHAVIOUR THAT ARE ASSOCIATED WITH TODDLERS. THIS IS BECAUSE HE/SHE IS BECOMING WILFUL. IF HE/SHE STRUGGLES TO DEVELOP DURING THIS STAGE, HE/SHE MAY BE ASHAMED OF HIS/HER INABILITY TO LEARN NEW SKILLS AND BECOME VULNERABLE. HIS/HER SELF ESTEEM WILL SUFFER AND HE/SHE WILL NOT ASSERT HIS WILL OVER THAT OF OTHERS.
Theories of human development STAGE 3: INITIATIVE VERSUS GUILT (PURPOSE) IN THIS STAGE, THE CONFLICT IS BETWEEN INITIATIVE AND GUILT. THE PRE-SCHOOL CHILD USES INITIATIVE BY STARTING TO IMITATE THE WORLD AROUND HIM/HER BY PRETENDING TO BE AN ADULT AND TO DO THINGS THAT ADULTS DO. HE/SHE MAY PLAY GAMES IN WHICH HE/SHE ACTS OUT ADULT TASKS SUCH AS SHOPPING, DRIVING OR HAVING A SERIOUS TELEPHONE CONVERSATION. HE/SHE TAKES INITIATIVE BY DRESSING HIM/HERSELF AND MAKING INDEPENDENT DECISIONS. HOWEVER, HE/SHE MAY FEEL GUILTY ABOUT TAKING INITIATIVE AND ABOUT ASSERTING HIS/HER NEEDS. THIS WILL LEAD TO PROBLEMS WITH HER SENSE OF PURPOSE, AND ENDANGER FURTHER ATTEMPTS TO TAKE INITIATIVE.
Theories of human development STAGE 4: INDUSTRY VERSUS INFERIORITY (COMPETENCE) THIS IS AN EXTREMELY IMPORTANT STAGE, ESPECIALLY FOR TEACHERS TO KNOW ABOUT. THE CHILD STARTS ATTENDING SCHOOL AND IS ABLE TO LEARN A GREATLY INCREASED NUMBER OF SKILLS. HE/SHE IS INDUSTRIOUS AND BUSY AS HE/SHE LEARNS THESE SKILLS, AND IS ACUTELY AWARE OF THE DIFFERENCES BETWEEN HIS/HER SKILLS AND THE SKILLS OF HIS/HER PEERS AT SCHOOL. HIS/HER PEERS START TO INFLUENCE HIM/HER MORE THAN HIS/HER PARENTS DURING THIS STAGE, AND HE/SHE BEGINS TO COMPARE HIS/HER COMPETENCE TO THAT IF THE PEERS. TEACHERS PLAY A CRITICAL ROLE IN GUIDING HIS/HER DEVELOPMENT IN THIS STAGE. IF HE/SHE IS NURTURED INTELLECTUALLY IN THIS STAGE, HIS/HER COMPETENCE WILL CONTINUE TO DEVELOP IN LATER STAGES OF HIS/HER LIFE.
Theories of human development STAGE 5: IDENTITY VERSUS ROLE CONFUSION (FIDELITY) THE ADOLESCENT BECOMES AWARE THAT HE/SHE CAN ACTIVELY INTERACT WITH THE ENVIRONMENT AND EXERT HIS/HER INFLUENCE. HIS/HER DEVELOPMENT IS NO LONGER AFFECTED ONLY BY HOW ENVIRONMENTAL FACTORS ACT ON HIM/HER, BUT ALSO HOW HE/SHE CONSCIOUSLY ACTS ON HIS/HER ENVIRONMENT. ADOLESCENTS EXPERIENCE A CONFLICT BETWEEN THEIR STRONG NEW IDENTITY AND THE CONFUSION OF THE ROLES THEY ARE MEANT TO PLAY IN SOCIETY. IF THEY DEVELOP A STRONG IDENTITY SUCCESSFULLY, THEY BECOME LOYAL TO BELIEFS AND IDEAS. THIS LOYALTY IS CALLED FIDELITY.
Theories of human development STAGE 6: INTIMACY AND SOLIDARITY VERSUS ISOLATION (LOVE) THE YOUNG ADULT WANTS TO BEGIN HIS/HER OWN FAMILY. HE/SHE LOOKS FOR A LONG- TERM COMPANION WITH WHOM HE/SHE CAN BECOME INTIMATE AND FORM A FAMILY UNIT. THIS IS CALLED SOLIDARITY WITH HIS/HER PARTNER. IF HE/SHE STRUGGLES TO FORM INTIMATE RELATIONSHIPS IN THIS STAGE, HE/SHE MAY FEEL ISOLATED. IF HE/SHE FORMS INTIMATE RELATIONSHIPS SUCCESSFULLY, HE/SHE LEARNS TO LOVE.
Theories of human development STAGE 7: GENERATIVITY VERSUS SELF-ABSORPTION (CARE) THE OLDER ADULT IS FACED WITH MANY EVENTS THAT LEAD TO EMOTIONAL DEVELOPMENT. CHILDREN LEAVE THE HOME, FOR EXAMPLE, AND MANY OLDER ADULTS FEEL THAT THEY ARE NO LONGER WORTH AS MUCH AS THEY USED TO BE. INDIVIDUALS BEGIN TO WORK TO MAKE A DIFFERENCE TO SOCIETY AS THEIR INFLUENCE DECLINES WITHIN THEIR OWN FAMILIES: THIS IS CALLED GENERATIVITY. ADULTS IN THIS STAGE ALSO WORK TO REACH THE PEAK OF THEIR CAREERS. IF THEY FAIL TO PERFORM GENERATIVE ACTIVITIES, THEY MAY BECOME SELF-ABSORBED AND OVER-ANALYTICAL. ADULTS WHO ARE ABLE TO CONTINUE TO BE GENERATIVE DURING THIS STAGE LEARN HOW TO CARE FOR OTHERS.
Theories of human development STAGE 8: INTEGRITY VERSUS DESPAIR (WISDOM) IN THE STAGE BEFORE DEATH, THE INDIVIDUAL QUESTIONS THE VALUE OF HER LIFE AND WHETHER HE/SHE HAS LIVED IT TO THE FULLEST. IF HE/SHE HAS, HE/SHE GAVE HIS/HER LIFE ITS BEST AND MANAGED TO MAKE A DIFFERENCE TO THE LIVES OF OTHERS. IF HE/SHE HAS REGRETS ABOUT LIFE, HE/SHE MAY VIEW LIFE WITH DESPAIR. HE/SHE MAY FEEL THAT MISTAKES WERE MADE OR THAT THEY DIDN T GET WHAT THEY WANTED OUT OF LIFE. THE FEAR OF DEATH MAY ALSO LEAD TO DESPAIR. INDIVIDUALS WHO CAN LOOK BACK ON THEIR LIVES WITH INTEGRITY ACHIEVE WISDOM ABOUT THE NATURE AND PURPOSE OF LIFE.
Theories of human development POSSIBLE QUESTIONS 1. NAME THE STAGES OF ERIKSON S THEORY OF PSYCHO-MOTOR DEVELOPMENT. 2. NAME THE CONFLICTS OF ERIKSON S THEORY OF PSYCHO-MOTOR DEVELOPMENT. 3. DISCUSS EACH STAGE OF ERIKSON S THEORY OF PSYCHO-MOTOR DEVELOPMENT.
