Erikson's Third Stage (Initiative Vs Guilt)

Section 3 - Preschool (Initiative vs. Guilt)
Erikson’s third stage, Initiative versus Guilt, takes place when a person is between the ages of three and five years old. This is the time when a preschooler is learning how the world works and uses their imagination to explore their environment. Caregivers play an integral part of a child’s growth during this stage. Children at this age tend to ask many questions - their favorite being “why?” and how the caregiver responds translates into how this child develops as a learner. If the caregiver takes the time to respond and initiate conversation, the child will become intrigued with their world. This will allow them to be a self-starter, accept challenges and learn how to set goals. If the caregiver
Children who live in poverty at a young age, beginning in the preschool years, have a greater tendency to have problems in school and be less-likely to graduate. “Low income during the preschool and early school years exhibits the strongest correlation with low rates of high school completion” (Brooks-Gunn & Duncan, 1997). Poverty affects what opportunities a child is given and may prohibit a child from attending preschool at a time when they are beginning to explore the world around them. If they lack appropriate modeling of behavior or self-control, they will be unable to learn these
Inferiority, stage four, occurs when a child is in elementary school and is a time when the child is learning how to be competent and successful in academics. This stage is during the initial school years and is when a child is learning how to be productive at both home and school. During this time, children learn “to do things well or correctly in comparison to a standard or to others” (Sougstad, 2018). This is a stage where the child’s world extends beyond their home. Now, teachers and friends are beginning to play a role in how a child develops. Parents must support and reinforce the work that teachers are doing at school. In order for a child to successfully resolve the developmental crisis during this stage, children need to feel supported and encouraged. This will allow them to enjoy school, complete tasks, and experiment. If a child’s needs are not met during this stage, it can lead to a child being withdrawn, often procrastinate, and question their own ability (Sougstad,