What Is Analyzing Erikson's Psychosocial Stage Of Development?
Today’s youth is strongly influenced by other individuals in their specific environments. Whether the youth is interacting with classmates, teachers, friends, and family, interaction types demonstrated vary. The environment that a child is in strongly impacts the way they will intermingle with others around them, more specifically in the school setting. Volunteering at Mountview Elementary school for the CSL project, I’ve been able to be a part of that environment and be able to witness the different interactions that the youth of ages 5-10 go through on a daily basis. Observing students from grade one to grade five, I’ve noticed how the personalities portrayed in the classroom and during recess are altered. This is due to the change in the
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Since I am currently half-way through my volunteer hours, I have noticed a tremendous difference in the way grade 1’s interact and the way grade 4/5’s interact socially with peers and in the classroom. Erik Erikson’s psychosocial stages of development strongly relate to the differences in the way both grades socialize. Even though grade one’s are at the end of the initiative vs. guilt stage, this stage of development is still quite relevant to this age group. When the students are out on the playground, mingling with their peers, there always seems to be a leader that takes charge and chooses what game to play and what rules apply to each game which creates the “child’s sense of initiative and feel secure therefore have the ability to lead others and make decisions”(McLeod, 2008). In contrast, the students who aren’t willing to express their input about the rules of a particular game demonstrate a stronger sense of guilt and therefore, feel they are “a nuisance to others and remain a follower and lack self-initiative” (McLeod, 2008). However, when a child has that balance between initiative and guilt, it indicates how the idea of certainty may begin to develop during interactions with other individuals, especially other peers. In contrast, a child that doesn’t have that balance between initiative and guilt, the idea of overstepping (too much initiative) or inability to inhibit own creativity (too much guilt), may lead to peer-pressure in adolescent
Since I am currently half-way through my volunteer hours, I have noticed a tremendous difference in the way grade 1’s interact and the way grade 4/5’s interact socially with peers and in the classroom. Erik Erikson’s psychosocial stages of development strongly relate to the differences in the way both grades socialize. Even though grade one’s are at the end of the initiative vs. guilt stage, this stage of development is still quite relevant to this age group. When the students are out on the playground, mingling with their peers, there always seems to be a leader that takes charge and chooses what game to play and what rules apply to each game which creates the “child’s sense of initiative and feel secure therefore have the ability to lead others and make decisions”(McLeod, 2008). In contrast, the students who aren’t willing to express their input about the rules of a particular game demonstrate a stronger sense of guilt and therefore, feel they are “a nuisance to others and remain a follower and lack self-initiative” (McLeod, 2008). However, when a child has that balance between initiative and guilt, it indicates how the idea of certainty may begin to develop during interactions with other individuals, especially other peers. In contrast, a child that doesn’t have that balance between initiative and guilt, the idea of overstepping (too much initiative) or inability to inhibit own creativity (too much guilt), may lead to peer-pressure in adolescent