Erik Erikson Theory of Development

Erik Erikson Theory of schoolingHuman life is determined by so m whatever factors which contri thate to how they behave. Every pitying being has a personality which many claim that it might be caused by genes. T here be plenty that go unnoticed which contribute to how bulk behave. These events run from pip-squeakhood to adulthood and that is what the theory of development/ model of early childhood development as created by Erik Erikson try to explain. This paper highlights on child development and factors that determines his/her behaviour as explained by Erikson in his theory of development. This theory explains why people behave as they do which is contributed by environment, interaction and response. There are eight make ups and in each, there are both positive influences as puff up as cast out which give either result. The presents contribute to physical, emotion, intelligence and social features of an individual.Theory of Development/Model of Early Childhood Developmen tThe theory of development came up in 20th century when interest to change the perception of children being small adults and aim to discover the abnormal behaviors became a concern. There have been many theories on this ground identical Freuds psychosexual items which cerebrate on mental disorders in childhood. The Piagets peglegs of cognitive development attributed to Jean Piaget who had a view that children and adults never thought the same. antic B.Watson, B. F. Skinner and Ivan Pavlov developed the behavioral child development theories which test on the influence of the environment to behavior (Thomas, 2005). Lastly, Eriksons stages of psychosocial development by Erik Erikson was developed which encompassed the whole human life. Each stage in his theory is presented with conflict whose success or failure cushions on the personality (Muzi, 2000).Erik Erikson tries to explain the development of personality and behavior in people mostly attributable to stages in life. Most of his work is developed and related to Freuds he has only made his complex and covers from childhood to adulthood (Baldwin, 2008). Development takes place in all age in human life according to him. Exposure, training, reciprocation and experience determine the effects of these stages on a persons behavior and personality either negative or positive. Each stage is presented with equal positive and negative effects and Erik warns against use of the account book achievement and encourages on the word acquisition of personality. He built his work on Freuds to make it much meaningful and accessible. His work shows the tasks that need to be accomplished in different ages for swimming living (Santrock, 2010).In his model, he developed eight stages using age range which is not fixed hence there are overlaps. In any of the stages that is not well partaken, it may present problems in the prox. The first stage according to his psychosocial development is trust vs. mistrust with a justnes s of hope and undergo in infants between 0 to I year. In this stage, there is total reliance of the child from the mother. Parents act as a guide on as child understands the world. If the child is exposed to the basic needs of the stage, he/she may have trust on the world. If the opposite happens, the child gains a sense of mistrust rough the world. This is the stage in which the infant understands about the world and its people. The writer advocates for warmth, sleeping and feeding amongst others (Thomas, 2005).Stage two is autonomy vs. shame and doubt with a virtue of will and is experienced in toddlers between age 2 and 3 years. The child is on an exploration about the surroundings. At this stage, it depends with the parents encouragement as well as strictness. The infants depend on the caregivers reaction to their actions. They can move and the muscle coordination is increased. They can attend to any(prenominal) of their issues without bothering the caregivers and if encoura ged, they gain a sense of autonomy but if discouraged, they may develop doubts and shame about their ability. It encompasses independence and confidence both of mind and oneself. The writer advocates for toilet training, aiding their walking and showing encouragement (Baldwin, 2008).In opening vs. guilt which is the third stage, its virtue is purpose and is in children between 3 to 5 years i.e. preschool. It is based on tasks for purposes and the children learn about nature like gravity. The guilt may be caused by failure to achieve or doing the wrong affaire. They have a multiple of choices about the activities to do which may be fit for them or unfit hence affecting the juniors i.e. doing what is beyond their capability. The responses they receive from juniors have effects on their initiative. If they feel motivated, they can try new thing which give confidence and achievement and if they are demoralized, they can feel guilty. The activities undertaken in this stage may result t o both negative and positive behaviors. If the child fails in most of his/her activities, frustration may develop hence may depict negative behaviors. Erik encourages on play and adventure as the management techniques (Slentz Krogh, 2008).The fourth stage is industry vs. inferiority with a virtue of competence and is between ages 6 to 11 years i.e. childhood. At this stage, children are now aware of themselves and apply more logic to practical things. They aim at doing right, being responsible and attending to their issues with no or minimal assistance. The children are recognized with groups either through refinement or differences in personality. The activities undertaken here are complex, meaningful and purposeful. The spirit of cooperation is developed and every child discovers his/her unique capabilities. This stage takes place mostly when many people are in school and is considered as a vital transition in ones life because everything else is built on it. The main techniques are parents, teachers and friends encouragement as well as schooling (Newcombe, 2010).Identity vs. role perplexity comes as the fifth stage. It has an ego quality of fidelity and it is between 12 to 19 years concentrated on adolescence. It is a transition from childhood to adulthood in which there is confusion in roles. It brings a sense of personal identity, what has transpired from stage one to stage four can be termed as mare childhood but now reality of who they are and what the society views and expects of them is vivid. There is what is expected in the future and it is at this stage that matching of the past and the expectations is done. This creates the personality of who you want to be. The sexuality is well developed and there are self ideologies which may or may not be affected by past stages (Slentz Krogh, 2008).Depending on the results from fourth stage, the fifth stage may take place at different ages, some as early as 17 and 18 while others as late as 20 and 21.Th ere are more experiments before the real identity is established. Adolescents are in a position to differ with their parents and caregivers on some issues like politics and religion. Many parents may try to influence decisions made by their children at this stage like the career to pursue. This may block their self establishment hence have an influenced identity because this stage requires total independence. It can be established by identifying with peers and groups (Baldwin, 2008).The stage of affaire vs. isolation has the value of love which is established between 20 to 40 years, among young adults. Some bit of identity vs. role confusion may be experienced at early years of this stage due to late identity establishment. Identification with friends is most here and since there is experience of pain, some may isolate themselves due to fear of break ups and rejection. They grow a defense mechanism that that can destroy what seems hazardous to them. With creation of intimacy, peop le graduate to commitments which call for compromises and sacrifices. This is where marriage is established forming a long-term commitment which brings both emotional and physical closeness. Failure to experience intimacy may cause isolation which may be due to rejection or personal reasons (Slentz Krogh, 2008). There is need for social life, friends and lovers to achieve satisfaction in this stage.The one-seventh stage is generativity vs. stagnation with a virtue of care and is experienced between 45 to 65 years, middle adulthood. It has more social works and responsibility focused on the siblings as they are the future generation. These adults act as caregivers of the young ones and it is a warning that their success or failure in any of the introductory stages should not affect on the dash they influence the siblings (Thomas, 2005). They have a lot of tasks to do to the young ones and also the children have set expectations about them. responsibility extends to others and the ability to give it is generativity while inability is the stagnation. It is associated with works of giving back to the community and through care. Production is expected from these mid adults both in terms of work and participation to the community development.The final stage is ego integrity vs. despair which is experienced in senior adults of age 65 and above. Its virtue guide is wisdom and it is more of a review of how the life has been and what he/she has achieved and need for rest. These individuals feel either rejected or accepted depending on what they have done, the impact of their actions on the community and the world at large (Slentz Krogh, 2008) It is the stage at which they make peace with people, the creator and also need peace of mind. If their lives have been triple-crown and full of accomplishments, the adult feels full of integrity. If the life has been a total failure, they feel despair. The review is focused on the achievements made which could be in one way or another, an improvement to the world, making it a better place. This stage also allows an adult to give back to the community what he/she had not yet precondition i.e. being responsible and making up for any mistakes or harms inflicted to both the people and world at large (Thomas, 2005).In all these stages of life, there are two extremes one positive and the other negative and there is need for an individual to balance both of them to have a balanced living. Each stage acts as a transition to the next and it is important to accomplish the tasks in each stage, failure to which may result to problems in the future. The age gaps provided may not be fixed depending on different reviews as well as individuals. They used as a guiding way to place all the stages in a life of a human being. There are individuals that may be late to graduate to the next stage hence carrying the previous stage tasks (Slentz Krogh, 2008). Others graduate faster than presented in years in the Eriks theor y. This creates the differences in ages when a given stage starts and when it ends. The most affected stage is identity vs. role confusion in which many girls start at age 9 which is below the provide age of 12 to 19 years. There is need for caregivers to ensure proper(a) balancing of the conflicts especially in the stages that they have control of for good life development

The Perfect Class :: essays research papers

If you could design any furcate, anyway you wanted do you know what you would do? Whether it is reclining chairs or nap era you want. You get to decide whether you want, one or the other or both. You get to design the class any way you want. If I could design the perfect class it would be in possession of to have     The perfect class would have to have air condition. This would keep us cool and refreshed. Most students would concentrate better because theyre not distracted thinking about how bouncy and sticky they are. It would also help stu-dents and staff with asthma to breathe easier because air conditioning takes the humidity out of the air. Considering all these reasons I think air conditioning would further better our educational wellness.      The perfect class would have to allow students to chew mussitate. This would satisfy the students so they are not constantly complaining. Chewing gum during a test could increase test score s up to 35%. It is a proven fact that chewing gum improves long and short bound memory up to 15%. All these statistics not only prove that chewing gum satisfies the students, but that it increases our chances a higher education.      The perfect class would have to have shorter lessons. Some drillers will teach a key lesson in a short time period because they think its best to teach it all at once. I think that they should break important lessons into 2 or 3 smaller more comprehendible lessons. This would give teachers more time to make sure that stu-dents thoroughly understand each individual concept of the lesson. Some students are so overwhelmed and confused by one element of the lesson that they are focus-ing only on that element that the miss the rest of the lesson. This is basic modifi-cation in

Should Australia Become A Republic? :: essays research papers

I believe that Australia should not become a commonwealth. I hark back that there would be no point in becoming a land, because we live with emerge the intervention of the Queen at the moment, so becoming a republic would achieve nothing. If we were to become a republic, we would fall back the support of England in times of war, famine or other disaster. I think that becoming a republic would achieve nothing, lose our links with England and waste the parliaments time when they should be concerned with more important issues.If we were to become a republic, the governor general would be replaced by a president who would have the same powers and responsibilities as our Governor General, so only the name and the person holding the position would change, wasting important parliament time and achieving absolutely nothing. At the present time, there is nothing wrong with the constitution, and if there was anything wrong with it, it could be changed by referendum, once again proving tha t becoming a republic is pointless. Currently, we are not tied down at all by the monarchy, and although the Queen does have the power to intervene in the running of our country, she doesnt out of tradition, and therefore, probably never will, bound by the tradition. If we become a republic, we would lose valuable ties with England and perhaps part of our heritage that goes with it. England can support us by many unfortunate events that we may face and England, being on the other side of the world may not, putting them in a position to passport us financial, military or other support. If we were to become a republic would we forget that the English were the first people to colonise our country, and instead of learning most the colonisation of our country, learn about the way in which we broke free from England and the monarchy? We owe our existence in Australia to the English and we are treated very well(p) by them - they let us manage our own affairs and dont interrupt in the r unning of the country, while still offering their support if we should ever demand it, and if we were to break free from this "tight rein" by the monarchy, would they still offer their support when we needed it?Becoming a republic would achieve nothing and we would lose our valuable ties with England and the monarchy.

Ignorance In Your High School Principal; My Trip To His Office :: essays research papers

I walked into his office. The look on his face was distasteful. He made me feel inferior to him. not the way you should feel around your high school principal. I didnt feel welcome, or even accepted. His beady eyes burned holes in my skin. I sat. He gazed into my tired eyes, and he asked me the following, "Whats going on?" How am I supposed to respond to this sort of question? If I say "nothing," its a given that there is something. However, if I try to speak with him about anything, it will be like talking to a brick w all told. Authority figures never take for any compassion. They care only about the someone that rules them. In this case it would be the superintendent. I reply with a comment which is very versatile, "Not much, and yourself?" He gives me a look of disappointment. The kind of look you get when your parents find out youve been skipping school for the whole first semester. He turns his back to me. I hate it when they do that. They always rin g you are going to be sitting there waiting for them to turn around. Like you think they are the most important person in the world. I fall apartt do that though, I just admire all the hoaky pictures and quotes on his white walls. Yeah, if he actually believed in all these sayings he wouldnt be working here, I think. Suddenly, I feel my ears begin to burn. I try to do a fit by play in my head of what I am going to say to him. I dont know why I do that, it never helps. I always end up shooting off my mouth, and getting into trouble. He turns back around and informs me that I was absent this past Friday. LIKE I dont know. He tells me I have to serve seven hours of detention. "Excuse me, Mr. Principal, Sir..." I begin. Only to be cut off with another, "I dont want to hear it." I shut my mouth and let him ramble on. I have a lot of better things to do with my time, I think to myself. Listening to people you really dont care to listen to is quite boring. So, I let my mi nd wander. I think of how many runs I could be snowboarding down at this very moment.

Great Expectations By Charles Dickens :: Great Expectations Charles Dickens Essays

Great Expectations By Charles hellerCharles Dickens makes this extract memorable and satisfying as it isthe kickoff time lash, a working class boy from the forge, meets MissHavisham and Estella who are going to have an important andsignificant affect on his life. Pip is invited to Miss Havishamsresidence Statis house. This is important as he doesnt turn in why hewas invited and before he goes he is told there may be something inthis for him. The reader knows this might be true due to the title ofthe play Great ExpectationsDickens makes Pips first encounter with Miss Havisham and Estella atStatis put up a significant and memorable point in the novel in anumber of ways. The first point that makes it memorable is that it iswritten in first person narrative. Pip says sat the strangest lady Ihave ever seen, or ever shall see. This image is seen through theeyes of a tike so it will be memorable to him as he will never forgetthis lady. This overly gives the reader first hand experie nce into whatPip is seeing.Another point why Dickens makes this a significant and memorable partof the novel is that at the beginning of the extract we do not knowwho the lady is. Dickens uses pronouns to name her, he uses words likeshe and her. This makes it significant as Dickens is building upan appearance of the record before he tells you her name.Dickens makes a memorable part of the novel when he describes theladys clothes. He says she had a long white veil dependant from her blur and she had bridal flowers in her hair. This gives theimpression of a young bride. Dickens uses the adversative clause butso we know something is going to be wrong. Dickens then says her hairwas white. This then changes the readers perception of the characterso this is why it is memorable as it now sticks in the readers head.Another memorable part of the extract is how Dickens gets across thatthis lady is wealthy. Dickens just doesnt say she is rich hedescribes her assets that pip can see in the roo m. He describes thefabrics rich material- satins, and lace, and silks. He alsodescribes her jewellery bright jewels and some other jewels laysparkling on the table. These all tell you how rich she is and theadjectives bright and sparkling makes it memorable to thecharacter and the reader.A way Dickens makes this a memorable and significant part of theextract is when he describes what sees when he enters the room, he

Outline of Marriage in the Victorian Era Essay -- Victorian Era

Outline of wedding ceremony in the Victorian EraIn the Victorian era, marriage was not as romanticized or fairytale-like as depicted in many novels of the time. On the contrary, love actually played a very minor role in the volume of matrimonies that took place. An engagement was entered into as one would approach a business deal, and there were some generally accepted rules and guidelines to follow.The Rules * It was illegal to bind your deceased wifes sister. You could marry first cousins, but attitudes changed towards the end of the 19th century, and this became frowned upon. * Victorians were encouraged to marry within the same class (remember the views on social mobility). They could marry up, but to marry down meant marrying beneath yourself (Soames). * A woman entering into the institute of marriage had to be equipped with a dowry. The husband-to-be had to prove that he could support his new bride in the lifestyle she was accustomed to. * An unmarried woman coul d inherit money and property after she reached the age of 21, but once married, all keep in line would revert to her husband. A woman could not have a will for her own personal possessions since the control was in her husbands power, he could distribute her property in any way he likes, even to his illegitimate children (if he has any). * Women married because they had a lack of options they were not formerly educated, and were only instructed in domestic duties. They infallible someone to support them, and were encouraged to marry and have children (The Rules of Marriage).The Courtship * Marriage was a carefully contemplated subject for a woman since she would lose control over any possessions once married, it was not somethin... ...and helped to strengthen the family line, divorce was neither economically or socially practical. It would guarantee the family losing some of its strength and influence by giving up property and wealth.Works CitedMarriage and Divorce in Victor ian England. Charlottes Web A Hypertext on Charlotte Brontes Jane Eyre. .The Rules of Marriage in the Victorian Era. .Soames, Enoch. Marriage in the Victorian Era. The Charlocks Shade. 18 February 2004. Wells, Richard A. Manners Culture and Dress of the Best American Society. King, Richardson, & Co. Publishers. Springfield, MA. 1893. .

The Internet :: essays research papers

The InternetImagine life today without the convenience of the Internet. People would really have to ache up out of their comfortable chairs, get in their cars, and drive to the store, the library, the mall, or wherever they wanted to go. Wouldnt that just be a shame? But the Internet has non always been practiced for the entertainment, in the beginning it was only used by military personnel for communication reasons. In fact, if you were not a estimator expert or a genius, you could not even begin to figure out the very complex system known as the Internet. The Internet is the child of several marriages The government to science, and the telecommunications industry to the computer and software industry. The Internet was the result of some visionary people in the early 1960s who saw great potential value in allowing computers to share culture on research and development in scientific and military fields. In, J. Licklider, proposed a global network of computers, and moved to the Defense Advanced Research invents to develop it. maven of Lickliders colleagues, Lawrence Roberts, came close to connecting the first computers in California and Massachusetts, but because the telephones circuit switching was inadequate the connection was unable to be established. It was not until 1966 that the first Internet was actually conceived. Originally, This project was only meant to be a small network connecting super computers amongst researchers in the United States. This network became known as the Advanced Research Project Agency(Net) or the ARPANET.The innovators of this network wanted to see the ARPANET connect more than just super computers, they wanted people around the United States to be able to use the ARPANET. In 1967 these innovators went to the Association of Computing Machinery Symposium and presented papers to legalize their endeavors. In 1967 they were approved by the ACMS to continue their work, and in 1968 the first software and networking hardware wer e designed, and by 1969 the ARPANET had committed four universities in the southwestern United States. These schools included Stanford Research Institute, UCLA, UC Santa Barbara, and the University of Utah. By 1971 fifteen more schools had been added to this network including a university in Hawaii. Although the Internet was constructed for military purposes it was belatedly moving away from those roots. The network was becoming so commercial that librarians began automating and networking their catalogs.