Essay Example on Successful Development: Psychosocial Stages of Growth for Toddlers

A complete successful person goes through psychosocial stages development stages which mainly dwells on different resolution crises. A psychosocial stage means the ability of a human being to have both social and psychosocial aspects. A toddler is a young one who can be between the age of one to eighteen years old of age. Children go through a complete development before becoming a success grown-up who can handle responsibilities like working for a living. As they grow, they can face different life aspects that teach them how to deal with mental and physical health issues. With the help of elder ones, they get a chance to know about their cultures, relatives, virtues, and vices. Children from different parts need to be taught about all their cultural aspects and survival needs (Batra,2013). A person will become a contributing and a confident social member when tow conflicting ides are successfully resolved failure in which failure to learn about these tasks leads to inadequacy feelings.

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Psychological stage development includes industry vs inferiority, identity vs role confusion, intimacy vs isolation, integrity vs despair, generativity vs stagnation, initiative vs guilt, the autonomy which means the ability to do personal things independently vs doubt or shame, trust vs mistrust and generativity vs Stagnation. The ego positively contributes to psychosocial development by understanding the ideas, skills, and ideas in each stage. Owning a home Family Children care has educated me in different ways. Interacting with children will make you understand that from birth to the age of one year, infants or young ones should be taught that adults can be trusted. This mostly happens when an adult provides a child with the basic needs that they require. Children depend on those who take of them, and the responsible and sensitive caregivers help their babies develop trust in them by providing their needs. This enables children to see life in a different way such as a predictable and safe place. In the home family's children, caregivers make sure that babies are provided with their daily life needs.

We have adults who are not responsible who fail to meet the needs of their babies and this introduces fear, mistrusts and anxiety in them by seeing the world as an unpredictable place. When infants are treated cruelly and their daily needs not met, they may end up growing with lots of mistrust for all the people in the world. At the age of one to three years old, toddlers now start exploring the world and learning how to have their actions under control and act appropriately to the environment to get positive results. They develop the ability to prefer items surrounding them such as clothing, food, and toys. The main task of a toddler is working on the issues of autonomy which is the act of doing everything by themselves versus shame and doubt to gain confidence and independence.

We refer to this stage as the ''I do it'' because they learn how to things without the help of their caregivers. A great sense of autonomy is sometimes observed in a child of two teats where they want to choose clothes to wear for themselves and putting them on by themselves. The young girl's choice of clothing might not appropriate for the occasion but at least this decision has a great impact on her sense of independence. If an adult says no to what she wants, then this might make her doubt herself and lead to shameful and low-esteem issues. Children join school between the age of three to six years old, where they get a chance of having an assertive control over the world through social interactions with other children and teachers (Graves,2006). They are also allowed to initiate activities while playing or learning with people around the world. We make sure that every child is allowed to initiate something new while through interactions in class and the field. Children in the preschool should learn how to resolve initiative and guilt task which is aided by learning how to interact with others, learning how to make plans and achieve the goals that they set. When parents support the choices made by their children and allow them to explore within limits, a sense of responsibility and ambition develops in them.

They then end up developing a sense of purpose and self-confidence. Those that do not succeed at this stage because of their overcontrolling parents who stifle or misfire new initiatives grow up with feelings of guilt. Children handle the task of industry and inferiority in elementary school at the age of six to twelve years. This is the stage where they start measuring themselves up creating a comparison with their peers. Their accomplishment in family or life, social activities, sports, and schoolwork makes them develop a sense of pride at this age or feel inferior when they fail to succeed in some areas and starts feeling that they don't measure and are inadequate. When children fail to learn how to deal with failure and being in good terms with others in all experiences whether it is their peers or at home, they develop huge inferiority that develops from adolescent to adulthood.

Adolescence starts at the age of twelve to eighteen years old and this is the stage where children experience the challenge of identity versus confusion role. We find children searching their sense of identity with a question such as 'Who am I?'' and ''What they want to do with their lives''. This is where they are supposed to develop a self-sense. Most teens try different things in life to test where they fit in life by exploring several ideas and roles and try their level best to realize their adult selves (Pittman,2011). The only adolescents that get to succeed in this stage are those who will fight for their true identity and beliefs and ignoring people's perspectives about them. They also remain true to their values, virtues, and dignity in times of temptations. We find that adolescents get confused and a weak sense of self as they grow, where they receive the pressure of conforming to their future ideas.

They are not sure of what to do concerning their future and identity. They are therefore advised during pathetic feeling times, not to start searching consciously for identity. The teenagers who struggle to get to the positive new style of living are to experience a lot of problems in finding themselves as responsible adults. People between the age of early twenties to early forties are in early adulthood and experience that task of intimacy verse isolation. After developing the sense of self-love in the adolescence stage, it simply means that they are ready to share it with other people other than the family members. Young adults are likely to face problems in this stage if the other stages have not successfully been resolved and developing and maintaining a relationship with people will be a difficult task for them.

Before one can develop a strong successful intimate relationship, they must be having great self-sense. The adults that fail to develop a positive self-sense concept in the adolescent stage will experience loneliness and emotional isolation feelings. Middle adulthood is experienced by people in their early forties which extends to the mid-sixties, social task that is faced in this stage is generativity and stagnation. Generativity explains more about one being able to find the lifetime work and using this to help other people by being involved in activities such as raising children, mentoring and volunteering in different activities (McLeod,2013). They also contribute positively to the society and those who do not succeed in this stage regret having little connection with other people and little interest in improving themes and productivity. The mid-sixties involve integrity and despair and where people reflect on the life that they have already lived. They dwell on what would have, could have and should have been done and those who did not live a good life live in bitterness and depression. Those that feel good about the life that they have lived feel a sense of integrity. It is therefore good to help children in growing up by handling all these tasks in all stages. This will reduce future regrets, despair, and bitterness. The adults have a huge responsibility and should help each in bringing up children in the right way for success in the generations to come.

References

Batra, S. (2013). The psychosocial development of children: Implications for education and society-Erik Erikson in context. Contemporary Education Dialogue, 10(2), 249-278. Retrieved from https://s3.amazonaws.com/academia.edu.documents/59123170/The_Psychosocial_Development_of_Children-_Implications_for_Education_and_Society_-_Erik_Erikson_in_Context20190503-102345-12zfcq4.pdf?response-content-disposition=inline%3B%20filename%3DThe_Psychosocial_Development_of_Children.pdf&X.

Graves, S. B., & Larkin, E. (2006). Lessons from Erikson: A look at autonomy across the lifespan. Journal of Intergenerational Relationships, 4(2), 61-71. Retrieved from https://www.tandfonline.com/doi/pdf/10.1300/J194v04n02_05

McLeod, S. (2013). Erik Erikson. Retrieved August 9, 2013. Retrieved from https://docuri.com/download/erik-erikson-psychosocial-stages-simply-psychology_59c1e23ff581710b286a64c6_pdf

Pittman, J. F., Keiley, M. K., Kerpelman, J. L., & Vaughn, B. E. (2011). Attachment, identity, and intimacy: Parallels between Bowlby's and Erikson's paradigms. Journal of Family Theory & Review, 3(1), 32-46. Retrieved from https://s3.amazonaws.com/academia.edu.documents/45392664/Attachment_Identity_and_Intimacy_Paralle20160505-15220-j0f3u3.pdf?response-content-disposition=inline%3B%20filename%3DAttachment_Identity_and_Intimacy_Paralle.pdf&X.