Erik Erikson’s Social Development stages
From birth to one year, children learn to trust based on the consistency of their caregivers. Developing trust fosters confidence and security, allowing them to feel safe even in threatening situations. Conversely, failure to establish trust can lead to anxiety, insecurity, and a pervasive sense of mistrust in the world.
Trust Versus Mistrust
rote memorization, recognition, or recall of facts
1st level Knowledge
From ages 0 to 2, children retain images of objects, develop basic logic in manipulating them, and engage in intentional actions. Their play is imitative, and they start to assign meaning to events, such as understanding that a babysitter's arrival indicates their mother is leaving. By the end of this stage, they begin to grasp symbolic meanings, including the early stages of language development.
Sensorimotor Stage
Before age 9, children experience two stages: first, they obey authority figures out of fear of punishment, and second, they conform to rules for personal gain, acting acceptably to earn rewards.
Pre-conventional
As individuals reach senior citizenship, they often slow down and reflect on their lives. If they are satisfied with their accomplishments, they develop a sense of integrity. However, if they view their lives as unproductive and feel they haven't met their goals, they may experience dissatisfaction, despair, and potentially depression.
Ego Integrity Versus Despair
Children assert their independence between ages 1 and 3 by exploring choices, like toys and clothing. Support and encouragement during this stage foster confidence and self-reliance. However, if they face criticism or excessive control, they may feel inadequate, become overly dependent on others, and develop low self-esteem and feelings of shame or self-doubt.
Autonomy Versus Shame and Doubt
Understanding what the facts mean
2nd level Comprehension
From ages 2 to 7, children shift from concrete to abstract thinking, understanding time concepts and acquiring new vocabulary. They may experience night terrors and exhibit magical, egocentric thinking, often focusing on specific details and struggling to see different perspectives. Imaginary friends frequently emerge during this stage and may persist into elementary school.
Preoperational stage
In early adolescence, individuals seek approval from others with a "good boy/good girl" orientation and obey laws to fulfill obligations, viewing rules as absolute to avoid censure and guilt.
Conventional
In young adulthood, individuals start forming intimate relationships outside their families, exploring long-term commitments. Successfully navigating this stage fosters comfort, commitment, and care in relationships. However, avoiding intimacy and fearing commitment can result in isolation, loneliness, and depression.
Intimacy Versus Isolation
From ages 3 to 6, children increasingly assert themselves by planning activities and initiating games with others. When encouraged, they develop a sense of initiative and confidence in their leadership and decision-making abilities. However, if this behavior is stifled by criticism or control, children may develop guilt, view themselves as nuisances, and become followers, lacking self-initiative.
Initiative Versus Guilt
correct use of the facts, rules, or ideas
3rd level Application
From ages 2 to 7, children shift from concrete to abstract thinking, understanding time concepts while acquiring new vocabulary. They may have night terrors and exhibit magical, egocentric thinking, often focusing on specific details. Imaginary friends frequently emerge during this stage and can persist into elementary school.
Preoperational stage
In adulthood, individuals prioritize the welfare of others and individual rights, focusing on moral correctness. They are guided by personal principles based on universal ethical standards, addressing broader moral issues.
Post-conventional
judging or forming an opinion about the information or situation
Level Six of cognition Evaluation
From ages 6 to puberty, children develop pride in their accomplishments by initiating and completing projects. Encouragement and reinforcement help them feel industrious and confident in their goal-achieving abilities. Conversely, if their initiative is restricted, they may feel inferior, doubt their skills, and fail to reach their potential.
Industry Versus Inferiority
breaking down information into component parts
level 4. Analysis
From ages 7 to 11, children begin to develop abstract thought and engage in games with rules. They understand cause-and-effect relationships and logical implications, and their thinking becomes independent of personal experience. Additionally, their thinking becomes reversible, and they start to develop rules of logic.
Concrete operational stage
Learning Theory views learning as an internal process involving mental activities such as insight, information processing, memory, and perception, emphasizing internal cognitive structures. Social workers aim to create opportunities that enhance individuals' capacity and skills for improved learning.
Cognitive (Piaget)
During middle adulthood, individuals focus on establishing careers, forming relationships, and starting families, while also feeling connected to the larger community. They contribute to society through parenting, work, and community involvement. If they fail to achieve these goals, they may feel stagnant and unproductive.
Generativity Versus Stagnation
During adolescence, individuals transition from childhood to adulthood, seeking independence and considering future aspects like careers, relationships, and family. As they explore these possibilities, they begin to form their identities. However, if this exploration is hindered, it can lead to confusion about their goals and sense of self, resulting in uncertainty about their future roles.
Identity Versus Role Confusion
combination of facts, ideas, or information to make a new whole
level 5. Synthesis
From age 11 through maturity, individuals reach a higher level of abstract thinking, plan for the future, and engage in hypothetical reasoning. They begin to assume adult roles and responsibilities.
Formal operational stage
conceptual framework describing how information is absorbed, processed, and retained during learning. Cognitive, emotional, and environmental influences, as well as prior experience, all play a part in how understanding, or a worldview, is acquired or changed, as well as how knowledge and skills are retained.
Learning theory
Learning Theory were learning is viewed as a person’s activities aimed at reaching his or her full potential, and the focus of learning is in meeting cognitive and other needs. Social workers aim to develop the whole person.
Humanistic (Maslow)