Human Development Across the Life Span

Running Head: HUMAN DEVELOPMENT ACROSS THE LIFE SPAN
HUMAN DEVELOPMENT ACROSS THE LIFE SPAN

HUMAN DEVELOPMENT ACROSS THE LIFE SPAN2
Introduction
The present study is going to focus on Erik Erikson’s psychosocial theory which states
that there are 8 stages in a life span of a human. In this assessment, research results have been
written on the third stage of life which is Initiative vs. Guilt. Lastly, Bronfenbrenner's
development model has also been added alongside the third stage of Erikson's theory. Basically,
it is shown where Initiative vs. guilt stage falls in Bronfenbrenner’s development model.
Body
According to the theory of Erik Erikson, the two initial stages of development of children
are dealing with mistrust vs. trust as well as autonomy vs. doubt and shame. During the first two
periods the focus stays upon children developing a trustful sense within the world and the
independent feelings with autonomy(Knight, 2017). Each of the foundational changes has some
role within the third stage which is Guilt vs. Initiative. The stage three of Eriksons theory is
Initiative vs. Guilt. Sigelman & Rider (2014) opined during the preschool ages mainly ages
between 3 to 5 occurrences of this third stage is seen. Through directing play and interactions
occurring socially, children control over the world and their power assortment begins during the
Initiative vs guilt stage. During the stage of Initiative vs. Guilt, kids might be having specific
needs which might not be obvious to their parents. It is the stage where children are naturally
drawn to experiences. Having interactions develops a child’s initiative but also opens a door to
guilty feelings (Cherry, 2017). When children starts the years of preschool the initiative vs. guilt
stage of the psychosocial development begins which is centred upon Initiative vs. Guilt. If kids
have successful completion of previously mentioned two stages by then they must had developed
a notion about the world being truthful and are capable of acting on their own. Papalia, Olds &
Feldman (2007) discussed that for kids, it is important to learn that power can be exerted by them
over themselves as well as upon the world. Things are needed to be tried on their own as well as
their own abilities must be explored by themselves. Ambition and direction can be developed by
them while doing this.
According to Knight (2017), a child develops initiative as he starts to assert control and
power over the environment through several planning of initiative activities, dealing with