Child Development Theories: Erikson's and Bronfenbrenner's Models

This report delves into the complexities of child development by examining Erikson's Psychosocial theory and Bronfenbrenner's Ecological Systems theory. It specifically focuses on Erikson's third stage, initiative vs. guilt, and its correlation with Bronfenbrenner's model, particularly concerning children aged 5-8. The report highlights how Erikson's theory emphasizes the development of purpose and skills like tool usage and art creation, while Bronfenbrenner's model provides a framework for understanding the child's interaction within various environmental systems (microsystem, mesosystem, exosystem, macrosystem, and chronosystem). The analysis underscores the interconnectedness of these theories in explaining the influences on a child's development, especially during the transition to more formal educational settings, emphasizing the importance of understanding the child's actions and developmental needs within their environment. The report concludes by reflecting on the significance of these theories in understanding early childhood development and recommending further exploration of real-life correlations and communication skills.

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Abstract
Development is identified as one of the most significant aspects of growing up. The aspect of
development in children is seen as the key element of a lot of psychological studies
concerning growth and understanding childhood development and understanding. This report
discusses the Psychosocial theory put forward by Erikson in tandem with the Ecological
systems Theory by Bronfenbrenner to identify significant correlations between the two. This
report focuses specifically upon the third stage of development in Erikson’s model and draws
connections with Bronfenbrenner’s model apropos children of the same age group.
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Index
Abstract......................................................................................................................................1
Introduction................................................................................................................................3
Discussion..................................................................................................................................3
Conclusion..................................................................................................................................5
Reflection and Recommendation...............................................................................................6
References..................................................................................................................................7
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Introduction
Development is identified as one of the most significant aspects of growing up. The
aspect of development in children is seen as the key element of a lot of psychological studies
concerning growth and understanding childhood development and understanding. In that
sense, a lot of theories and hypotheses have been identified over the course of time that has
attempted to understand and generalise the aspect of child development in terms of specific
criteria for growth and development that can be identified in children. The aspect of child
development entails an overall biological, psychological and emotional growth of children
and is usually identified to start during birth and conclude towards the end of adolescence
(Sokol, 2009). A variety of elements are known to influence the development of children in
this phase. These factors may range from the immediate environment of the child pertaining
to the child’s interaction with his/her parents, friends etc., to the bigger social surrounding of
the child where the general social situation like neighbours, community etc. can also shape
the developmental process of the child (Winnicott, 2018). In this report, the aspect of child
development is taken up as the focus for discussion (Britto et al., 2017). With primary help
from Erikson’s Psychosocial theory, this report will refer to a second theory of child
development, namely Bronfenbrenner’s ecological theory, and through a detailed analysis of
both these theories side by side, will attempt to highlight the key aspects of similarities and
differences found between them.
Discussion
Erikson’s stages of psychosocial development is one of the crucial theoretical
supports as far as the background for child development is considered (Zhang, 2015). It
highlights a series of eight stages that is required by an individual to pass through in order to
progress through a healthy developmental process. These eight stages are each characterised
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by a series of factors that work in tandem to influence the biological and sociocultural
developmental forces in children (Zhang, 2015). The core of the theory is based upon the
assertion that the influences in the early stages of development are reflected in the later stages
of development, either positively or negatively depending on the characteristic traits of the
influences. The theory also highlights that even though each stage in the process of
development is identified as important for the child, it is not a mandated requirement that
each stage should be mastered completely before moving or progressing to the next one.
The eight stages of Erikson’s psychosocial theory are each based upon a specific
virtue that is needed to be developed, namely Hope, Will, Purpose, Competence, Fidelity,
Love, Care and Wisdom (Zhang, 2015). One significant characteristic of this theory is that it
incorporates the entirety of a lifespan as the basis for the developmental process instead of
simply focusing on the child, highlighting that the factors that play a role in early childhood,
can be reflected in the characteristic development in the adult stage. Furthermore, each stage
is connected with a larger existential question that becomes the focus of attention in the
whole growth and development process
The third stage, purpose, is focused upon in this report. This stage is significant in the
early childhood years (5 – 8 years of age) and is concerned with the development of the
virtue of purpose (Zhang, 2015). This stage is connected with the psychological crisis of
initiative vs guilt and asks the question if it is okay for the child to move or act in order to do
something. The stage is highlighted by the development of key skills such as exploration,
using tools and instruments and attempting to make art, not as a leisure act but rather with the
purpose of achieving something (Knight, 2017).
Bronfenbrenner’s ecological systems theory is a structured framework through which
developmental psychologists examine how a child’s developmental functions are formed.
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The aspects to be noted in this theory are the individual, the immediate environment and the
ways in which the individual functions within these environments. From the perspective of
early childhood years, this theory is very crucial to be examined as the age group is where the
child starts to interact more with the environment in depth (Atkins & Meisels, 2005).
The ecological systems theory presents five distinct systems in the child’s
environment that work collectively to influence the growth and development of the child. The
five systems are namely microsystem (the environment and system that is in the most
immediate proximity to the child), mesosystem (the links between each aspect of the
microsystem, like family and school, etc.), exosystem (the links between the immediate
environment and the setting where the child does not play an active role but is still influenced
by changes in it, like the parents’ job), macrosystem (the bigger cultural environment where
the microsystem is based) and chronosystem (the transitions over life course determined by
the pattern of environmental events) (Trawick-Smith & Smith, 2014).
Conclusion
Both Erikson’s model and Bronfenbrenner’s model are seen to play important
correlated roles when it comes to understanding child development. While the third stage of
Erikson’s theory focuses upon the aspect of identifying a purpose for every activity that the
child performs, it explains the development of the special skill sets of handling tools and
instruments and making more purposeful art. From the perspective of Bronfenbrenner’s
theory, this purpose can be justified as being the role played by the immediate and connected
environments where the aspect of choice and purpose intermingle with that of interest and the
proclivity towards exploration. The differences between the focus child and the other
individuals in the environment is highlighted in detail in this stage of life and therefore, the
ecological systems come together to play a collective role in order to influence the
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developmental process where every action of the child as well as the developmental nuances
can be justified as having a valid reason.
Reflection and Recommendation
The age group of 5-8 years can be identified to be heavily influenced by the theories.
This is the age group where the primary transition from a play based educational setting to a
more formal educational setting (Ushioda, 2015) takes place where the key literacy and
numeracy development skills are under significant focus. The five stages in Bronfenbrenner’s
model therefore plays a more significant role in shaping the development in this period by
introducing newer and more complex aspects of change, like that of newer educational
settings and more focussed goals. This is also where the aspect of identifying a reason behind
individual actions takes place, conforming to the third stage in Erikson’s Psychosocial
developmental theory (Zhang, 2015).
Both the theories are instrumental in providing a series of justified explanations and
deeper understanding of the aspect of early childhood development. The 5 – 8 year group in a
child holds major significance as the most aspects of transition appear in this age group
where children begin to shift school dynamics, start making newer friends and engaging the
cognitive apparatus to fit more information than before. Therefore, the psychosocial theory in
conjunction with the Ecological Systems theory helps to provide us with a general framework
of understanding regarding the developmental needs and goals of the children in the same age
group.
The one skill that I used the most frequently and effectively is that of research
analysis and understanding. I was able to look at both the theories that I have presented here
and extract important pieces of information that I can use in the presentation. Those
information included in depth knowledge of specific parts and aspects of the theories. I was
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also able to connect both the theories based on the points where they correlated closely with
each other. This skill was successful in developing an effective report that withholds the ideas
of specific parts of both the theories.
The aspect where I feel I could have developed the most was presenting solid
examples. Therefore, the one area where I need most development is that of real life
correlation and communication.
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References
Atkins, S., & Meisels, S. (2005). Developmental Screening in Early Childhood: A Guide .
National Association for the Education of Young Children, 1509 16th Street, NW,
Washington, DC 20036.
Britto, P. R., Lye, S. J., Proulx, K., Yousafzai, A. K., Matthews, S. G., Vaivada, T., ... &
MacMillan, H. (2017). Nurturing care: promoting early childhood development. The
Lancet, 389(10064), 91-102.
Knight, Z. G. (2017). A proposed model of psychodynamic psychotherapy linked to Erik
Erikson's eight stages of psychosocial development. Clinical psychology &
psychotherapy, 24(5), 1047-1058.
Sokol, J. T. (2009). Identity development throughout the lifetime: An examination of
Eriksonian theory. Graduate journal of counseling psychology, 1(2), 14.
Trawick-Smith, J. W., & Smith, T. (2014). Early childhood development: A multicultural
perspective. Upper Saddle River, NJ: Pearson.
Ushioda, E. (2015). Context and complex dynamic systems theory. Motivational dynamics in
language learning, 47-54.
Winnicott, D. W. (2018). The maturational processes and the facilitating environment:
Studies in the theory of emotional development. Routledge.
Zhang, L. F. (2015). Erikson’s theory of psychosocial development. International
Encyclopedia of the Social & Behavioral Sciences (2nd ed.).
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