Report: Erikson's Psychosocial Theory and Human Development

This report provides an in-depth analysis of Erik Erikson's psychosocial theory, focusing on the third stage of development, Initiative vs. Guilt, which typically occurs during the preschool years (ages 3-5). The report explores how children navigate this stage by asserting control, making choices, and engaging in imaginative play, which fosters initiative. It also delves into the potential for developing feelings of guilt if children's efforts are stifled. The report also integrates Bronfenbrenner's ecological model, mapping the Initiative vs. Guilt stage within the microsystem, mesosystem, exosystem, macrosystem, and chronosystem, highlighting the interconnectedness of a child's development within their environment. The study concludes by emphasizing the significance of this stage in a child's development, underlining its impact on their capacity to understand and adapt to the world and their ability to form social and intellectual connections.

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

2HUMAN DEVELOPMENT ACROSS THE LIFE SPAN
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

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challenges and getting tasks accomplished. During the stage, it is necessary for the caregivers to
encourage children to explore and making appropriate choices. Discouraging and dismissive
caregivers may cause kids to have a feeling of being ashamed of their own as well as becoming
over-dependent for the help of other people.
Sometimes this stage can be challenging for caregivers and parents as kids began
exercising greater control upon matters having some impact on their livelihood. These decisions
have a different types of friends with whom they spend time playing, activities where they get
engaged with and their way of approach with different tasks. Parents, as well as adults, might be
having a will for guiding them to several activities, choices or friends, even though kids can
insist and resist to make choices of individually (Boyd, Bee & Johnson, 2015). The
consequences might have the result of conflicts with the wishes of parents at times but it is of
great necessity and importance to allow the kids to make those choices. However, parents must
continue to seek out safe boundaries as well as provide encouragement to their children so that
they make choices which are good through the use of reinforcement and modelling. By now it is
clear that imagination and play has an important role in this stage. Waite-Stupiansky & Jones
(2017) stated that sense of initiative is reinforced by the children when given the encouragement
and freedom to play. When caregivers or parents stifle the efforts of being engaged in
imaginative and physical play, kids begin to have a feeling that their efforts which are self-
initiated are embarrassing.
Ryff (2018) added that having success in this stage leads to having a sense of purpose while
failure may result in forming a sense of guilt. By guilt what does Erikson means? Essentially
kids having failed to develop an initiative since at the stage might emerge with fear to try new
things. While putting direct efforts towards something they might have a feeling that something
wrong is being done by them. While mistakes in life are inevitable, initiative kids will
understand mistakes happen and what they just need is to try again and again until and unless
they succeed (Knight, 2017). Children experiencing guilt will be instead interpreting mistakes
showing them as sign belonging to personal failure as well as they might be having a sense that
they are not good.

4HUMAN DEVELOPMENT ACROSS THE LIFE SPAN
Now coming to the Bronfenbrenner’s model, he had identified needs of understanding the
development of individuals within the environment. He has described ecological systems that
can be related to the third stage of the Erik Erikson’s psychosocial theory:
1. Microsystems: The innermost layer of Bronfenbrenner’s model is the microsystem.
This context has a close relationship with individuals as well as international
relationships and interactions with the immediate surroundings (Lengen, Timm &
Kistemann, 2019). For Example– Family members
2. Mesosystems: This includes interactions with various aspects belonging to the
Microsystems. It is that system where two direct influences interact. For Example-
Relationship between a child’s family and his school.
3. Exosystem: Individuals are not directly affected by this. It encompasses structures
which lie within the microsystem. For example- the financial problems of a family.
4. Macrosystems: It is the outermost layer of the model. This system consists of
cultural ideologies and includes social beliefs affecting the environment of an
individual (Kerpelman & Pittman, 2018). For example- Laws may be incorporated
within the macro system.
5. Chronosystem: Bronfenbrenner had a suggestion that individuals interact with the
systems constantly. Both individuals, as well as their environments, are affected
constantly by one another.
Bronfenbrenner model is focused on individual's own development which is quite similar
with the child development discussed in the third stage of the Erik Erikson’s psychosocial theory
Conclusion
In the present study of Erik Erikson’s theories of Initiative vs. Guilt shows development
in the sense of understanding and adapting the world, finding their own needs, doing activities
deciding their consequences and growing up. This stage plays an important role in a pre-school
child’s life. Similarly, Bronfenbrenner's model shows connections socially or intellectually with
the environment in which he exists. It is how he or she depends upon their environment and
highlights problems, relationships and various actions.

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