Erikson’s Psychosocial Theory and Piaget’s Cognitive Development Theory
Introduction
Need is defined as a core component that enables a person to live a regular existence. According to the findings of the psychology assignment study, an individual’s psychological requirements may be met with the support of relatedness, autonomy, and competence (Collie, et.al., 2016). When fundamental necessities such as safety and security, food and water are met, people’s attention shifts to their preferences. An individual’s personality and temperament have a significant impact in influencing that person’s preferences. The purpose of this study is to bring together a few psychological ideas in order to explore the influence of an individual and his or her personality on their growth. Erikson’s psychosocial theory and Piaget’s cognitive development theory were employed to perform the report.
Individual’s Influence on His/Her Own Development
Psychosocial Theory of Erik Erikson
Individuals have the ability to contribute to and affect their own development process depending on their various phases of life. Erikson’s Psychosocial Theory has shown how such personal growth may occur via the eight phases of a human being, which span childhood, adolescence, and maturity (Knight, 2017). This idea not only gives a technique for growing oneself throughout one’s life cycle, but it also helps people obtain their identity and construct a cohesive self. Trust vs. distrust, autonomy vs. shame and doubt, initiative vs. guilt, industry against. inferiority, identification vs. identity confusion, intimacy vs. isolation, generativity vs. stagnation or self-absorption, and integrity vs. despair are the eight phases of this paradigm (Orenstein& Lewis,2020).
The first four phases encompass the childhood era, when people build their perception of reality and the world around them. Based on mental maturity, this period has little potential to contribute to self-development (Dunkel & Harbke, 2017). The initial stage of trust versus distrust relates to a person’s existence when he or she is reliant on parents and caretakers for food, protection, loving, and warmth. The second stage promotes self-sufficiency and a larger feeling of personal control in people by encouraging them to be autonomous in their behaviors. The third stage allows people to take up initiatives in various tasks or hobbies and feel guilty if they fail (Dunkel & Harbke, 2017). The fourth stage promotes personal growth via varied expectations at school and at home, as well as getting recognition for accomplishments. Thus, throughout these four phases of childhood, people may acquire a fundamental feeling of autonomy, as well as experience shame and other emotions that aid in their self-development.
The fifth stage of identity versus identity confusion occurs throughout the adolescent years. Individuals in this case are youngsters who need ongoing help and encouragement from their instructors, parents, and other family members in order to develop a sense of self and improve their autonomy or independence (Maree, 2021). They expand on their prior experiences, comprehend social expectations, analyze their objectives, and take use of diverse possibilities to complete complicated jobs. These circumstances allow children to create their own ideals and discover their actual personality (Dunkel & Harbke, 2017). Thus, people are in the process of developing their identities via self-reflection, prudence, and knowledge collecting.
Adulthood is comprised of the theory’s sixth, seventh, and eighth phases. The stage of creating numerous intimate and personal interactions and coming into touch with their trustworthy folks is referred to as intimacy versus isolation (Knight, 2017). This assists individuals in accepting their vulnerability in such situations, therefore moulding their personality. Individuals learn to care for others in the generativity versus stagnation stage, which gives them a feeling of meaning and purpose in life. Personal growth develops here when they learn to care for others without expecting anything in return (Orenstein & Lewis, 2020). The last stage allows individuals to embrace the concept of death and mortality, allowing them to reflect on their life. As a result, this is the stage in which one gains self-reflection on one’s own growth throughout the life cycle.
Piaget’s Theory of Cognitive Development
Piaget was a biologist who investigated IQ tests. This illustrious figure created the Cognitive Development Theory. According to this hypothesis, children’s thinking patterns vary from those of older people, and incorrect responses offered by youngsters have a negative association with their age (Ahmad, et.al., 2016). Language, morality, the kid’s memory, and reasoning are used to describe the various phases of development of a child. When looking at Piaget’s cognitive development theory, it is clear that this theory focuses on the intellectual development of children. When children’s intellectual abilities begin to develop, their confidence grows. This helps to mold the individual’s needs and contributes to personality development.
Furthermore, the cognitive growth hypothesis is divided into four phases. Sensorimotor is the name given to the initial step. Children between the ages of 0 and 2 years are considered to be in this stage (Lourenço, 2016). At this period, children are not fully aware of their own wants or preferences, hence personality development is minimal. Pre-operational thinking is the following level. This age group includes children ranging in age from 2 to 7 years. At this age, children often use symbols or painting to explain or symbolize certain objects. At the start of this stage, children may be able to communicate adequately, thus they tend to point out items to their parents or caregivers. For example, if a youngster desires a toy, he or she may point it out. As a result, during this period, children have the capacity to articulate their wants and preferences, which allows them to develop their personality at a slower rate.
The third step is referred to as the concrete operation. Individuals between the ages of 7 and 11 years old are considered to be in this stage (Lefmann & Combs-Orme, 2013). At this age, the kid begins to mature, and they begin to engage in rational and meaningful talks. At this point, the youngster goes to school and begins connecting with others who have similar beliefs, which is how friendship is formed. Through rational talks, the youngster begins to express his or her preferences, likes, and dislikes. As a result, the style of discourse conducted at this period may be considered to gradually create the child’s personality. According to this idea, the ultimate level is called as Formal operation. This period marks the transition from adolescent to maturity. This stage’s major focus is abstract notions. At this stage, the individual develops the capacity to comprehend things that do not have a physical shape. This stage also aids in showcasing the individual’s intellect. When a person develops the capacity to document any abstract notions with applicable data, it displays an individual’s temperament. Temperament refers to a person’s reaction process. Thus, an individual’s temperament aids in the development of their personality.
Conclusion
The goal of this paper was to use two distinct psychological theories to determine the influence of an individual’s requirements, temperament, or preferences on his or her personality development. The paper finds that, according to Erikson’s psychosocial theory, an individual’s personality development may occur in eight phases. At each of these stages, an individual tends to accumulate a few traits that strengthen their personality. On the other hand, according to Piaget’s cognitive development hypothesis, there are four distinct phases that aid in an individual’s mental growth. This idea explains the intellectual development of a person. As a result of these beliefs, it is possible to assume that as a person grows older, so does their intellect. The human may comprehend things or abstract items in the world with the assistance of this intellect. This not only changes their demands and preferences, but it also greatly contributes to the development of the person’s personality.
References
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