Erikson 's Psychosocial Development Theory Essay

In today's world, most of the children are not aware of morally teachings. They are lack of them.

This paper is written to examine various influences on the moral development of young children. Specifically, the paper will speak to the definition of moral development, the views held by educators Piaget and Kohlberg on this area of development in young children and the application of moral development theories by Early Childhood Educators. Theories posited by Sigmund Freud with regards to the psychological development of children in the early childhood arena will be discussed as well. Suggestions for parents on supporting the moral development of their children will also be addressed.

Children ask countless questions as they mature. Children often turn to their parents for guidance. If a parent is unable or unwilling to answer these questions, a child, left to their own devices, will look for answers from their friends, the internet, and other authority figures. In his article “I Listen to My Parents and I Wonder What They Believe,” Robert Cole explains that children have an inborn desire to build their own morals by questioning authority figures around them, especially their parents. Therefore, A parent’s guidance influences a child’s morals as he/she develops.

How does moral development change for developing individuals? Does it change for everyone? Why or why not? Why do some people fail to develop basic moral values?

The 3 children that I observed also have different social development. Alexander, who is 7 years old is in the level 2 conventional morality. When I read to him the story and the dilemma that Kenny had his answer to my questions were based on how it was right to return the wallet and it was wrong to keep it. For him it was right to return the wallet because it was the right thing to do. Which, reflects the conventional morality of acting as a good member of society. Enrique’s social development is also in the level 2 conventional morality because he focused on how he is a good person if he returned the wallet. He mentioned that it’s not good to keep things that aren’t yours. Which, reflects on the interest in pleasing others by acting as good members of society. Finally, Alexis is in the level 3 postconventional morality because for him it’s okay to keep the wallet if the owner were rich

Children reflect on adults who teach them morals and when they do so, there can be negative effects. The example of how the teacher influences the toddlers shows how children find morality based on what they learn. Children have the ability to find morality on their own, and adults should not always tell them between right and wrong. In "Erik Erikson And Self-Identity" by Angela Oswalt, the author proves how society influences kids and why adult influences can negatively affect them. She discusses how to find balance between social influence and moral choices. Oswalt states:

In the contemporary world, there are several considerations regarding the impact of social influences on the development and growth of a child's temperament and morality.

Since the development of Erik Erikson’s psychosocial model of development in the 1960s, it has become one of the most widely used measurements for studying emotional and personality development across the human lifespan (Dunkel & Harbke, 2017). Erikson’s model contains eight developmental stages, beginning in infancy and progressing until old age, and as a person ages they begin to pass through the stages, with a new psychological crisis arising at each stage (Svetina, 2014). Whitbourne, Sneed and Sayer (2009) describe how the outcome of each crisis is met with identity attainment and new personal adaptations (positive outcome), or with an incoherent identity (negative outcome). Additionally, each new stage allows for the reassessment of previous achievements, and in some cases, failures (Dunkel & Harbke, 2017). Erikson’s model is commonly recognised as a developmental ladder – each previous stage lays a foundation before an individual can progress toward the next stage (Malone, Liu, Valliant, Rentz & Waldinger, 2016). It is important to note that whilst they are referred to as “stages”, they should be viewed as being on a continuum rather than fixed categories (Dunkel & Harbke, 2017).

Moral education is most successful when it is passive and indirect. Morals are a set of principles for right and wrong

Moral development is the growth through which children evolve proper attitudes and behaviors toward other people in society, depend on social and cultural norms, rules, and laws.

According to Erikson’s stages of psychosocial development from the ages of 12-18 adolescents are attempting to construct their identity; determining who they are, what they value, and where they fit in society (Berk, 2003, p. 314). For adolescents of color in the United States, this period of identity development takes place in an environment filled with what Young (2013, p. 43) called “the oppression of violence.” Young wrote that the oppression of violence affects both those who have been directly victimized and all members of target groups who live each day knowing that they may become the target of violence due to their group identity. Today’s students of color have every reason to believe that they may become the targets of violence. In 2013 Tamir Rice, a 13-year-old African-American boy, was shot and killed by a white police officer while playing in a park with a toy gun. The officer responsible never faced charges (Smith & Williams, 2015). In 2015 Ahmed Mohamed, a 14-year-old Muslim boy, brought a homemade clock to school to show his teacher. Mohamed was accused of bringing a bomb to school and was arrested. Mohamad’s family moved to Qatar for nine months due to the number of death threats the boy received (Victor, 2016). In 2016 Pedro Villanueva, a 19-year-old Latino man, was shot and killed in his car by undercover police officers who followed him as he left a street racing show (Queally & Parvini, 2016). The news is filled with stories of young people of color

In conclusion this article basically breaks down some of the important aspect in moral development for child or adolescents. Such as the role models we have in our lives,moral virtues, sense of shame and residential care. All these play an important role in how to develop one's ethical behaviour. It also discusses the challenges that come with developing a child or adolescent morals, how it can be a turning point, where they can develop their mind and

Morality is formed by time and our experiences. This, childhood environment, and the perspective all have a significant role in developing character later on in the future. Early on in life, human minds are highly Malleable, or able to be influenced easily. This is why Children must be cautious of things entering their minds. Kids shows are often soothing or excessive in kindness and generosity to influence youth to be more respectful and to be more respectful to those around them. A much broader picture can be looked at in the same perspective in relevance to the homes and atmosphere young children grow up in, Take a kid in a bad scenario for example. Someone who has lived a life of poverty, coming home from school to a trailer house with

In other words, how can these deeply rooted positions about morals apply to human beings today? Parents’ ideologies may differ greatly when

When we are young our morality is shaped as we learn from our family and the environment. “Psychologists say a child must develop a sense of values by the age of seven to become an adult with a conscience” (Rosenstand 4). Children experience a plethora of information and subsequently build their personalities based on what they learn from growing up in their given culture. We are a product of our environment in the sense that we