Children and Psychosocial Development Activities

Children and Psychosocial Development Activities

PSY104: Child and Adolescent Development (PTG1908A)

Children and Psychosocial Development Activities

Erik Erikson was an ego psychologist who created a standout amongst the most prominent and powerful hypotheses of improvement. He emphasized that individuals develop as a function of the way we constantly interact with society. While his theory was impacted by psychoanalyst Sigmund Freud’s work, and Erikson’s theory focused on psychosocial advancement. The phases that make up Erik Erikson’s stages of psychosocial development are the following: (Infant to adolescent stages) Basic trust vs mistrust, Autonomy vs shame and doubt, Initiative vs guilt, Industry vs inferiority, Identity vs role confusion; (Adolescent to adulthood stages) Intimacy vs isolation, Generativity vs stagnation, and Integrity vs despair. This paper will reflect on Erik Erikson’s stages of psychosocial development for children as they develop from the infant stage up to the adolescent stage. Classroom activities will be discussed for an infant classroom, an early childhood classroom, and an adolescent classroom; along with how each of these activities will promote psychological development for the children in that specific classroom.

Examples of Activities

Example 1: Psychosocial development activity for infant room: Playing with stuffed animals and using security blankets.

Security items help infants figure out how to change from familiar places to new or scary environments. Security items such as stuffed animals or security blankets can give the baby a sense of comfort to that it is directly there alongside them when they’re introduced to new individuals or new places. It will make them feel not so much alone but rather more secure. Infants are at the basic trust vs mistrust stage. This stage ranges from birth to 1 year old. Erickson suggested that the principal conflict of infancy derives around the infant’s reliance needs and parental responsiveness. They want to feel safe that they will be fed, changed, supported, and comforted. At the point when guardians are responsive and reliable the infant child becomes certain that their requirements will be met, which in return causes the baby to build up a feeling of trust (Mossler, 2014). By using security items this can enhance the emotional psychosocial development of infants because when infants feel secure and needs are consistently met, it can prevent mistrust, suspicion, and anxiety from developing.

Example 2: Psychosocial development activity for childhood room: Drawing (Art) stations

Drawing empowers the child’s creative ability to become increasingly more active. Each time they draw they get to access their creative energy and make physical portrayals of what’s in their mind. When drawing, a kid is faced with multiple choices, whether it’s what color would it be a good idea for me to use here? or how would I draw an animal and interface one piece of its body to another? Children can’t always express themselves with words and activities, so drawing is another imperative type of communication. The industry vs inferiority stage ranges from the age 7 to 11 years old. During the industry vs inferiority stage children build an expanding feeling of competence in which they take initiative, grow their opportunities, experience a feeling of achievement, and become productive. These traits are accomplished through self-reinforced learning and discovery. Industry is reflected with the manner in which the children assemble, fix, sort out, and acquire learning (Mossler, 2014). Drawing in this childhood development room can enhance both emotional and moral development. Complementary to music, art is an undeniably common play intercession that advances self-articulation and healing in children. Taking part in expressive exercises gives chance to self-expression and emotion regulation guideline for the children and can permit guardians and staff individuals to more likely evaluate how the child is understanding and adapting to their experience (Jones, 2018).

Example 3: Psychosocial development activity for adolescent room: Charades (Acting)

When playing charades, the children will think of something in particular that they will act out with movements or object without talking (such as what career field they want to work in). Whomever guesses what the person is acting out will then get the chance to act out what they want the other peers to guess. This activity is categorized in the identity vs role confusion stage. This stage take place during the adolescence stage. Eric Erickson felt that amid the beginning stages of identity vs role confusion, adolescents are attempting to create self-concept and confidence. The teenagers are finding who they really are, which incorporates their sexual character and what they might want to do throughout in their future. Diverse practices are normally attempted by the adolescents before finding their career pathway. All these things are the procedure that adolescents experience in the identity vs role confusion stage to discover a sense of self and identity that they believe they can discover themselves with (Mossler, 2014). Both self-esteem and self-concept are viewed as a vital segment of emotional well-being. They envelop both self-confidence and self-acceptance. It is simply the manner in which people perceive themselves and their self-value.

In conclusion, it is obvious that humans undergo heaps of changes in life such as biological, cognitive, psychological, and in behavior since the time of conception till they achieve their total adulthood age. These progressions are said to be under any of the impacts like nature, nurture, condition, and social. Erick Erickson trusted that his psychosocial guideline is hereditarily unavoidable in molding human advancement. It happens in all individuals all through all psychosocial improvement from the newborn child stage and all through adulthood.

References

Jones, M. (2018). The Necessity of Play for Children in Health Care. Pediatric Nursing44(6), 303. Retrieved from http://search.ebscohost.com.proxy-library.ashford.edu/login.aspx?direct=true&db=edb&AN=133645947&site=eds-live&scope=site

Mossler, R. A. (2014). Child and adolescent development (2nd ed). Retrieved from https://content.ashford.edu/

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