Name: SHEENA D.

NAVASCA
Subject: EDUC 1
Instructor: ROBERTO T. TAGOSE,JR.

EDUC 1

Activity #4

1. Discuss Erickson’s psychosocial theory of human development.

Erikson maintained that personality develops in a predetermined order through eight

stages of psychosocial development, from infancy to adulthood. During each stage, the person
experiences a psychosocial crisis which could have a positive or negative outcome for
personality development. According to the theory, completing each stage results in a healthy
personality and acquiring essential virtues. Basic virtues are characteristic strengths which the
ego can use to resolve subsequent crises. Failure to complete a stage can result in a reduced
ability to complete further stages and, therefore, a more unhealthy personality and sense of self.
These stages, however, can be resolved successfully at a later time.

Stage 1: Trust vs. Mistrust

This is the first stage in Erik Erickson’s theory of psychosocial development. It

begins at birth continues to approximately 18 months of age. During this stage, the infant is
uncertain about their world and looks towards their primary caregiver for stability and
consistency of care.

Stage 2: Autonomy vs. Shame and Doubt

This stage occurs between the ages of 18 months to approximately 3 years.

Parents should expect and encourage their children to push boundaries throughout stage two,
gently stretching them while avoiding condemnation when they fail. The sense of security and
confidence that results is critical for our advancement in later stages, and it contributes to the
virtue of will.

Stage 3: Initiative vs. Guilt

This is the third stage of Erik Erickson’s theory of psychosocial development. During this
stage, children assert themselves more frequently through directing play and social interactions.
Central to this stage is play, as it provides children with the opportunity to explore their
interpersonal skills through initiating activities.

Stage 4: Industry vs. Inferiority

Name: SHEENA D. NAVASCA
Subject: EDUC 1
Instructor: ROBERTO T. TAGOSE,JR.
Teachers are critical to our continuing development at this point. Simultaneously, peer
groups and social interactions are becoming increasingly important in developing our self-
esteem, and we experience feelings of pride when we complete tasks.

Stage 5: Identity vs. Role Confusion

In stage five, new opportunities, experiences, and physical and mental changes are
critical to our sense of self and significantly impact our adult years. It is a significant stage of
development where the child has to learn the roles he will occupy as an adult. During this stage,
the adolescent will examine his identity and find out exactly who they are.

Stage 6: Intimacy vs. Isolation

This stage takes place during young adulthood between the ages of approximately 18 to
40 yrs. During this stage, the primary conflict center on forming an intimate, loving relationship
with other people. During this stage, we begin to share ourselves more intimately with others.
We explore relationships leading toward longer-term commitments with someone other than a
family member.

Stage 7: Generativity vs. Stagnation

This stage takes place during middle adulthood ages 40 to 65 years old. Generativity is
defined as "putting one's mark" on the world by creating or nurturing something that will outlast
oneself.

Individuals in their forties and fifties have a strong desire to develop or nurture things
that will survive them, typically having mentees or making constructive changes that will benefit
others. These people may also feel alone or uninvolved in their communities and society as a
whole. The virtue of caring will emerge as a result of this stage's success.

Stage 8: Ego Integrity vs. Despair

This the final stage of Erik Erikson’s stage theory of psychosocial development. This
stage begins at approximately age 65 and ends at death. During this time, we contemplate our
accomplishments and can develop integrity if we see ourselves as leading a successful life.
Individuals who reflect on life and regret not achieving their goals will experience feelings of
bitterness and despair.

2. Reflect on the interaction between drives and cultural demands.

Name: SHEENA D. NAVASCA
Subject: EDUC 1
Instructor: ROBERTO T. TAGOSE,JR.
Changes in behavior, ideas, and habits, such as beliefs, attitudes, values, and habits, are
all examples of culture change. Culture change impacts people's thinking and perceptions of
other cultures, as well as their way of life. This question makes us reflect on culture and the
changes that occur without our knowledge. Social reasons, contact with communities, and
evolution are some variables that lead to cultural change. We must keep in mind that our
emotions in the world we live in are shaping the culture we are creating. I don't believe that
today's world can function with yesterday's culture, and whether we like it or not, our culture has
evolved as our society has evolved. It's OK to be proud of our past and our language, but let's not
kid ourselves about the power of things in our lives. Our culture reflects how we deal with issues
in today's society and how we balance our ideals. So when a child speaks in English, he is simply
responding to a cultural need; if we genuinely want our culture to expand, it must be necessary,
and if we want it to be necessary, we must offer more to the world.

3. Analyze how Bandura’s social;-cognitive theory can best apply in life-like situation.

It can best apply Bandura's social cognitive theory in the classroom situation. Applying
this theory in the classroom, teachers may assist students in reaching their full potential. As
teachers present their lessons to the class, students reflect on what they are saying. Also, it is
where the environment influences cognition, a personal factor. Then, students who do not
understand a point raise their hands to ask a question. It is where personal factors influence
behavior. So, the teachers review the point.

Further, it is where behavior influences the environment. Students do imitate not only
each other but also their teachers. Being good role models to these students and holding them to
the same levels of respect, responsibility, and enthusiasm will be imitated by these students who
are watching their teachers, according to Bandura. Indeed, by understanding how Bandura's
social cognitive theory works, we can better appreciate the influential role that observation plays
in shaping the things we know and the things we do.

4. Explain socialization and the development of identity and social relations.

Personality refers to a person's distinct way of thinking, feeling, and acting. Two
important things have an impact on one's personality. The first is biological heredity, which
refers to genetically transmitted traits, and the second is the environment. An individual's habitat
is made up of their geographical, cultural, and social surroundings. The importance of
socialization in the development of a person's personality cannot be overstated.

The process of molding and forming an individual's personality is known as socialization.

It assists the individual in conforming to societal norms and ideals. It also aids in the
development of their personalities. Some factors aid in the socializing process. Imitation,
Name: SHEENA D. NAVASCA
Subject: EDUC 1
Instructor: ROBERTO T. TAGOSE,JR.
Suggestion, Identification, and Language are the four. Individual inheritance, environment, and
culture are all essential factors in socialization. Many agents of socialization assist the child in
the development of their personality, whether formally or informally. Family, school, peers, the
state, religious institutions, and the media are among them. These agents play a significant part in
a child's life by assisting in the development of the child's personality.

5. Analyze the various theories of development of moral reasoning, attitudes, and beliefs
can best improve the development of individuals.

As teenagers become more self-reliant, they develop more complicated moral reasoning
about what is right and wrong. Daily, we all make moral decisions. Adolescents' moral
awareness develops as their cognitive, emotional, and social development progresses, and their
behavior becomes more closely linked with their values and beliefs. As a result, moral growth
refers to the progression of these guiding principles, as evidenced by the ability to apply

them in daily life. Understanding moral development is critical at this period in life when
people make so many significant decisions and take on increasing amounts of legal
responsibilities. Regrettably, some adolescent life circumstances may obstruct their moral
development.

They may perceive the world as unjust and unfair as a result of their traumatic
experiences. Moral growth is also influenced by social learning. Adolescents may have
witnessed adults in their lives make bad decisions that violate the rights and welfare of others,
leading them to adopt attitudes and ideals that are opposed to those held by the rest of society.

On the other hand, adults may help children develop moral character by modeling the
moral character we want to see in them. Parents are especially essential since they are often the
first source of moral instruction. Authoritative parenting helps children's moral development
more than other parenting styles, and encouraging the appropriate kind of peer relationships is
one of the most influential things a parent can do. While parents may find this process of moral
growth challenging, it is crucial to remember that it is critical to their children's well-being and
long-term success.