THE LIFE COURSE'

The Life Course'

Erik Erikson's Social-Emotional Theory

Erik Erikson's (1902-1994) theory of social-emotional development is characterized by a series of life “crises” whose resolution shapes our social adjustment. Like all developmental theorists, Erikson (1963, 1964, 1980, 1994) relied upon certain assumptions to explain his views of development. It is important that you understand these assumptions before reading about the specific stages of social-emotional development.

Case scenarios

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Social-Emotional Development Across the Lifespan

Erikson divided social-emotional development into eight stages that extend across the lifespan. In this chapter, we consider the four stages that relate to the early childhood period between birth and age 8 (Table A, Column A).

As we enter a new stage of social-emotional development, we encounter a different developmental “crisis” that challenges us to make adjustments in the way we see ourselves and others (Table A, Column B). Erikson considered that all stages and their associated “crises” apply to all cultures.

Table A

An Interactionist Perspective

Erikson took an Interactionist perspective of development. He began by noting that the stages of social-emotional development are genetically driven by innate “inner laws” that set the timetable and define the significance of our social interactions (Erikson, 1994). For example, during the first social-emotional stage, infants have an innate need to develop a sense of “trust” in their parents. During the third social-emotional stage, preschoolers and young school-age children have an innate need to demonstrate their developing cognitive and motor skills through displays of “initiative.”

Although the ordering of the social-emotional stages may be guided by “inner laws,” the social environment is important in determining the nature of our life experiences. For example, children from inner-city neighborhoods are exposed to different family demands, economic conditions, and safety concerns than their peers from rural areas. Although both children may live in two-parent families, have the same family incomes, and receive the same quality of education, their social environments create different realities that force them to structure their lives in different ways.

Perhaps more than any other factor, children's social environments are defined by their interactions with significant others. As noted in Table A, Column C, children's social interactions extend outward over time to include parents, peers, teachers, youth leaders, and social institutions. Parents are the first and most important agents in children's social environment, introducing basic social rules like when to say “thank you” and “excuse me.” Teachers and peer groups introduce social roles like leader versus follower. They also reinforce group social skills like cooperative problem solving. Youth clubs reinforce civic pride, perseverance, and loyalty through the use of oaths and community projects.

Social-Emotional Development and Ego Identity

Erikson viewed ego identity as a balance between a positive self-image (i.e., knowing and accepting ourselves) and acceptance of social standards. Individuals who are able to function within the boundaries of society while maintaining a healthy self-image have a positive ego identity.

This balancing act is achieved through successful resolution of each social emotional ...