Erikson viewed development as a series of crises that must be resolved. Each stage centers on a social struggle that impacts personality.

Stage 1: Trust vs. Mistrust (Infancy – 0 to 1.5 years old): Is the world a safe place?

Core issue: Can I trust the world?
Key factor: Consistent caregiving

• Positive outcome: Trust, sense of safety
• Negative outcome: Fear, suspicion
• Phase where it serves as the foundation of attachment and emotional security

Stage 2: Autonomy vs. Shame/Doubt (Toddlerhood – 1.5 to 3 years old): Can I do things myself?

Core issue: Can I do things on my own? [Example: Eating with utensils such as fork and spoon without help]
Key factor: Encouragement vs. overcontrol

• Positive: Independence, confidence
• Negative: Shame, self-doubt
• This phase is linked to early self-control and decision-making

Stage 3: Initiative vs. Guilt (Preschool – 3 to 5 or 6 years old): Am I good or bad at planning tasks?

Core issue: Is it okay to take initiative?
Key factor: Support for exploration

• Positive: Initiative, leadership
• Negative: Guilt, fear of trying
• This phase is important for development of creativity and goal-directed behavior

Stage 4: Industry vs. Inferiority (School Age – 7 to 12 years old ): How do I compare to my peers?

Core issue: Am I competent?
Key factor: School and achievement

• Positive: Competence, productivity
• Negative: Inferiority, low confidence
• This phase has a strong connection to academic self-efficacy

Stage 5: Identity vs. Role Confusion (Adolescence – 13 to 17 years old): Who am I?

Core issue: Who am I?
Key factor: Exploration of roles, values

• Positive: Strong identity
• Negative: Confusion, instability
• This is a central stage in personality development and life direction

Stage 6: Intimacy vs. Isolation (Young adulthood – 19 – 40 years old)

Core issue: Can I form meaningful relationships?
Key factor: Emotional openness

• Positive: Intimacy, strong relationships
• Negative: Loneliness, isolation

Stage 7: Generativity vs. Stagnation (Middle adulthood – 40 to 65 years old)

Core issue: Am I contributing to society?
Key factor: Productivity, care for others

• Positive: Generativity (giving back)
• Negative: Stagnation, lack of purpose

Stage 8: Integrity vs. Despair (Late adulthood – 65 years old onwards)

Core issue: Was my life meaningful?
Key factor: Life reflection

• Positive: Wisdom, fulfillment
• Negative: Regret, despair

Bronfenbrenner doesn’t focus on “stages” but rather on the layers of environment that influence a child. He argues that you cannot understand a person’s development without looking at the systems they inhabit.

• Microsystem: The immediate environment (family, school, peers).
• Mesosystem: Connections between microsystems (e.g., how a parent’s relationship with a teacher affects the child).
• Exosystem: Indirect environments (e.g., a parent’s workplace stress affecting the home life).
• Macrosystem: The broader culture, laws, and social values.
• Chronosystem: The dimension of time (e.g., the timing of a divorce or a historical event).

Definition

• Socioemotional development refers to the process through which individuals learn to understand, express, and manage emotions, and develop social relationships and identity across the lifespan.
• It combines social development (how we relate to others) and emotional development (how we understand and manage feelings).

Socioemotional development encompasses how individuals move from understanding themselves and others to managing emotions and navigating social worlds. There are various theoretical lenses that can help us understand how individuals develop based on internal psychological elements that interact with external circumstances.

1. Urie Bronfenbrenner’s ecological system
2. Diana Baumrind’s parenting styles
3. Erik Erikson’s psychosocial development stages
4. James Marcia’ Identity Statuses
5. Lawrence Kolhberg’s moral development
6. Carol Gilligan’s Ethics of Care vs. Ethics of Justice (related to moral development)

Definition of Language

• A form of communication (spoken, written or signed) that is based on a system of symbols.
• Consists of words used by a community (vocabulary) and the rules for varying and combining them (grammar and syntax)
• Involves five (5) systems of rules: phonology, morphology, syntax, semantics and pragmatics.

Theories related to Language Development (Basic)

1. Nativist Theory (Noam Chomsky)

The Nativist perspective argues that humans are biologically programmed to gain knowledge. Chomsky famously challenged the idea that language is learned through mere imitation, noting that children often produce sentences they have never heard before.

Core Concepts:

• Language Acquisition Device (LAD): An innate biological “module” or mental processor that allows children to understand the rules of whatever language they are exposed to.
• Universal Grammar (UG): The theory that all human languages share a common underlying structural basis. Children aren’t learning grammar from scratch; they are “plugging in” the specific rules of their native tongue to a pre-existing template.
• The Critical Period: Nativists argue there is a specific biological window (usually ending around puberty) during which language must be acquired for a person to reach full fluency.

2. Interactionist Theory

Interactionism serves as a bridge between biological and behavioral theories. It suggests that while biological preparation is important, language only develops through meaningful social interaction with others.

Core Concepts:

• Language Acquisition Support System (LASS): Proposed by Jerome Bruner as a counterpoint to the Language Acquisition Device (LAD). It emphasizes the importance of a child’s social network (parents, teachers, peers) in providing the necessary framework for learning.
• Social Context: Children learn language because they have a powerful desire to communicate and socialize. The environment provides the “input” that triggers and shapes linguistic growth.
• Zone of Proximal Development (ZPD): Often associated with Lev Vygotsky, this concept suggests that children learn best when interacting with a “More Knowledgeable Other” (MKO) who provides scaffolding as temporary support that is removed as the child becomes more proficient.

Every semester, I aim to do something new and learn at least one new thing.  I know some might say that I am capable to do or learn more than one thing but my aim is to do something or learn something new extremely well.  That is challenging.

I had a quick look at my Elearning before coming to my first undergraduate class today.  I noticed that there were three students who have “visited” my Elearning five days ago (5 February 2020).  At that time, Nihra told me that the Elearning was not that stable yet so I have to wait at least few days to start uploading materials and whatsnot.  I uploaded some materials on Friday (7 February 2020).

What should I do to reward the students who made such attempt to visit my Elearning?  I looked around my office.  Apparently, my junk food stock has “diminished” and all what left is the chocolate that one of my seniors gave me when she went to Jogjakarta last year.  An artisan chocolate.   So, I looked at the names again and wrote it down before I went to class.

As I started my class with introduction to the course, I remembered about those students.  So, I stopped my explanation for awhile and started to call their names.  They were shocked.  But I know that they are flattered as well.  Something that might has never happened to them before.  Who would care to reward a simple attempt of logging to the Elearning, right?

I reward them because it is unusual for students during their semester break to log in to Elearning, just to have a look at “what’s-new”.  Of course, it is related to the things we are going to discuss this semester.

An example of token economy