Erik H. Erikson
Erik H. Erikson (1902–1994) explained the challenges throughout the life course. The first stage in the life course is infancy, where babies learn trust and mistrust. The second stage is toddlerhood where children around the age of two struggle with the challenge of autonomy versus doubt. In stage three, preschool, children struggle to understand the difference between initiative and guilt. Stage four, pre-adolescence, children learn about industriousness and inferiority. In the fifth stage called adolescence, teenagers experience the challenge of gaining identity versus confusion. The sixth stage, young adulthood, is when young people gain insight to life when dealing with the challenge of intimacy and isolation. In stage seven, or middle adulthood, people experience the challenge of trying to make a difference (versus self-absorption). In the final stage, stage eight or old age, people are still learning about the challenge of integrity and despair.
Read more about this topic: Socialization, Theories
Famous quotes by erik h. erikson:
“The American adolescent, then, is faced, as are the adolescents of all countries who have entered or are entering the machine age, with the question: freedom from what and at what price? The American feels so rich in his opportunities for free expression that he often no longer knows what it is he is free from. Neither does he know where he is not free; he does not recognize his native autocrats when he sees them.”
—Erik H. Erikson (1904–1994)
“The fact remains that the human being in early childhood learns to consider one or the other aspect of bodily function as evil, shameful, or unsafe. There is not a culture which does not use a combination of these devils to develop, by way of counterpoint, its own style of faith, pride, certainty, and initiative.”
—Erik H. Erikson (1904–1994)
“Babies control and bring up their families as much as they are controlled by them; in fact ... the family brings up baby by being brought up by him.”
—Erik H. Erikson (1904–1994)
“Children must eventually train their own children, and any impoverishment of their impulse life, for the sake of avoiding friction, must be considered a possible liability affecting more than one lifetime”
—Erik H. Erikson (20th century)
“Parents must not only have certain ways of guiding by prohibition and permission; they must also be able to represent to the child a deep, an almost somatic conviction that there is a meaning to what they are doing. Ultimately, children become neurotic not from frustrations, but from the lack or loss of societal meaning in these frustrations.”
—Erik H. Erikson (20th century)