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As a young child develops a sense of autonomy, they begin to do more for themselves.

Early Childhood - Autonomy vs. Shame, Doubt - Will : At this stage, both parents become the primary social institution. As young children develop the ability to walk and talk they begin to do many things for themselves. However, their actions often lead to restrictions, as they experience the categorical rules of “yes and no,” “right and wrong,” or “good and bad.” Shame is the consequence of being told that one is bad or wrong. Doubt arises when the child is unsure. As they develop their will power, i.e., their exercise of free will, they may not be sure what to do in a certain situation. A child who has been supported in exercising their autonomy will develop the will power to restrain themselves without experiencing shame or doubt. For example, they will learn not to run out into the busy street, and even feel good about their ability to take care of and protect themselves. It is often fascinating to watch a young child demonstrate this protectiveness when they interact with an even younger child. One can easily see the satisfaction in understanding rules and guidelines as, say, an eight-year old looks after a two-year old cousin.

Play Age - Initiative vs. Guilt - Purpose : The entire family (e.g., siblings, grandparents, etc.) provides the social context for this developmental stage. As the child of age three or four years old becomes able to do much more, and to do so more vigorously, they begin to realize something of what is expected of them as adults. So, they being to play with other children, older children, and to play games that mimic things done by adults. This helps them to develop a sense of purpose, and to pursue valued goals and skills. Excessive initiative, especially when combined with autonomy, can lead to problems such as rivalry and jealousy, especially with younger siblings. It can also lead to aggressive manipulation or coercion. Consequently, the child can begin to feel guilty about their actions, especially if they are punished.

As children grow a little older, they begin to mimic what they see being done by older children and adults.

School Age - Industry vs. Inferiority - Competence : The social institutions relevant to this stage now move outside the family, including the neighborhood, community, and schools. It is one thing to play adult roles, such as in the previous stage, but in this stage the child actually begins the process of preparing to be a caretaker and provider for others, such as their own children. In all cultures, according to Erikson, at this age (beginning at 5 to 6 years old) children receive some form of systematic training, and they also learn eagerly from older children. Unfortunately, some children are not as successful as others, particularly in the restrictive learning environment of schools. Keep in mind that Erikson was trained in the Montessori style of education, which emphasizes free exploration and active learning, at each child’s own pace (Lillard&Jessen, 2003; Spietz, 1991). If children are indeed successful, if they are given the freedom to learn, they will develop a sense of competence, which will help them to persevere when faced with more challenging tasks.

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Source:  OpenStax, Personality theory in a cultural context. OpenStax CNX. Nov 04, 2015 Download for free at http://legacy.cnx.org/content/col11901/1.1
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