Theory No 1

THEORY NO 1(FREUD THEORY)
THEORY NO 2(SKINNER EXP)
THEORY NO 3(ERIC ERIKSON):

German/American psychologist (1902-1994)
1: Trust vs. Mistrust (Birth-1yr)
In this stage children begin to learn the ability to trust others. This is established from the
consistency of their caregivers. When trust develops well, the child achieves confidence and
security in the world and is capable of feeling secure. Unsuccessful achievement of this stage can
result in failure to trust, and can bring about a sense of fear about the inconsistent world.
Anxiety, heightened insecurities, and an overall feeling of mistrust in the world around can occur
(Heffner, 2001).
2: Autonomy vs. Shame and Doubt (18months-3yrs)

Children begin to become mobile and develop physically at this age; they proclaim their
independence by walking away from their caregiver, choosing toys to play with, and by choosing
what they like to wear, to eat, etc. The child starts to discover that it has many skills and abilities.
These skills depict the child's developing independence and autonomy. Erikson’s theory explains
that it is crucial for parents to allow their children to explore the maximum of their capabilities in
an encouraging environment, tolerant of failure. Parents need to encourage the child to become
more independent while at the same time protect the child so that continuous failure is avoided.
The aim of this stage is to develop self-control without losing one’s self esteem
3: Initiative vs. Guilt (3yrs-5yrs)

During the above ages, children begin to claim their power and control through leading play and
other social interactions. Children who are fruitful at this stage feel adequate and capable to
direct others. Those who fail to acquire these abilities possess feelings of guilt, self-doubt, and
lack of initiative
4: Industry vs. Inferiority (6yrs-12yrs)

This is the stage where children establish self-confidence in their achievements. They begin
tasks, finalize them, and feel good about what they have accomplished. Teachers play a
heightened role in the child’s development in this stage. If children are encouraged and assisted
for their leadership and ambition, they start to feel conscientious and positive in their capability
of their goals. If this initiative is not encouraged, the child starts to feel inferior, doubting his
abilities, and so may not reach its full attention (Heffner, 2001).
5: Identity vs. Role Confusion (12yrs-18yrs)
Throughout adolescence, children examine their independence and explore their sense of self.
Children that are shown encouragement and reinforcement through personal examination will
appear from this stage with a strong sense of self and a feeling of independence and control.
Children that go on unsure of their beliefs and desires can feel apprehensive and puzzled about
themselves and their futures (Cherry, n.d).
6: Intimacy vs. Isolation (18yrs- 40yrs)

As we begin to mature into adulthood we start to explore ourselves more intimately with others.
We seek relationships which lead to longer term commitments with someone other than a family
member. Completion of this stage leads to enjoyable relationships, a sense of commitment,
safety, and care within a relationship. When we avoid intimacy, and fear commitment and
relationships we can suffer from isolation, loneliness, and sometimes depression (McLeod,
2008).
7: Generativist vs. Stagnation (40yrs-65yrs)
In this stage, we begin to establish careers, settle down within a relationship and start our own
families. We give back to society through raising our children, working, and getting involved
with community activities and organizations. If these objectives are not achieved, we can
become idle and feel lifeless (McLeod, 2008).
8: Ego Integrity vs. Despair (65yrs and up)
When have grown older and have become senior citizens, we usually slow down our
productivity, and live life as a retired person. During this time we start pondering our
accomplishments and we develop integrity if we see ourselves as leading a successful life. If we
see our lives as fruitless, feel guilty about past situations, or feel that we did not accomplish our
life goals, we then become displeased with life and establish anguish, often leading to depression
and hopelessness (Heffner, 2001).
THEORY NO 4(CHARLES.H.CHOOLEY):
Charles Horton Cooley, in his work, Human nature and the Order, introduced the concept of “the
looking glass self” in 1902. It can be explained as the reflection of what we think we appear in
front of others or how we are viewed and conceived by others. Cooley used the term to explain
the process of socialization. He viewed that the concept of self or one’s sense of identity comes
not only from our direct observation of oneself, or the personal qualities but also from the
examination of the way one is perceived by others in the society. In other words, social
interaction plays a major role in the process of self-identification. The social interaction acts as a
mirror that helps individuals to measure their worth, values, and behavior.
This happens through three major steps.
1. An individual imagines how they appear to others

2. An individual imagines how others respond to that impression
3. An individual imagines how others feel about them, based on their response to the
impression.
Cooley developed this concept in 1902, after wide sociological testing of children in a controlled
environment. Children were told to enter a room containing a bowl of candy and take only one
piece. The children were then let into the room and monitored by video camera. The children,
uninformed of being watched, took as much candy as they could. The experiment was then
repeated, but this time the room the children entered was lined with mirrors so the children could
see themselves. In almost all cases the children took only one piece of candy.
In Cooley's understanding, the children, by observing their own behavior in mirrors, modified
themselves out of guilt. Cooley believed that the images the children saw in the mirrors
represented how they believed society saw them. Because they saw that others would see them as
foodies in the mirror, the children felt like overeaters and changed their behavior. In his attempt
to show the reflected character of the self, Cooley compared it to a mirror, or looking glass in
which people study their reflection. The self grows as it interacts with more and more
people. To Cooley, one can only become truly human through social experience.
THEORY NO 5(GEORGR.H.MEAD):
George Herbert Mead was a social philosopher who discussed the connection between the self,
the mind, and society. He believed that society has an effect on the self and mind, and the self
and the mind have an effect on society. Mead is considered to be the father of
The "Self":
Mead believed that the "self" is an entity that helps individuals grow and develop to be socially
productive citizens.
According to Mead, the "self" only exists in humans and not animals because it has to be
developed through social activity and social relationships; the "self" cannot promote without
social interaction. It also doesn't exist in infants because babies don't participate in social
activities and don't have social relationships. Mead also said that if a person's "self" has already
been developed, they will continue to have it even if they end all social contact. Story short, the
"self" is a social process.
As our selves develop more and more, we begin to be able to examine our own thoughts and
behaviors as we would if we were examining other's actions. And to reach this, Mead says that
we have to have the ability to unconsciously put ourselves in other people's shoes and act as they
would act.
Mead also says that we cannot directly experience our "selves." We can only do so indirectly. He
says that we achieve this by putting ourselves in the position of others, and then viewing our own
actions from that viewpoint. This viewpoint can be from a particular individual or from the
viewpoint of the whole community.
"It is only by taking the roles of others that we have been able to come back to ourselves.
Child Development:
Mead believed that there are two stages to the development of the self in children, the play stage
and the game stage.
Play Stage - In this stage, children take on the roles of others as well as the attitudes of particular
individuals. However, this "self" is limited because children are only able to take on roles of
others; they cannot yet view their own "selves."
ME AND I:
Another concept many use to explain the process of socialization would be George Herbert
Mead's the "I" and the "Me."
1. To define the "I," imagine a little egotistical kid who has a bad temper and is an
impulsive artist. That's basically what the "I" is. Mead says that the "I" is the part of the
self that is spontaneous, thoughtless and creative. Basically, it is the behaviors that are
un-socialized.
2. The "Me," on the other hand, is the smart adult who always follows the rules and is very
polite and respectful to others. This is the part of the "self" that is concerned with how
others will view it.
3. . Basically, the "Me" makes us think before we act.
The concepts of "looking glass self," and "I" and "Me" show that we, as socialized products of
society, are always thinking of how others think of us and we will change ourselves to fit in with
societal standards.

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THEORY NO 1(FREUD THEORY)

THEORY NO 2(SKINNER EXP)

THEORY NO 3(ERIC ERIKSON):

2: Autonomy vs. Shame and Doubt (18months-3yrs)

3: Initiative vs. Guilt (3yrs-5yrs)

4: Industry vs. Inferiority (6yrs-12yrs)

6: Intimacy vs. Isolation (18yrs- 40yrs)

1. An individual imagines how they appear to others

3. . Basically, the "Me" makes us think before we act.

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