Individual Development in Regards to Individual Lifecycle and Life Tasks 1.03 Summarize individual development in regards to the individual Lifecycle and Life Tasks.

Pre-Natal Before Birth Pregnancy is the fertilization and development of one or more offspring, known as an embryo or fetus, in a woman's uterus. a. Social development 1.) Begins to communicate through facial expressions, gestures and actions 2.) Shows response to attention 3.) Develops separation anxiety b. Physical development 1.) Gross motor skill activities 2.) Fine motor skill activities 3.) Development of hand-eye coordination c. Intellectual Development 1.) Can say simple words 2.) Know the meaning of several words d. Emotional development 1.) Learns that positive behavior meets with approval 2.) Learns that negative behavior meets with punishment/disapproval 3.) Begins to express emotions e. Life Task (Erikson) – Trust vs. Mistrust 1/17/2019 1.03 Lifecycle & Life Tasks

0-2 Years/Infancy Social Development Physical Development Begins to communicate Respond to attention Develops separation anxiety Physical Development Gross motor skills Fine motor skills Hand-eye Coordination a. Social development 1.) Begins to communicate through facial expressions, gestures and actions 2.) Shows response to attention 3.) Develops separation anxiety b. Physical development 1.) Gross motor skill activities 2.) Fine motor skill activities 3.) Development of hand-eye coordination c. Intellectual Development 1.) Can say simple words 2.) Know the meaning of several words d. Emotional development 1.) Learns that positive behavior meets with approval 2.) Learns that negative behavior meets with punishment/disapproval 3.) Begins to express emotions e. Life Task (Erikson) – Trust vs. Mistrust 1/17/2019 1.03 Lifecycle & Life Tasks

0-2 Years/Infancy (continued) Intellectual Development Can say simple words Know the meaning of several words Emotional Development Learns positive behavior meets approval Learns negative behavior meets punishment/disapproval Begins to express emotions a. Social development 1.) Begins to communicate through facial expressions, gestures and actions 2.) Shows response to attention 3.) Develops separation anxiety b. Physical development 1.) Gross motor skill activities 2.) Fine motor skill activities 3.) Development of hand-eye coordination c. Intellectual Development 1.) Can say simple words 2.) Know the meaning of several words d. Emotional development 1.) Learns that positive behavior meets with approval 2.) Learns that negative behavior meets with punishment/disapproval 3.) Begins to express emotions e. Life Task (Erikson) – Trust vs. Mistrust 1/17/2019 1.03 Lifecycle & Life Tasks http://www.vtaide.com/blessing/ERIK1.htm

0-2/Infancy (continued) Life Task (Erikson)Trust vs. Mistrust An infant is helpless. He is totally dependent on others for his needs. During this stage, the infant learns whether the world in which he lives can be trusted. 1/17/2019 1.03 Lifecycle & Life Tasks http://www.vtaide.com/blessing/ERIK1.htm

2-4 years/Toddler Social Development Physical Development Develops issues with sharing Begins recognizing male and female roles Parallel play Physical Development Walks Shows greatly improved hand- eye coordination Shows greatly improved fine motor skills a. Social development 1.) Develops issues with sharing 2.) Begins recognizing male and female roles 3.) Parallel play b. Physical development 1.) Walks 2.) Shows greatly improved hand-eye coordination 3.) Shows greatly improved fine motor skills c. Intellectual development 1.) Begins to use imagination 2.) Can differentiate “before” with “after” 3.) Develops memory skills 4.) Replaces single words with phrases and simple sentences d. Emotional development 1.) Becomes sensitive about being offered assistance – I can do it! 2.) Does not respond readily to commands or time constraints e. Life task (Erikson) – Autonomy vs. Shame and Doubt 1.) Develops autonomy (sense of self) 2.) Moves toward independently performing tasks 1/17/2019 1.03 Lifecycle & Life Tasks

2-4years/Toddler (continued) Intellectual Development Begins to use imagination Can differentiate “before” with “after” Develops memory skills Replaces single words with phrases and simple sentences Emotional Development Becomes sensitive about being offered assistance – I can do it! Does not respond readily to commands or time constraints a. Social development 1.) Develops issues with sharing 2.) Begins recognizing male and female roles 3.) Parallel play b. Physical development 1.) Walks 2.) Shows greatly improved hand-eye coordination 3.) Shows greatly improved fine motor skills c. Intellectual development 1.) Begins to use imagination 2.) Can differentiate “before” with “after” 3.) Develops memory skills 4.) Replaces single words with phrases and simple sentences d. Emotional development 1.) Becomes sensitive about being offered assistance – I can do it! 2.) Does not respond readily to commands or time constraints e. Life task (Erikson) – Autonomy vs. Shame and Doubt 1.) Develops autonomy (sense of self) 2.) Moves toward independently performing tasks 1/17/2019 1.03 Lifecycle & Life Tasks http://www.vtaide.com/blessing/ERIK1.htm

2-4/Toddler (continued) Life Task (Erikson) Autonomy vs 2-4/Toddler (continued) Life Task (Erikson) Autonomy vs. Shame and Doubt Develops autonomy (sense of self) Moves toward independently performing tasks . Life task (Erikson) – Autonomy vs. Shame and Doubt 1.) Develops autonomy (sense of self) 2.) Moves toward independently performing tasks Erik Erikson was born June 15, 1902. He died May 12, 1994. 1/17/2019 1.03 Lifecycle & Life Tasks http://www.vtaide.com/blessing/ERIK2.htm

4-5 years/Pre-schooler Social Development Physical Development Enjoys cooperative play Waits for turn Learns to obey rules Physical Development Can tie shoelaces and fasten buttons Can skip, hop, run and jump Continued development of fine motor skills and manual dexterity . Pre-schooler – Learns to be purposeful and to keep trying a. Social development 1.) Enjoys cooperative play 2.) Waits for turn 3.) Learns to obey rules b. Physical development 1.) Can tie shoelaces and fasten buttons 2.) Can skip, hop, run and jump 3.) Continued development of fine motor skills and manual dexterity c. Intellectual development 1.) Understands and expresses dislikes 2.) Can focus attention 3.) Can perform simple reasoning 4.) Can follow simple directions d. Emotional development 1.) Feels guilt 2.) Expresses ideas/feelings through dramatic play 3.) Likes to take responsibility in helping with duties e. Life task (Erikson) – Initiative vs. Guilt 1/17/2019 1.03 Lifecycle & Life Tasks

4-5 years/Pre-schooler (continued) Intellectual Development Understands and expresses dislikes Can focus attention Can perform simple reasoning Can follow simple directions Emotional Development Feels guilt Expresses ideas/feelings through dramatic play Likes to take responsibility in helping with duties . Intellectual development 1.) Understands and expresses dislikes 2.) Can focus attention 3.) Can perform simple reasoning 4.) Can follow simple directions d. Emotional development 1.) Feels guilt 2.) Expresses ideas/feelings through dramatic play 3.) Likes to take responsibility in helping with duties e. Life task (Erikson) – Initiative vs. Guilt 1/17/2019 1.03 Lifecycle & Life Tasks http://www.vtaide.com/blessing/ERIK1.htm

4-5/Preschooler (continued) Life Task (Erikson) Initiative vs. Guilt Increased muscular, mental and language abilities Great curiosity and openness to learning. Favorite word of preschoolers' is "why.“ Preschoolers explore and reenact different roles and activities of people, both real (home life) and fictional (often based on television). . Intellectual development 1.) Understands and expresses dislikes 2.) Can focus attention 3.) Can perform simple reasoning 4.) Can follow simple directions d. Emotional development 1.) Feels guilt 2.) Expresses ideas/feelings through dramatic play 3.) Likes to take responsibility in helping with duties e. Life task (Erikson) – Initiative vs. Guilt 1/17/2019 1.03 Lifecycle & Life Tasks http://www.vtaide.com/blessing/ERIK3.htm

5-12 years/School Age Social Development Physical Development Basic social skills playing together, develop friendships Become aware of athletic teams Physical Development Girls are usually taller than boys Traits that separate males from females 1/17/2019 1.03 Lifecycle & Life Tasks

5-12 years/School Age (continued) Intellectual Development Learn to be proud of accomplishments Basic academic and social skills Emotional Development Learns to cooperate Tries hard to please School age a. Developmental tasks 1.) Learn to be proud of accomplishments 2.) Learn to try hard 3.) Learn to cooperate 4.) Learn basic academic and social skills 1/17/2019 1.03 Lifecycle & Life Tasks

5-12/School Age (continued) Life Task (Erikson) Accomplishment/Industry vs. Inferiority Learns to receive recognition from parents, teachers and peers by being proficient in school work. Attitudes and opinions of others become important. School plays a major role in the resolution of the developmental crisis of initiative versus inferiority. b. Life task (Erikson) – Accomplishment/Industry vs. Inferiority 1/17/2019 1.03 Lifecycle & Life Tasks http://www.vtaide.com/blessing/ERIK4.htm

13-19 years/Adolescence Social Developmental Tasks-Havighurst Develops mature relationships Accepts and adopts socially acceptable behavior Physical Development Accepts body and appearance Adopts masculine and feminine roles Intellectual Development Develops self-identity Adopts a set of standards to guide behavior Plans for employment Emotional Development Establishes emotional independence (June 5, 1900 – January 31, 1991 Adolescence a. Developmental tasks – Havighurst HAVIGHURST'S THEORY OF PERSONALITY DEVELOPMENT Another Psychologist that further elaborated on Erickson's view on personality development was Robert. J Havighurst. He asserted that "Erickson's analysis of stages of development could be applied in a different way to shed light on other facets of development. He suggested some development tasks for different age levels, starting from the pre-school and kindergarten age. 1.) Develops self-identity 2.) Establishes emotional independence 3.) Plans for employment 4.) Develops mature relationships 5.) Adopts masculine and feminine roles 6.) Adopts a set of standards to guide behavior 7.) Accepts and adopts socially acceptable behavior 8.) Accepts body and appearance b. Life task (Erikson) – Identity vs. Identity confusion http://voices.yahoo.com/havighursts-theory-personality-development-461771.html 1/17/2019 1.03 Lifecycle & Life Tasks

13-19/Adolescence (continued) Life Task (Erikson) Identity vs 13-19/Adolescence (continued) Life Task (Erikson) Identity vs. Identity Confusion Tensions for an adolescent can be Knowing him/herself What s/he is going to do with his/her life Fitting in groups Experiencing things Adolescence a. Developmental tasks - Havighurst 1.) Develops self-identity 2.) Establishes emotional independence 3.) Plans for employment 4.) Develops mature relationships 5.) Adopts masculine and feminine roles 6.) Adopts a set of standards to guide behavior 7.) Accepts and adopts socially acceptable behavior 8.) Accepts body and appearance b. Life task (Erikson) – Identity vs. Identity confusion http://gonzerik.tripod.com/id10.html 1/17/2019 1.03 Lifecycle & Life Tasks

20-39 Years/Young Adulthood Social Development Establishes Roles as spouse, employee and peer Relationships with friends, co-workers and friends Physical Development Physical environment (neighborhood, community, and residence) Adulthood a. General young adulthood developmental tasks 1.) Establishes roles as spouse, employee and peer 2.) Establishes relationships with friends, co- workers and friends 3.) Establishes physical environment (neighborhood, community and residence) b. 20’s 1.) Developmental tasks a.) Develops intimacy b.) Builds a style of living (housing, work, relationships 2.) Life task (Erikson) – Intimacy vs. Isolation c. 30’s a.) Establishes roots (children, community, and career goals) b.) Focuses on children, career and community 2.) Life task (Erikson) – Generativity vs. Self- absorption d. 40’s a.) Re-evaluates life b.) Realizes mortality c.) Looks for change in education, career and/or family 2.) Life Task (Erikson) – Integrity vs. Despair e. 50’s a.) Finds stability and peace b.) Empty nest - renewed focus on being a “couple” c.) Caring for aging parents – ‘Sandwich generation’ d.) Financial security 2.) Life task (Erikson) – Integrity vs. Despair f. 60’s, 70’s, and 80’s a.) Comes to terms with a life lived (loss of vitality, anticipation of life’s end) b.) Retirement 1/17/2019 1.03 Lifecycle & Life Tasks

20-39 Years Young Adulthood (continued) Life Task (Erikson) Intimacy vs. Isolation Intellectual Developmental Develops Intimacy Builds a style of living (housing, work, relationships Emotional Development Capable of forming intimate, reciprocal relationships (e.g. through close friendships or marriage) Willingly make the sacrifices and compromises that such relationships require b. 20’s 1.) Developmental tasks a.) Develops intimacy b.) Builds a style of living (housing, work, relationships 2.) Life task (Erikson) – Intimacy vs. Isolation c. 30’s a.) Establishes roots (children, community, and career goals) b.) Focuses on children, career and community 2.) Life task (Erikson) – Generativity vs. Self- absorption d. 40’s a.) Re-evaluates life b.) Realizes mortality c.) Looks for change in education, career and/or family 2.) Life Task (Erikson) – Integrity vs. Despair e. 50’s a.) Finds stability and peace b.) Empty nest - renewed focus on being a “couple” c.) Caring for aging parents – ‘Sandwich generation’ d.) Financial security 2.) Life task (Erikson) – Integrity vs. Despair f. 60’s, 70’s, and 80’s a.) Comes to terms with a life lived (loss of vitality, anticipation of life’s end) b.) Retirement 1/17/2019 1.03 Lifecycle & Life Tasks http://gonzerik.tripod.com/id11.html

40-64 Years/Adulthood Social Developmental Physical Development Establishes roots (children, community, and career goals Focuses on children, career and community Broad application to family, relationships, work, and society Physical Development Hair graying Weight gain b. 20’s 1.) Developmental tasks a.) Develops intimacy b.) Builds a style of living (housing, work, relationships 2.) Life task (Erikson) – Intimacy vs. Isolation c. 30’s a.) Establishes roots (children, community, and career goals) b.) Focuses on children, career and community 2.) Life task (Erikson) – Generativity vs. Self- absorption d. 40’s a.) Re-evaluates life b.) Realizes mortality c.) Looks for change in education, career and/or family 2.) Life Task (Erikson) – Integrity vs. Despair e. 50’s a.) Finds stability and peace b.) Empty nest - renewed focus on being a “couple” c.) Caring for aging parents – ‘Sandwich generation’ d.) Financial security 2.) Life task (Erikson) – Integrity vs. Despair f. 60’s, 70’s, and 80’s a.) Comes to terms with a life lived (loss of vitality, anticipation of life’s end) b.) Retirement http://gonzerik.tripod.com/id12.html 1/17/2019 1.03 Lifecycle & Life Tasks

40-64 Years/Adulthood (continued) Intellectual Developmental Tasks Re-evaluates life Realizes mortality Looks for change in education, career and/or family b. 20’s 1.) Developmental tasks a.) Develops intimacy b.) Builds a style of living (housing, work, relationships 2.) Life task (Erikson) – Intimacy vs. Isolation c. 30’s a.) Establishes roots (children, community, and career goals) b.) Focuses on children, career and community 2.) Life task (Erikson) – Generativity vs. Self-absorption d. 40’s a.) Re-evaluates life b.) Realizes mortality c.) Looks for change in education, career and/or family 2.) Life Task (Erikson) – Integrity vs. Despair e. 50’s a.) Finds stability and peace b.) Empty nest - renewed focus on being a “couple” c.) Caring for aging parents – ‘Sandwich generation’ d.) Financial security 2.) Life task (Erikson) – Integrity vs. Despair f. 60’s, 70’s, and 80’s a.) Comes to terms with a life lived (loss of vitality, anticipation of life’s end) b.) Retirement 1/17/2019 1.03 Lifecycle & Life Tasks

40-64 Years/Adulthood (continued) Life Task (Erikson) Generativity vs 40-64 Years/Adulthood (continued) Life Task (Erikson) Generativity vs. Self-absorption Emotional Developmental Tasks Finds stability and peace Empty nest-renewed focus on being a “couple” Caring for aging parents – “Sandwich Generation” Financial Security b. 20’s 1.) Developmental tasks a.) Develops intimacy b.) Builds a style of living (housing, work, relationships 2.) Life task (Erikson) – Intimacy vs. Isolation c. 30’s a.) Establishes roots (children, community, and career goals) b.) Focuses on children, career and community 2.) Life task (Erikson) – Generativity vs. Self- absorption d. 40’s a.) Re-evaluates life b.) Realizes mortality c.) Looks for change in education, career and/or family 2.) Life Task (Erikson) – Integrity vs. Despair e. 50’s a.) Finds stability and peace b.) Empty nest - renewed focus on being a “couple” c.) Caring for aging parents – ‘Sandwich generation’ d.) Financial security 2.) Life task (Erikson) – Integrity vs. Despair f. 60’s, 70’s, and 80’s a.) Comes to terms with a life lived (loss of vitality, anticipation of life’s end) b.) Retirement 1/17/2019 1.03 Lifecycle & Life Tasks

65-80 & Beyond/Adulthood (continued) Social Developmental Tasks Comes to terms with a life lived (loss of vitality, anticipation of life’s end Physical Development Loss of vitality b. 20’s 1.) Developmental tasks a.) Develops intimacy b.) Builds a style of living (housing, work, relationships 2.) Life task (Erikson) – Intimacy vs. Isolation c. 30’s a.) Establishes roots (children, community, and career goals) b.) Focuses on children, career and community 2.) Life task (Erikson) – Generativity vs. Self- absorption d. 40’s a.) Re-evaluates life b.) Realizes mortality c.) Looks for change in education, career and/or family 2.) Life Task (Erikson) – Integrity vs. Despair e. 50’s a.) Finds stability and peace b.) Empty nest - renewed focus on being a “couple” c.) Caring for aging parents – ‘Sandwich generation’ d.) Financial security 2.) Life task (Erikson) – Integrity vs. Despair f. 60’s, 70’s, and 80’s a.) Comes to terms with a life lived (loss of vitality, anticipation of life’s end) b.) Retirement http://www2.webster.edu/~woolflm/lrerikson.html 1/17/2019 1.03 Lifecycle & Life Tasks

65-80 & Beyond/Adulthood (continued) Life Task (Erikson) Integrity vs 65-80 & Beyond/Adulthood (continued) Life Task (Erikson) Integrity vs. Despair Intellectual Developmental Tasks Comes to terms with a life lived (loss of vitality, anticipation of life’s end Retirement Emotional Development Realizes mortality due to: death of a spouse or close friends changing social roles b. 20’s 1.) Developmental tasks a.) Develops intimacy b.) Builds a style of living (housing, work, relationships 2.) Life task (Erikson) – Intimacy vs. Isolation c. 30’s a.) Establishes roots (children, community, and career goals) b.) Focuses on children, career and community 2.) Life task (Erikson) – Generativity vs. Self- absorption d. 40’s a.) Re-evaluates life b.) Realizes mortality c.) Looks for change in education, career and/or family 2.) Life Task (Erikson) – Integrity vs. Despair e. 50’s a.) Finds stability and peace b.) Empty nest - renewed focus on being a “couple” c.) Caring for aging parents – ‘Sandwich generation’ d.) Financial security 2.) Life task (Erikson) – Integrity vs. Despair f. 60’s, 70’s, and 80’s a.) Comes to terms with a life lived (loss of vitality, anticipation of life’s end) b.) Retirement http://www2.webster.edu/~woolflm/lrerikson.html 1/17/2019 1.03 Lifecycle & Life Tasks

“My Timeline” Assignment Picture yourself in 5, 10, 15, and 20+ years. Create a timeline to show the stages of your life. On your poster paper, across the bottom edge, draw lines in equal (increments) sections. Label the bottom lines starting with your current age through age100. Above these increments, label each to represent years in a life time cycle. Adolescence through 80 + (refer back to your notes). Above the life time cycle, label significant events that you would like to happen throughout your lifetime.(For example:  high school graduation, college graduation, first job, get married, have children, retirement) b. 20’s 1.) Developmental tasks a.) Develops intimacy b.) Builds a style of living (housing, work, relationships 2.) Life task (Erikson) – Intimacy vs. Isolation c. 30’s a.) Establishes roots (children, community, and career goals) b.) Focuses on children, career and community 2.) Life task (Erikson) – Generativity vs. Self- absorption d. 40’s a.) Re-evaluates life b.) Realizes mortality c.) Looks for change in education, career and/or family 2.) Life Task (Erikson) – Integrity vs. Despair e. 50’s a.) Finds stability and peace b.) Empty nest - renewed focus on being a “couple” c.) Caring for aging parents – ‘Sandwich generation’ d.) Financial security 2.) Life task (Erikson) – Integrity vs. Despair f. 60’s, 70’s, and 80’s a.) Comes to terms with a life lived (loss of vitality, anticipation of life’s end) b.) Retirement http://www2.webster.edu/~woolflm/lrerikson.html 1/17/2019 1.03 Lifecycle & Life Tasks

“My Timeline” (continued) Draw or paste 5 pictures illustrating something about your life. Get pictures from magazines, family and individual events and activities, labeling each stage (For example:  high school graduation, college graduation, first job, get married, have children, retirement, etc…) b. 20’s 1.) Developmental tasks a.) Develops intimacy b.) Builds a style of living (housing, work, relationships 2.) Life task (Erikson) – Intimacy vs. Isolation c. 30’s a.) Establishes roots (children, community, and career goals) b.) Focuses on children, career and community 2.) Life task (Erikson) – Generativity vs. Self- absorption d. 40’s a.) Re-evaluates life b.) Realizes mortality c.) Looks for change in education, career and/or family 2.) Life Task (Erikson) – Integrity vs. Despair e. 50’s a.) Finds stability and peace b.) Empty nest - renewed focus on being a “couple” c.) Caring for aging parents – ‘Sandwich generation’ d.) Financial security 2.) Life task (Erikson) – Integrity vs. Despair f. 60’s, 70’s, and 80’s a.) Comes to terms with a life lived (loss of vitality, anticipation of life’s end) b.) Retirement http://www2.webster.edu/~woolflm/lrerikson.html 1/17/2019 1.03 Lifecycle & Life Tasks

Sources http://www.vtaide.com/blessing/ERIK1.htm http://www.vtaide.com/blessing/ERIK2.htm http://www.vtaide.com/blessing/ERIK3.htm http://www.vtaide.com/blessing/ERIK4.htm http://voices.yahoo.com/havighursts-theory-personality-development- 461771.html http://gonzerik.tripod.com/id10.html http://gonzerik.tripod.com/id11.html http://gonzerik.tripod.com/id12.html http://www2.webster.edu/~woolflm/lrerikson.html 1/17/2019 1.03 Lifecycle & Life Tasks