This research coordinates Erik Erikson's theory of stages in the social emotional (affective) development of persons up to young adulthood with Jean Piaget's theory of cognitive develop-ment, describing the development of the whole child as he or she simultaneously develops in both emotional and intellectual ways. To this end, this research presents first a delineation of both theories and then a coordinating framework within which both theories may be related.
According to Lerner and Soohom (1980) as well as Muuss (1982), the theoretical views of Erikson may be delineated as follows. Influenced by Freud, Erikson adapted many of Freud's notions (i.e. the oral, anal and phallic stages) into a develop-mental perspective in which human development was seen as eased or hindered by the nature and degree of social experiences.
In Erikson's framework, an individual is said to face a succession of eight crises each of which entails great vulner-ability but also great potential. These crises were emphasized by Erikson in terms of the development of social feelings such as trust, shame, industry, etc. In particular, Erikson stressed adolescence as a period during which all previous conflicts were refocused in a youth's comprehensive conflict of establishing a personal identity. So that these notions may be better under-stood, Erikson's crises are delineated below:
1. Trust versus Mistrust -In their first year, the social experiences of infants, especially as those experiences relate to the mother, teach them to develop either trust or mistrust in the notion that the world will meet their needs.
2. Autonomy versus Shame, Doubt -In the second year, social experiences can assist or hinder the acquisition of skills such as the exercise of will, self-control and decision making. If experiences facilitate these things, a child begins to develop a feeling of autonomy. If experiences hinder, a child begins to develop doubts about his/her inn...