Erikson's Stages Of Development: A Psychological Analysis

There are very few things in our society that is more personal and controversial than how to raise a child. The suggestion that there is a better way can send a parent into defensive mode as you assault the core of their humanity, and tear away at the core of what they know to be true. Almost everyone has an opinion on the “correct” way; some based on old wives tales, some based on religion. Direct studies are few since there are rules that dictate the ethical treatment of subjects, and hitting them (ie. spanking) violates those rules. Using readily available theories and data I will show that spanking is harmful to the development of young children and should not be used. Erikson’s stages of development describes the first stage as a crisis …show more content…
Sensorimotor intelligence is broken down into six stages and three circular reactions. The primary circular reactions in the first stage are based around reflexes, and a simple building on the reflexes (Berger, 156). Punishment at this stage simply cannot be understood in a meaningful way. The secondary circular reactions start to incorporate other objects and people. The goal during this period is to make interesting events last, and imitation of others. The child has no knowledge of rules and social constructions. The basic thought process at this stage is “I did something and it feels good” or “I did something and it does not feel good” (Shaffer). Again, physical punishment cannot be understood in a way that is effective at deterring an action; the external events are still separate of each other. The tertiary circular reactions ends at about 24 months and can be labeled “the little scientist”. This period of increased development and inquisition. While the child is starting to learn consequences at this stage, the inquisitive drive overcomes the possible consequences in part due to Centration (Berger, …show more content…
This stage starts about two years old and continues through about seven years old. The beginning part of this stage is significant to this study, as it encompasses through age three. Piaget describes the limitations that make logical thought difficult, and therefore spanking ineffective. The child’s view is still based around centration, which is to say the child can only think of one part of a subject and cannot comprehend a second aspect. A young child would not understand the mother/grandmother relationship as grandmother can only be one thing at a time. Egocentrism does not allow the child to see the action or concept from a different point of view. The adult can see the social or legal ramifications but the child is unable to comprehend how their actions could be seen by another person (Berger, 246). These views prevent the young child from truly associating a wrong action with the punishment of a spanking. Erikson 's and Piaget 's theories explain why this is ineffective and touch on the harmful side as well. Additional theories show that this form of punishment could continue the cycle of