Like nutrition and physical health, psychological and social growth is as equally important to child development. Erik H. Erikson had classified the elements of identity formation into eight stages within the human lifespan (Karkouti, 2014). The nine years old twins are at the school age of Erikson’s theoretical framework, emphasizing industry versus inferiority that establishes to competence (Capps, 2012). Hence, Erikson’s developmental theory is a significant influence in Jamie and Johnna’s personal development. The significance for the twins is the culmination of societal purpose and social interaction towards maturity at their age. Children who are approximately six to twelve years old are considered at the fourth stage of Erikson’s
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She has opted into becoming a doctor as a fourth grader and has demonstrated academic initiative. For example, she’s enthusiastic towards school, is a straight-A student, has perfect attendance, and is an avid reader. She is also committed to playing the piano by weekly practice and lessons. According to Erikson, Jamie is in the “industrial age,” as attempting academic and musical mastery serves as potential for entry into a world of work and knowledge (Turns et al., 2014). Sustaining this form of discipline may lead to future practical applications both economically and socially. However, peer influence also plays an important role to personal development (Edelman et al., 2014). Jamie is socially dependent on her sister Johnna over other children. She was described to be envious of Johnna’s ability to befriend others with ease. The creation of social networks through school is natural for a school-aged child (Karkouti, 2014). Jamie’s lack of peers and the ability to socialize is an aspect of inferiority. Besides family, peers are the strongest group of social influence for school-age children (Edelman et al., 2014). That being said, Jamie exhibits both Erikson’s evaluation of industrious and inferiority complexes at her current …show more content…
She is insouciant towards school, a B-C student, and often requires her mother or sister’s help to complete homework. Lacking in academics may have long-term effects towards stability in adulthood. This is a pertinent factor considering the rapid cognitive changes like language, attitudes, and abstract values at her age (Edelman et al., 2014). Johnna may have lacked positive stimulation and guidance towards academics. Negative feedback will gradually leads inferior self-thinking towards a child’s capabilities (Turns et al., 2014). In doing so, a possible degradation of purpose in such tasks. Capps (2012) described such virtues as, “Purpose without competence is ineffectual; and competence without purpose is pointless,” (p. 282). Her apathy towards school may describe a sense of inferiority in academics. Nonetheless, Johnna aspires to become an actress/singer and has an aptitude for singing. She has grown adept to singing by practicing and taking weekly lessons, which demonstrates willingness to master. The case study describes Johnna as sociable amongst peers. For that reason, she has an industrious development towards mastery of her musical talent and interpersonal skills. Likewise, Johnna possesses both inferiority and industrious complexes towards her school-age
She has opted into becoming a doctor as a fourth grader and has demonstrated academic initiative. For example, she’s enthusiastic towards school, is a straight-A student, has perfect attendance, and is an avid reader. She is also committed to playing the piano by weekly practice and lessons. According to Erikson, Jamie is in the “industrial age,” as attempting academic and musical mastery serves as potential for entry into a world of work and knowledge (Turns et al., 2014). Sustaining this form of discipline may lead to future practical applications both economically and socially. However, peer influence also plays an important role to personal development (Edelman et al., 2014). Jamie is socially dependent on her sister Johnna over other children. She was described to be envious of Johnna’s ability to befriend others with ease. The creation of social networks through school is natural for a school-aged child (Karkouti, 2014). Jamie’s lack of peers and the ability to socialize is an aspect of inferiority. Besides family, peers are the strongest group of social influence for school-age children (Edelman et al., 2014). That being said, Jamie exhibits both Erikson’s evaluation of industrious and inferiority complexes at her current …show more content…
She is insouciant towards school, a B-C student, and often requires her mother or sister’s help to complete homework. Lacking in academics may have long-term effects towards stability in adulthood. This is a pertinent factor considering the rapid cognitive changes like language, attitudes, and abstract values at her age (Edelman et al., 2014). Johnna may have lacked positive stimulation and guidance towards academics. Negative feedback will gradually leads inferior self-thinking towards a child’s capabilities (Turns et al., 2014). In doing so, a possible degradation of purpose in such tasks. Capps (2012) described such virtues as, “Purpose without competence is ineffectual; and competence without purpose is pointless,” (p. 282). Her apathy towards school may describe a sense of inferiority in academics. Nonetheless, Johnna aspires to become an actress/singer and has an aptitude for singing. She has grown adept to singing by practicing and taking weekly lessons, which demonstrates willingness to master. The case study describes Johnna as sociable amongst peers. For that reason, she has an industrious development towards mastery of her musical talent and interpersonal skills. Likewise, Johnna possesses both inferiority and industrious complexes towards her school-age