Erickson vs. Kohlberg Essay example

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The field of developmental psychology is always being questioned and therefore expanded. Thousands of renowned psychologists have contributed to this process, two of which being Erik Erikson and Lawrence Kohlberg. They both left a hand print on the large and expanding wall of psychology; however they dabbled in very different aspects of development. Their similarities and differences aid in the determination of which gave more to the field of developmental psychology and in doing so gave more to the institution of psychology as a whole. Erikson was particularly interested in the stages of life and what mental, emotional, and physical developments occurred within these age brackets. He outlined a series of developmental “tasks” or a …show more content…
However, some children will find themselves unable to keep up with production, eventually causing them to conform and feel inferior to the children who have learned how to lead. This step is followed by Identity vs. Role Confusion, where an adolescent either quickly establishes a sense of self or tests out various personalities and selves in an attempt to locate an identity. This step explains odd clothing, behavior, or personality changes in role-confused teens. Intimacy vs. Isolation can be observed next, which is characterized by the formation of healthy, intimate bonds and relations or by the avoidance of intimate situations. Avoidance can lead to isolation and feelings of loneliness. Following is the stage Generativity vs. Stagnation, in which an adult either establishes a place and job within a community or finds little meaning in their day-to-day life. In Erikson’s final stage, Integrity vs. Despair, the adult either feels accomplished or fears death and the loss of self-sufficiency. Kohlberg focused on morality and how it develops throughout the life stages. He based a lot of his work off Piaget’s findings and seemed to deeply agree with his notion that children develop opinions, thought processes, and morality through experiences. However, he critiqued Piaget’s idea that morality developed in concrete stages and proposed that development was an ongoing process, rather than a process that basically ceased at age twelve which

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