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Erikson's stages of psychosocial development, as articulated in the second half of the 20th century by Erik Erikson in collaboration with Joan Erikson, [1] is a comprehensive psychoanalytic theory that identifies a series of eight stages that a healthy developing individual should pass through from infancy to late adulthood.
Social emotional development represents a specific domain of child development. It is a gradual, integrative process through which children acquire the capacity to understand, experience, express, and manage emotions and to develop meaningful relationships with others. [ 1 ]
The delay of adulthood and popularization of remaining young brought about by this revolution led to the development of emerging adulthood. The youth movement, in conjunction with the technology revolution, sexual revolution, and women's movement, were thought to have contributed to the development of emerging adulthood as a stage of life by ...
Loevinger's stages of ego development are proposed by developmental psychologist Jane Loevinger (1918–2008) and conceptualize a theory based on Erik Erikson's psychosocial model and the works of Harry Stack Sullivan (1892–1949) in which "the ego was theorized to mature and evolve through stages across the lifespan as a result of a dynamic interaction between the inner self and the outer ...
The dual systems model and maturational imbalance model propose that cognitive control development continues into early adulthood and that increased risk-taking in adolescence is attributable to a developmental imbalance where the socioemotional system is at its peak of development but the cognitive control system developmental trajectory lags ...
The theory is centered around changes often experienced during the transition from adolescence to adulthood. This time period takes place usually between the ages of 18 and 29. [ 18 ] The concept of emerging adulthood is new, and likely developed due to growing numbers of college attendance and other social, economic, and cultural changes that ...
Stage theories of development rest on the assumption that development is a discontinuous process involving distinct stages which are characterized by qualitative differences in behavior. They also assume that the structure of the stage is not variable according to each individual; however the time of each stage may vary individually. [ 1 ]
SEL is also referred to as "social-emotional learning," "socio-emotional learning," or "social–emotional literacy." In common practice, SEL emphasizes social and emotional skills to the same degree as other subjects, such as math, science, and reading. [ 1 ]