Emotional Development Checklist for Early Childhood

Trust

• Erikson's first checkpoint along the line of emotional development is known as basic trust vs. mistrust. In conquering this phase, Erikson believed that children are inspired with a sense of hope.

  According to Erikson, the trust vs. mistrust stage takes place within the first two years of a child's life. The child must learn that when he needs help (food, comfort, assurance), there are people on whom he can rely. This trust is developed by nurturing caretakers who provide optimism and security.

  If a child successfully navigates this stage, he will suffer less from separation anxiety. He will allow mom and dad out of sight without significant frustration because he trusts that they will return. This forms a basic foundation for all of the child's future relationships.

Autonomy

• Erikson's crisis of autonomy vs. shame takes place between the ages of 18 months and 3 ½ years. This stage teaches children willpower and confidence.

  Children in this stage begin to learn that they have some control over lives. This age is often called "the terrible twos" and children vocalize their tantrums and decisions with the word "no."

  If a child is carefully led through this stage, he will learn fairness and justice. He has autonomy to make some decisions regarding his own life and will be proud of the decisions he can make. If he struggles at this stage, he may grow up constantly doubting his decisions or feeling ashamed about his preferences because he received no support for his autonomy at this young age.

Initiative

• Initiative, the final early childhood crisis takes place between the ages of 3 ½ and 5, and is known as the initiative vs. guilt stage. Erikson believed that children develop a sense of purpose from this emotional development stage.

  In this stage, children learn to imagine, cooperate and lead, as well as follow instructions. Children initiate play with others and take an active role in solving problems. They learn to set goals for themselves and realize that achieving goals takes hard work and cooperation.

  If a child struggles in this stage, he will be likely to hang on the fringes of peer groups and to depend on adults for even the smallest of needs, while his peers may be able to solve problems themselves. His imagination will be stunted as well, and he will have trouble setting and achieving goals as time goes on.