Taylor & Francis EBooks
Personality development is a transgression through cognitive, social and moral development while maturing and understanding how reactions and emotions affect personal well-being. Acting pedagogically in order to intervene positively in the broad development of little children, provoking the development of personality, requires a knowledge of the main characteristics of each moment of child development and its formative dynamics.
Most experts believe that a child’s experiences in the family are important for his or her personality development, although not exactly as described by Erikson’s stages, but in good agreement with the importance of how a child’s needs should to be met in the family environment.
Marital and vocational choices represent the determinants of one’s overall personality development in general and future personality development in particular, since they are two of the most significant decisions of a lifetime whose responsibility is beard by the young adult (4).
Professionals working in child care settings can support the social-emotional development of infants and toddlers in various ways, including interacting directly with young children, communicating with families, arranging the physical space in the care environment, and planning and implementing curriculum.
While the theory has been criticized for a number of different reasons, including the possibility that it does not accommodate different genders and cultures equally, Kohlberg’s theory remains important in our understanding of how personality develops.
Personality refers to the total behavior of the individual it encompasses a number of factors like – The way you look, The way you dress, The way you talk, The way you listen, The way you act, Your habits, Your philosophy of life, Your versatility, Your willingness to help others etc.
Figure 1 has two paths representing the link between each parent’s personality and later adolescent personality: parent personality in 8th grade to adolescent-reported personality in 10th grade, and parent personality in 8th grade to parent-reported adolescent personality in 12th grade.
In 1937 the anthropologist Ralph Linton and the psychoanalyst Abram Kardinar began a series of joint explorations of the relationship between culture and personality by subjecting to minute study reports of several primitive societies and one modern American village.
In this sense, when an adult allows a child to participate in decisions about how to express what the latter has learned during a visit to the zoo, for instance – through the preparation of a panel, or a dramatization, or even a sheet containing curiosities about the animals seen there -, each task acquires a meaning and, due to the emotional involvement it allows for, it contributes to the development of different capacities of the child.
Second, as Rutter and Rutter (op cit) again comment, by concentrating on stages such theories imply ‘a mechanical predictability that is out of keeping with the dynamics of change, the extent of the flux over time and the degree of individual variability that seems to be the case’.
Here again, Dabrowski’s insights on the three types of development and their relationship to different constellations of developmental potential provide a useful framework for understanding and assessing the complex relationship between giftedness and advanced moral and emotional growth.
Eriksons’ work is as relevant today as when he first outlined his original theory, in fact given the modern pressures on society, family and relationships – and the quest for personal development and fulfilment – his ideas are probably more relevant now than ever.