Summarize the key ideas from each theory, and explain why and how these theoretical views compliment and contrast each other.

******* *** ************ ** ****** ************* Erik ******* concept ** ************* *********** ** one ** *** famous ******* ** ********** **** ************ **** ***** *** ***** ****** of ****** ******* ***** ** ******** **** people went through *** crisis at **** stage ** **** **** ***** *** * growth-related **** ** ** understood ** which ******* ** ****** may **** *** individual ** **** *********** ** ************ when *********** *** same ********* ** *** ****** ********* **** ******* creates * ******* ******* *** social ***** and *** ********** ***** ********** ******** *** throw *** ****** off balanceThe first stage ** life ****** ****** ******* ***** *** ********** ** fully ********* on the ******* ** ********** ** this stage *** person *** ** ******* ***** ******* ** ********** **** ******* an *********** environment ***** ********* ****** emotionally ***** for the ***** ** a child **** through **** ***** with **** *** ******* **** *** ******* ***** and this ** ******** ********** ** ***** ************ **** their ***** ********** *** *** ************ ********* or *********** *********** *** ******* feelings of ******** among *** children **** care *** ******* the ***** grows ** in fear *** ****** **** *** ***** ** ************* *** inconsistentThe ****** ***** of **** ****** **** *** ********** is ****** ************ ** ***** ***** ****** **** ***** *** ****** ******** ************* ** ***** Children ** **** ***** ***** ** ***** *** to do **** tasks ** ********** **** ******* ******* ********** *** being able ** ******* ***** ******** and ****** **** * ***** at **** ***** **** ** **** **** ***** *********** ******* are ***** they **** to become ******* on even menial ***** **** ** *** require *********** or guidance **** ******** ***** ******* ** or *** ** ***** **** ***** ****** decisions even later in life; *** ****** can **** **** ** the ******** ** others ** ******** **** ****** *********** albeit ***** ******** ** ****** ***** **** **** ******* ******** ** **** *** must develop * ******* ******** ******* ***** independent and *************** so ** ** develop ********** ** their *** to *** tasksAn ********** ***** *** virtue of purpose at *** third ***** of psychosocial *********** ***** they **** ***** *** ** **** *********** *** ****** **** to completion ** **** ****** ******** **** ********** roles and **** decisions *** cooperate ** **** ** a ***** ** ***** ***** ** ** *** ********* *** tasks ************ ************* their *********** or ******** **** ***** direct ********* ** ******* to ******* **** stage ******* ** ***** *** ********** *** ******* ***** *** **** **** the ******* ** start * ******* *** complete it ****************** *** ****** ***** ** *********** *** *** individual develops competence ** *** *** ** around **** and * **** ***** to ****** years according to **** *** conflict **** *** individual faces ** **** level *** ** ****** ******* industry ** inferiority ***** a child **** ***** *** to **** ********* The person ****** ** develop * ***** ** ***** ** ***** *************** *** ********* Children ** **** stage who *** ********** ** ***** ********* ** ******* **** ** **** * ****** in ***** skills **** handling ******* ***** ***** ***** *** ******* little or no ************* **** ******* ** **** ***** **** to **** ******** and **** ***** their abilityAdolescence comes ** * **** **** the *********** *** ********* ***** ************ *** ********** * ***** of ******** ****** this ****** *** person must ******* ******** *** being true ** ******* *** *** ** **** ** ******** with ******* ** herself Here *** ***** gets ** learn *** **** **** ***** themselves *** be **** ** **** ***** ***** ************ It ** ********* that * ****** ******** through **** ************** ***** ***** **** ** the **** ***** **** *** ** ****** * ****** *********** themselves to ** able to **** *** right ********* ** **** practice ** the next ***** ** ** vital *** **** ** **** a ******* ****** *********** ***** ** * sense ** self ** ******* ******* ******* ** which *** ********** *** develop ************ ***** ***** *********** and confusion ***** ********** ** ********** *** ********** ***** **** * young ***** ** or she ***** the ********* of ******* love As a young adult *** ****** *** ******* close *********** with ********** and ***** **** those ** *** ******** *** **** ** the ***** ***** ****** *** *********** personal *********** ***** who *** ********** ** this ******** will ******* *********** **** are committed *** secure ***** ***** *** ********* * **** ***** ** **** ****** stage * *** tend ** **** **** ********* relationships and *** **** likely to ** ******* ********* *********** ********* and ** some **** ***** **************** middle adulthood *** individual is ******** ** **** a family or ** least **** **** ******** ** **** ****** ****** care ** ***** ones ******** ********* *** generativity ** *** individual *** ****** **** ** ****** ****** ***** ** ******* ******** to and guiding ******** ****** who ****** ******** are ********** ** ***** ******* *** ** provide * home *** the **** and raising **** ** ** a ****** ********** *********** Adults *** **** to achieve **** *** *** up ******* ************ *** ********** in anyone’s life *** ************ **** up ***** **** ***** ***** *************** this ***** the individual ** of *** *** most ** not all of *** ******** ***** *** care are ******* independent *** may **** **** kids ** ***** *** **** stage is ***** *** individual develops ****** that can boost *** *** ********* ******* ** ***** *** ****** *** *** * feeling ** ******* ** this ***** *** person often ******** ** their ***** and ***** *** ************ **** ******* *** ***** ****** successfully end ** ******* ***** and ******* * ******* ** ********* ***** *** *** unsuccessful may **** **** * ***** *** *** ********** ******* which *** up ****** *** person feeling despair ***** they ****** **** *** **** *********** who **** ***** ******* all *** ****** successfully **** ****** ****** *** feel ********* **** **** the ******** ******** ** deathPiaget’s ****** ****** ** ********* *********** ***** ** explain *** mental model ** *** world from * ********* ***** ** view ****** did not ***** with *** ****** ** ***** **** calculations ***** *** ******* ******** ** a ***** ** ******* *** ********* *** ** was **** ********** ** **** in which *********** ******** like *** idea ** ******* **** *** ******** emerges ** ******** ** a ***** He ******** ********* *********** ** * process **** occurs *** ** *** child’s interaction **** *** *********** *** ********** ********** ********** ****** ***** **** young ******** think ** ********* **** ** ******** ** **************** ****** of ********* *********** ******* from ***** ********** ** **** ******** ***** *** theory ** ********* **** ******** rather **** ******** ** *** **** ****** ** ******* **** ** *********** ****** **** ******** **** ** ***** ******** are heritable programmed into ******** when **** *** **** *** example sucking: A kid **** suck ** ******** **** touches his/her **** clench ** *** object **** ******* *** palm of *** hands and **** to **** any object **** ***** ****** *** cheeks *** child ** **** ******* *** ** ***** ** ***** ********** ******** *** *** not ***** them anywhere ********** ****** **** ******** that active ******** ** **** ****** *** children to ***** how to develop ***** ******* *** ****** **** * process is ***** ** ************ where *** ***** ******* *** ****** ** ******* **** * ********** ******** ****** ** example is **** * child refers ** ** *** man **** a bald **** **** a ***** his ****** then corrects him ** ******* *** child that clowns **** ***** ******** *** ***** ***** ***** With **** new *********** *** child assimilates *** ****** accordingly *** ********* *********** *** ********** Assimilation *** ***** ** update of a ****** ** **** ****** * *** schema with similar ********* ** *** ***** this ******* ********* *********** in ******** *********** ***** ******* *** ******* ******* aspects **** ***** ********** **** ** this ****** is to describe the ********* *** *** ********* ** ***** *** kid ******** **** ** ********** who *** ****** and ***** plausibly *** ********** Piaget ********* **** there *** ***** ****** ** ********* *********** *** ***** ***** ***** ************ **** occurs ******* **** the child is **** to *** *** ***** ** **** stage the child is capable of identifying object ********** ****** ********** is *** ability ** **** **** ** ****** ** permanent *** does not ***** ******* it ** in **** *** child ** capable ** ******* **** ** object still exists even **** ****** This is ******** **** a ***** cries when * *** ** ***** **** **** *** ****** most animals ** *** portray **** characteristic *** **** *** ********** **** ** ****** *** been ****** *** second ***** ** ****** *** *************** ****** ***** a ***** can ***** ** something ************ *** **** *** object ********* ******* *************** stage ****** ******* age * to 7The ***** ***** ** ***** ** the real *********** ***** and ******* when *** ***** is ******* * – 11 ***** *** ****** the real functional ***** *** ***** ** ********** ** ******* out ******** ********** ** ******** ******* having ** *** it out ********** *** ***** ***** ** * ****** *********** ***** ***** ****** ******* adolescence *** ********* ****** **** ***** *** child is ******* ** ****** ** with ******** ******** understanding ******** ******* and ********* ******* *** ******************** ****** ** ********* development has **** deemed ******* ** ***** applied ** ******** and ******** ** schools *** prove very ****** ** *** ******* understanding of child *********** ** **** transition **** *** ***** ** the next ******* his ****** ***** criticism **** some scientists *** ******* **** ***** are ** stages ** *********** ****** *********** ** a ********** ******* **** ********* ***** *** ******** of *********** put ***** ** ******* *** Piaget we *** ** ********** *** nature of development of ******** *** how ***** *********** *** ** improved These *** theories use phases ** ***** *** *********** ******* into ******** stages ** ******** ********* ****** ***** **** *** *********** ** a human being **** ***** ** **** **** **** *** *** ******* *** while ******** theory **** ******** around *** *********** ** ******** **** ***** ** ********* **** **** noteworthy ** point out **** Erikson's ****** ** *********** is highly ********* ** social interactivity ** *** ********** ***** ** ******** ********* *********** ****** ******* development as touch in infants are *** **** consideration *** **** the ******* ******* is **** ** ********* *** most References * ************ ****** STUDYBLUE Retrieved * **** **** from https://wwwstudybluecom/notes/note/n/human-development-piaget-and-erikson/deck/186631662 ********** * ***** ******* ** Pioneers ** *********** A ******* New ***** ** ******* 20123 ******** ** A Topical Approach to Lifespan *********** **** ed) *** ***** McGraw-Hill; 20164 Piaget * *** ********* ****** GruberHE; ******* ** *** *** York: Basic Books; ********

Click here to download attached files: Piaget - Cognitive development.docx

**** **** ****** *** ************ **** ******* ******** **** the development ** * ***** ** ** a predetermined ***** Piaget ******* on the ********* development *** he concentrated ** *** ******** **** *** * ***** has ********** and **** ********* effects ** their ***** ** ********

Click here to download attached files: Psychosocial vs Piaget -Cognitive.docx