CSET Practice Test On Human Development

Signs of Child Neglect

Child's Appearance and Behavior: Abuses alcohol or other
drugs; Begs for or steals food; Consistently dirty,
unwashed, hungry, or inappropriately dressed; Constantly
tired or listless; Engages in dangerous activities;
Engages in delinquent acts; Has unattended physical
problems or lacks routine medical care; Has been abandoned
or is without supervision for extended periods of time; Is
exploited or overworked; Lacks adult supervision; Lacks
treatment for a medical condition or lacks of dental care;
Loses weight or fails to gain weight; Needs but doesn't
have eyeglasses; Skips or misses school frequently.

Caretaker's Behavior: Misuses alcohol or other drugs;
Maintains chaotic home life; Shows evidence of apathy or
futility; Is mentally ill or of diminished intelligence;
Has history of neglect as a child; Overly self absorbed.

Erikson's Eight Stages of Social/Emotional Development in
Children

1.  Learning Basic Trust Versus Basic Mistrust (Hope)
Chronologically, this is the period of infancy through the
first one or two years of life.  The child, well -
handled, nurtured, and loved, develops trust and security
and a basic optimism.  Badly handled, he becomes insecure
and mistrustful.  

2.  Learning Autonomy Versus Shame (Will) The second
psychosocial crisis, Erikson believes, occurs during early
childhood, probably between about 18 months or 2 years and
3½ to 4 years of age.  The "well - parented" child emerges
from this stage sure of himself, elated with his new found
control, and proud rather than ashamed.  Autonomy is not,
however, entirely synonymous with assured self -
possession, initiative, and independence but, at least for
children in the early part of this psychosocial crisis,
includes stormy self - will, tantrums, stubbornness, and
negativism.  For example, one sees may 2 year olds
resolutely folding their arms to prevent their mothers
from holding their hands as they cross the street.  Also,
the sound of "NO" rings through the house or the grocery
store.

3.  Learning Initiative Versus Guilt (Purpose) Erikson
believes that this third psychosocial crisis occurs during
what he calls the "play age," or the later preschool years
(from about 3½ to, in the United States culture, entry
into formal school).  During it, the healthily developing
child learns: (1) to imagine, to broaden his skills
through active play of all sorts, including fantasy (2) to
cooperate with others (3) to lead as well as to follow.
Immobilized by guilt, he is: (1) fearful (2) hangs on the
fringes of groups (3) continues to depend unduly on adults
and (4) is restricted both in the development of play
skills and in imagination.   

4.  Industry Versus Inferiority (Competence) Erikson
believes that the fourth psychosocial crisis is handled,
for better or worse, during what he calls the "school
age," presumably up to and possibly including some of
junior high school.  Here the child learns to master the
more formal skills of life: (1) relating with peers
according to rules (2) progressing from free play to play
that may be elaborately structured by rules and may demand
formal teamwork, such as baseball and (3) mastering social
studies, reading, arithmetic.  Homework is a necessity,
and the need for self-discipline increases yearly.  The
child who, because of his successive and successful
resolutions of earlier psychosocial crisis, is trusting,
autonomous, and full of initiative will learn easily
enough to be industrious. However, the mistrusting child
will doubt the future. The shame - and guilt-filled child
will experience defeat and inferiority.  

5.  Learning Identity Versus Identity Diffusion (Fidelity)
During the fifth psychosocial crisis (adolescence, from
about 13 or 14 to about 20) the child, now an adolescent,
learns how to answer satisfactorily and happily the
question of "Who am I?"  But even the best - adjusted of
adolescents experiences some role identity diffusion: most
boys and probably most girls experiment with minor
delinquency; rebellion flourishes; self - doubts flood the
youngster, and so on.

Erikson believes that during successful early adolescence,
mature time perspective is developed; the young person
acquires self-certainty as opposed to self-consciousness
and self-doubt.  He comes to experiment with different -
usually constructive - roles rather than adopting a
"negative identity" (such as delinquency).  He actually
anticipates achievement, and achieves, rather than being
"paralyzed" by feelings of inferiority or by an inadequate
time perspective.  In later adolescence, clear sexual
identity - manhood or womanhood - is established.  The
adolescent seeks leadership (someone to inspire him), and
gradually develops a set of ideals (socially congruent and
desirable, in the case of the successful adolescent).
Erikson believes that, in our culture, adolescence affords
a "psychosocial moratorium," particularly for middle - and
upper-class American children.  They do not yet have to
"play for keeps," but can experiment, trying various
roles, and thus hopefully find the one most suitable for
them.

6.  Learning Intimacy Versus Isolation (Love) The
successful young adult, for the first time, can experience
true intimacy - the sort of intimacy that makes possible
good marriage or a genuine and enduring friendship.

7.  Learning Generativity Versus Self-Absorption (Care) In
adulthood, the psychosocial crisis demands generativity,
both in the sense of marriage and parenthood, and in the
sense of working productively and creatively.

8.  Integrity Versus Despair (Wisdom) If the other seven
psychosocial crisis have been successfully resolved, the
mature adult develops the peak of adjustment; integrity.
He trusts, he is independent and dares the new.  He works
hard, has found a well - defined role in life, and has
developed a self-concept with which he is happy.  He can
be intimate without strain, guilt, regret, or lack of
realism; and he is proud of what he creates - his
children, his work, or his hobbies.  If one or more of the
earlier psychosocial crises have not been resolved, he may
view himself and his life with disgust and despair.