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By: Marco Nader - 6th Period - March 10, 2022

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When I was 9 months old, I played peek-a-boo with my parents. Eventually, I understood that my parents were still there even when they covered their faces. Piaget asserted that babies of about 9 months of age develop object permanence, the understanding that objects continue to exist even when they're not being perceived. Before I had an understanding of object permanence, I thought my parents disappeared when they covered their faces! Only after 9 months of age did I know that they were still there.

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When I was a year old, I was building trust with the world around me. Fortunately, my mom and dad were caring toward me, so I built a positive sense of attachment and predictability. Erikson believed that from 0 to 18 months of age, babies experienced the conflict of trusting the world; babies with caring parents developed a healthy feeling of certainty, while infants with inconsistent care could become paranoid. As a result of my parents' physical and emotional affection, I learned to trust my environment and I felt sure that I was in a good place.

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In June of 2005, I was 15 months old. I was exploring the world through my five senses. Everything was new to me and I sought to learn about objects around me by playing with them and feeling them. According to Piaget, infants from ages 0-2 live in the present moment, and use sight, sound, touch, taste, and feel to experience the world. For this reason, I loved toys that would rattle, and (according to my mom) I was quite destructive on objects I was playing with.

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When I was two years old, my actions were based on my sense of reward and punishment. I would eat the foods my parents made me eat, even if I didn't like them, for the possibility of being rewarded with dessert, and I would avoid throwing a fit because I knew my parents would punish me by scolding me. Kohlberg argued that infants from ages 0 to 5 were in the Preconventional level of moral development, in which behavior was driven by avoiding punishment, and actions were done for rewards in self-interest. I lived in this way during my infancy. Like most babies, I was quite self-centered, and sought to get what I wanted.

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When I was 8, I had a general understanding of rules and expectations. My parents were quite demanding because they saw potential in me, but they were also responsive to my feelings and fairly discussed rules. According to Baumrind, the Authoritative approach to parenting involves being demanding, as well as being responsive, resulting in confident children who are socially and academically competent. This is the approach my parents have taken for as long as I can remember, and it was greatly influential during my childhood.

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When I was 11, I was developing logical thinking skills and the ability to think in concrete terms. I experienced this in school, as math went from simple addition to long division, and at home as I solved puzzles and problems. Piaget claimed that the Concrete Operational Stage took place from ages 7 to 12, and this is when children learned to perform operations and think rationally. This stage was very clear in my time in elementary school, as I was capable of solving problems by thinking critically, in objective terms.

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When I was 11, I was in the latter phase of the Industry vs. Inferiority stage of psychological development, which Erickson argues is a time when one compares himself to peers socially and academically. I felt this process in school, as grades and sports became more competitive than before as we got older. Luckily, I was surrounded by good people and a lot of encouragement, which allowed me to properly complete the Industry vs. Inferiority stage.

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When I was 12, I abided by the rules simply because they were what was expected of me, and because of social standards. This aligns with the Conventional level of moral development. Kohlberg claimed that this level sees children conforming to the rules due to social approval and authority. As a tween, I did not think much about why some rules were there, and I just followed honestly and unquestioningly so I could fit in with good behavior.

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When I was 13, I was able to use higher order thinking and think in an abstract manner. I saw this change in school, as classes demanded more creativity and open-mindedness, and in my personal life as I tackled personal issues and decisions with more inventiveness than ever before. This is in accordance to Piaget's Formal Operational stage of development, in which teenagers become able to apply logic to solve problems and conceptualize hypothetical ideas. Without this progress in my development, I would not have been as successful in ELA classes which require creativity and innovation, and in harder math classes with multiple approaches to take on individual problems.

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July 2019 - 15 years old (Kohlberg Stage 5)

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July 2019 - 15 years old (Kohlberg Stage 5)

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When I was 15, my moral compass was evolving. Kohlberg argued that from 15 years of age and forward, moral development saw a shift into Post-Conventional Morality's higher reasoning, with a focus on justice and equality. I saw this change within myself, as I pondered over decisions in my personal life, as well as when I processed politics and judged the actions of people in power. It was at this age that I came to understand that ethics and morals should be followed to a higher degree than rules, which aligns with Kohlberg's Post-Conventional stage of development.

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Thursday, August 1st, 2019 - First Day of High School - 15 years old (Erikson)

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Thursday, August 1st, 2019 - First Day of High School - 15 years old (Erikson)

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As I entered high school, a lot was on my mind. I was trying to figure out what my strengths were, what kind of roles I should take up, and how to move forward prosperously. This suits Erikson's Identity vs. Role Confusion stage of psychosocial development, in which young people from ages 12-20 struggle with identity and how they should be participating in society. I am presently still in this stage, as I progress through high school and take on leadership roles in clubs. This will continue through my teenage years as I enter college.

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May 2021 - 17 years old (Kohlberg Stage 6)

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May 2021 - 17 years old (Kohlberg Stage 6)

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At the age of 17, I have learned a level of morality in which I consider the impact of a decision on everyone involved. I choose to act ethically and with kind intentions, even if it leaves me at a disadvantage. The last stage of Kohlberg's Postconventional level of moral development sees individuals possessing their own sense of ethics, guided by their own moral compass. This is how I strive to make choices, especially if they impact other people. I try to stick to my ethical principles, and remain consistent in my decision-making.

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From ages 20 to 30, I will develop a sense of connectedness and get married. This aligns with Erikson's Intimacy vs. Isolation stage of psychosocial development, in which adults see deep romantic relationships and close intimacy, but adults may also avoid emotional closeness if isolation is developed. I would enjoy getting married in this time of my life to secure a lovely and steady foundation for the future.

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In the ages of 30 and 40, I will spend time raising my children and progressing in my career. My goal is to feel happy with a sense of accomplishment. This mirrors Erikson's Generativity vs. Stagnation stage of psychosocial development, in which adults spend time focusing on productivity and the sense of impact through involvement. I plan on raising a family and holding a successful career so I can make myself and my family, from my parents to my wife and children, proud.

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Unfortunately, people lose loved ones with the passing of time. When I experience grief for the loss of a loved one, I will likely under-go the five stages of coping as indicated by Kubler-Ross. First comes denial, in which someone rejects to perceive the event that is happening. Then comes anger, in which someone feels frustrated and maddened by the crisis. Third comes bargaining, in which someone may irrationally try to make a metaphysical deal to prevent the loss. Later comes depression, in which someone is melancholic and is constantly thinking about the loss. Finally comes acceptance, when someone gains a sense of steadiness and a calm state which allows them to move forward firmly.

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When I enter my 60s and the age when I retire, I will be reviewing my life. I will consider my choices, and hopefully I will feel satisfied that I left behind a legacy in which I will be positively remembered for my actions. I will be very wise and self-accepting. This displays Erikson's final stage of psychosocial development: Integrity vs. Despair. In this stage, seniors contemplate the meaningful lives they lived, and they may feel either proud or disappointed depending on the path they took. This stage serves as a conclusion to life. Hopefully, it will be full of memories, time with my children and grandchildren, and peacefulness.

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Thank you for reading :)