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Gender refers to characteristics that classify people into categories of either male or female; gender identity is different in the sense that it involves one's understanding, acceptance, and knowledge of their gender (Santrock, 2021).

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In developing one's morals, children learn how their "thoughts, feelings, and behaviors regarding rules and conventions about what people should do in their interactions with other people" impact the environment around them (Santrock, 2021).

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As children develop, they begin to start feeling a wider range of emotions and part of development involves learning to recognize emotions of others as well as learning to control theirs in a healthy way (Santrock, 2021).

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Cherry, K. (2021, July 18). Erik Erikson's stages of psychosocial development. Verywell Mind. https://www.verywellmind.com/erik-eriksons-stages-of-psychosocial-development-2795740#toc-overview

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A child's sense of self emerges around the age of two when considerable progress is made in self-recognition and self-understanding (Santrock, 2021).

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Erik Erikson's Third Stage of Development

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Erik Erikson's Third Stage of Development

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Through newfound assertion of self onto the environment and others, children are empowered.  Too much dominance leads to guilt as does too little initiative which aligns with fear of failure.

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Keeping in mind that each of Erikson's developmental stages builds on the last, in the sixth stage of development--intimacy vs. isolation--it is said that having a strong sense of self is necessary for developing relationships, which is also important for healthy emotional development (Cherry, 2021). Failure to establish the foundation of stage six can result in struggling with emotional isolation and loneliness, which can stunt emotional development (Cherry, 2021).

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Unlike Erikson, he did not propose that development occurs in stages.

Tools of Mind is an educational program inspired by Vygotsky's research in which having a play plan is positively correlated with self-regulation, quality of play and maturity of play (Santrock, 2021, pg. 212).

Play offers a safe space to explore and experience emotion.  Private talk is also a way in which children self regulate. Both Vygotsky and Erikson acknowledges the importance of social relationships in development.

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Children are self identified and differentiated by physicality and material object.  At ages four and five, emotional and psychological awareness also emerges.

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Erikson's theories on moral development involve how children learn from their parents and how the parents are responsible for consistent guidance, and without it produces "suspiciousness and evasiveness which mixes with the absolute quality of the superego and makes 'moral' man a potential danger to his own ego and to his fellow men" (Meissner, 1970).

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Play is a non-consequential modality in which provides children exploratory freedom of their world.  The societal rules that the child has conceptualized are imposed on imaginative play (Colliver & Veraska, 2021).

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According to Erikson's theories, humans are "basically bisexual" stating that people "have masculine and feminine modes at their disposal and that both modes are necessary for a healthy development of individual and society" (Zock, 1997).

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Gender roles that adhere to societal expectations will be instructed, encouraged, and adapted.  Peer interactions will also influence and reinforce the agreed upon cultural constructs of gender. For example, if heterosexuality is the norm, children will orient toward this way of relating. It will be impressed upon them by the community and familial dynamic.

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Unlike Erikson, Vygotsky held that development is framed by a collective influence primarily and individualistic at a secondary level.  Culture shapes identity and child development.  Once children have learned to communicate in a social context at length, advancement to inner dialogue or "private talk" is possible (Santrock, 2021).

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Colliver, Y. & Veraksa, N. (2021). Vygotsky’s contributions to understandings of emotional development through early childhood play. Early Child Development and Care, 191(7-8), 1026–1040. https://doi.org/10.1080/03004430.2021.1887166

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More on Morality - From the Mind of Vygotsky 

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More on Morality - From the Mind of Vygotsky 

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Similar to Erikson, Vygotsky also theorized that a child's sense of morality is heavily influenced by sociocultural norms and behavior modeled by peers and parents.

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Meissner, W. W. (1970). Erikson’s Truth: The Search for Ethical Identity. Theological Studies (Baltimore), 31(2), 310–319. https://doi.org/10.1177/004056397003100206

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Santrock, J. W. (2021). Life-span development (18th ed.). McGraw-Hill Education.

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Zock, H. (1997). The Predominance of the Feminie Sexual Mode in Religion: Erikson’s Contribution to the Sex and Gender Debate in Psychology of Religion. The International Journal for the Psychology of Religion, 7(3), 187–198. https://doi.org/10.1207/s15327582ijpr0703_7

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Children ages four to seven are heteronomous moralists believing that rules are fixed.  They are unquestionably obedient.

At ten and older, they understand that people have power over rules.  They also become capable of evaluating the intentions of an individual, not just the consequences of the behavior.

Immanent justice revers to the notion that improper actions are immediately punishable and inseparable from consequence.

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American Yawp. (n.d.). Housewives Chores. Retrieved July 20, 2022, from http://www.americanyawp.com/text/wp-content/uploads/housewives-chores.jpg.

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Ashjaee, N. (2022). Preschool psychosocial development. Very well mind. Kendra Cherry. Retrieved July 20, 2022, from https://www.verywellmind.com/initiative-versus-guilt-2795737.