Jean Piaget

Jean Piaget viewed personality from cognitive perspective. He opined that human being inherit two basic organizational and adaptation tendencies, which are processed and kept in a state of balance necessary for intellectual processing. He calls this equilibration.

Another eminent psychologist that discussed the development of personality extensively was Erickson. He based personality development on epigenetic principle, which postulates personality of an individual to be ego driven. He point that" personality form as ego progresses through series of interrelated stages". The stages, according to Erickson are eight as follows:

Trust vs. Mistrust (Birth to 1 year): The experience here is in terms of childcare, maternal relationship and genuine affection, etc. The child at this stage needs to be gratified these basic needs consistently and continually. He needs to have some kinds of experience to think of the world as a dependable and safe place for existence. If on the other way found, inadequate and inconsistent care is shown to the child, there would be a growing mistrust, fear and suspicion in the perception of the world by the child. Thus, parents, especially mothers with whom the child first identifies, should develop close intimacy with their children. They must provide the protection, affection and gratuity those basic needs of the child so that the child perceives the world as a dependable and safe placer for existence.

2 to 3 years (years of autonomy versus shame and doubt): Coming next in experience after trust or mistrust is autonomy versus shame and doubt. This stage coincides with the pre-school age. According to Erickson, children should "be encouraged and allowed to do what they are capable of doing at their own pace and in their own way but with judicious supervision by parents and teachers", pointing that this will aid their sense of autonomy. Shame and doubt would inadvertently erode the child's life if there is a failure in the gratification of these needs.

It is therefore expedient to stress that not all children at this stage are placed under the care of schoolteachers. The working mothers would rather employ the services of nannies that are ill informed about children's needs at this particular age. The mothers themselves are supposed to know the importance of this stage of children's life in the development of their personality.

In the kindergarten school, pre-school age children achieve considerable level of autonomy, especially if they are allowed to do what they are capable of doing by themselves. The feeling of shame and doubt comes in only if they are restricted.

4 to 5 years (Initiatives versus guilty): This stage is very crucial in the development of children's initiatives. The most important activities that children would like to be involved at this stage are physical activities and using language to set their initiatives. Children are too playful at this stage and can mimic words that they even do not necessarily understand. They should not be rebuked or reproached for taking part in these activities. If in school, teachers must answer their questions. Learning materials that children will play with are essential required to aid the development of children's initiatives.

Teachers must make concerted effort at using activity-centered approach in their teaching. The feelings of guilt must be minimized through de-emphasizing jealous tendencies by not comparing children activities.

12 to 18 years (Identity versus confusion)

this corresponds to the puberty and adolescence periods of life. It is the most delicate and presents itself with variety of developmental tasks. It is characterized by children seeking for the attainment of independence and becoming more concerned about what they would become in future. It is a period of intense biological, physical, emotional and intellectual transformation among adolescents. Their main goal in life is the development of identity occurring from "confidence of sameness and continuity".

The major threats are the confusion of roles, particularly about sexual and occupational identity.

Intimacy versus Isolation (young adulthood): Adulthood starts from the years following adolescence period. It is characterized by continuous insistence on identity and eagerness to use it with others. The young adult seeks to be intimate with others in the same age group. If they achieve the goals of this stage, they fare successfully otherwise they become isolated.

Teachers have the duty of encouraging students to accept their personal appearances and urging them to select short-term goals in the grace of threatening career choices. The worth of students should be recognized and their inconsistent behaviors tolerated mad constructively refined.

Generativist versus Stagnation (Middle age): This stage is essentially poised at "establishing and guiding the next generation". None realization of the goals of this age results in stagnation and self-absorption. Teachers have little or role to play in this as most middle age people have either accomplished their developmental tasks successfully or failed to achieve the goals of this stage. Those that have failed can hardly premeditate the loss, but to reluctantly accept their fate.

Integrity versus Despair (Old age): This is the end of Erickson's hierarchy of personality development. The stage is particularly concerned with integrity seeking. In other words, it is the stage of self-actualization. Despair is the resultant consequence of failing to realize the goals of the stage.