In a preschool setting, an example of Erikson’s Initiative vs. Guilt stage can be observed when a child decides to organize a game with their peers. Let’s say a 4-year-old child named Emma wants to play a game of “pretend restaurant” during free play time. She takes the initiative to gather her friends, assign roles (like chef, waiter, and customers), and set up the play area with toy kitchen utensils and a table.
If Emma’s teacher and peers support her idea and participate enthusiastically, Emma will feel a sense of accomplishment and confidence in her ability to lead and make decisions. This positive reinforcement encourages her to take more initiative in the future, fostering a sense of purpose and independence.
On the other hand, if Emma’s teacher dismisses her idea or her peers refuse to join, she might feel guilty for trying to take charge. This could lead to self-doubt and hesitation in taking initiative in the future. The way adults and peers respond to a child’s initiatives plays a crucial role in shaping their sense of initiative or guilt during this developmental stage.