Human Life Stages, End of Life Stages. Ralph Rowbottom & Nicholas Spicer. This paper suggests that in general, eight distinct stages exist in human life.
In identifying and exploring each stage attention is drawn to the particular biological, psychological or social factors that appear to precipitate or define it. In what we believe to be a novel and important step, the idea is developed that each new stage brings its own characteristic conflict; one that can only be successfully surmounted through some synthesis of the opposed forces which the person concerned typically then faces. Keywords: life stages, human life stages, different life stages, life stages of a human, the life stages, what are the life stages, life stages of humans, my life stages, life stages of a human being, end of life stages.
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In the last hundred years or so various more- scientific portrayals have been attempted. Major statements include Freud’s well- known divisions of early development: oral, anal, phallic, and, at puberty, the full- genital. Watch full movie The Perfect Revolution in english with subtitles 1440 21:9 more. There is Jung’s powerful image of life as a whole in two great phases: the rising sun of early years coming slowly to its zenith in the late thirties, then its gradual setting in the years thereafter. There is Erik Erikson’s extension of the Freudian scheme into a comprehensive life- long system in no less than eight distinct stages. Erikson’s picture is bold and stimulating, but for us lacks at many points a simple credibility and an obvious correspondence to social as well as psychological realities. We offer a new picture of the typical human life- span, also in eight parts or stages as shown in the following Table .
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The Stages of Life. Stage. Name. Usual Starting Age. Babe- in- armsfrom birth. Toddlerabout 1. 3Infantabout 2. Schoolchildabout 5. Adolescentabout 1. Young adultabout 2.
Mature adultlate 2. Ageing adultabout 6. Each new stage has its typical concerns, activities and problems, and its typical starting age, but adds to, rather than totally replaces, the stages before it. Most importantly each stage has, as we shall see, its characteristic conflict, its seemingly insoluble dilemma which must nevertheless be resolved or surmounted in some way before the next stage can be effectively tackled. Naturally, none of us ever perfectly negotiates this great obstacle course, this growth- by- problem- solving. Infantile dilemmas persist; old work remains still to be done; priests, counsellors, and therapists continue to find business! Stage 1: The Babe- in- Arms.
The new- born baby lies in its mother’s arms, or its cot. Often it sleeps at peace. Sometimes it bawls and screams: suddenly everything is badness, pain, hell (is it hunger? Sometimes, blessedly, heaven is restored.
Literally sweating with pleasure, it sucks in warmth, cream, and sweetness. The new- born creature does not know its mother as such, or itself as such.
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And it does not even know exactly what it wants. During these first months it must gradually learn to focus its desires so that, with the first crude signs, it can begin to indicate its specific needs, this or that. On the other hand, it must also learn to accept an objective world which impinges upon it with implacable logic: when mother does in fact choose to feed it, or change its napkin, or cuddle it. Which is to win: the primacy of its spontaneous needs, or acceptance of whatever the great world chooses to offer at any time, cruel or kind? Here is the first and deepest dilemma. Somehow a synthesis must be achieved (though naturally, the baby is not conscious of things in these terms). In these early months the immediate aim is to create between mother and child, a good rhythmic pattern of demand and feeding, of ingestion and digestion, of activity and sleep.
In this way the child is helped to start learning a most basic and precious thing, confident interaction in the world. In more general terms this means learning to develop a proper flow in life, constantly focusing needs as they arise within, and matching them as best as possible to circumstances and opportunities as they occur without. Failing the other, and it becomes passive, submissive and over- compliant.
Put in its broadest terms, the business of learning to navigate one’s own course as smoothly and rhythmically as possible through the endless and ever- changing currents of life – the essence of the . But it cannot be hoped to be completely accomplished at this point, if ever. This most fundamental of all the skills of living is something that requires constant practice and improvement as long as life itself goes on. Stage 2: The Toddler. A reasonable relationship of give- and- take established with its mother, and the one- year- old is ready to make its first independent moves away from the lap or the cot, first on all fours, then on two legs. Now – heady adventure – it is time to leave mother entirely, to travel right to the other side of the room, or even under the dark table!
Until that is, it all becomes a bit too frightening. The child is starting to show how it can become a separate being, but not too separate, and not for too long. Bit by bit of course, the separation does increase, the ventures- out go further and last longer. Wanting (to go here or there, to lift this or remove that), can gradually be translated into achieving, as muscular skills are developed. Indeed, as speech comes, . For now, it is not just will but a clash of wills.
Conflicts become a daily happening, and where they do not get readily resolved, the child resorts to whining or tantrums. So here is a new dilemma. This is the stage when the child must learn not just to seek appropriate satisfaction of its needs, but (in simple ways at first) to express its own will in the world. However, it must also learn to respond to given demands and prohibitions, both for its own safety and for the safety and comfort of others. Falling to one side of the dilemma and the child becomes out- of- control, a little tyrant, . Falling to the other, it fails to develop proper assertiveness, drive and assurance. Somehow a new synthesis must gradually be found in what might be called controlled autonomy; that is, the ready expression of impulse in a way that at the same time embodies appropriate control and constraint.
The first goals in these early years are such basic things as the control at will of bodily excretion, feeding, dressing and general comportment. More broadly, the ever- better melding of impulse and constraint is again, something that demands attention through the whole of early life and beyond. Stage 3: The Infant. When asked how well the infants at his child’s play- group interacted with each other, a father of our acquaintance said thoughtfully . Even when little children do start to approach proper relationships, they do little more at first than simply ape acceptable behaviour. Though they may start to give kisses, for example, there is as yet no real depth of love behind them. Though they may practise saying sorry, there is as yet no developed sense of transgression.
Their sense of their own selves being as yet so little developed, they have no real sense of the other. Thus, from about the third year onwards a new task starts to assume prime importance, that of developing genuine personal interplay: of learning, that is, to become a proper human person who interacts with other human persons.
It is a task which is of course, broadly contemporary with the development of speech. And this is not surprising, given that words are the most important means by which humans communicate back and forth to each other their diverse, subtle, and complex feelings, views and wishes. As always in the early years, interacting with mother (or any other principal carer) is the chief means by which the process of development is forwarded.
It is largely through constant interaction with mother that the child gradually learns who she is, and how to express herself to another, exactly at the same time that she is learning more about who this being is that faces her, and how she too expresses herself. The child learns that she has a name of her own (as do other people). She learns that she is (in this case) a girl, though still a little one.
As she is helped to remember what happened today, then yesterday, then earlier, so she gains a sense of her own continuing identity through time (and the continuing identity of others). She learns that when she hits people they experience pain (as she does when hit); that if she says unpleasant things to them that they are likely to get upset (as she does); that when she is open and friendly they are likely to respond in kind. Toys or household articles are used to practise upon in imaginary interactions in which they are loved, scolded, put to bed, and so on (for at this age the divisions between inanimate things, animals, and people, are not all that strongly registered). This is the time of first proper play, of first friends, of first games. Around the fourth or fifth year a new depth is achieved with the realisation that others have their own independent relationships, one to another – most notably, and disturbingly of course, mother and father.
We have to thank Freud for bringing into general recognition the new and explosive feelings that this last realisation can provoke. And of course in the Freudian view, this is also the time when the . Somehow, a synthesis has to be found. Failure on one side leads to crude egoism; failure on the other leads to habitually putting others first and the lack of a good self- image. Starting to create personal interplay of a truly mutual kind is the prime task of the years three to five.
But once again, the continual improvement of this central aspect of human existence provides continuing work for a lifetime. Stage 4: The Schoolchild. Somewhere around the fifth or sixth year another significant stage is embarked upon as the child becomes ready to start school, not just play- group or nursery school, but .
