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Personality Development

Personality development

Definition

Personality development is the development of the organized pattern of behaviors and attitudes that makes a person distinctive. Personality development occurs by the ongoing interaction of temperament , character, and environment.

Description

Personality is what makes a person a unique person, and it is recognizable soon after birth. A child's personality has several components: temperament, environment, and character. Temperament is the set of genetically determined traits that determine the child's approach to the world and how the child learns about the world. There are no genes that specify personality traits, but some genes do control the development of the nervous system, which in turn controls behavior.

A second component of personality comes from adaptive patterns related to a child's specific environment. Most psychologists agree that these two factorstemperament and environmentinfluence the development of a person's personality the most. Temperament, with its dependence on genetic factors, is sometimes referred to as "nature," while the environmental factors are called "nurture."

While there is still controversy as to which factor ranks higher in affecting personality development, all experts agree that high-quality parenting plays a critical role in the development of a child's personality. When parents understand how their child responds to certain situations, they can anticipate issues that might be problematic for their child. They can prepare the child for the situation or in some cases they may avoid a potentially difficult situation altogether. Parents who know how to adapt their parenting approach to the particular temperament of their child can best provide guidance and ensure the successful development of their child's personality.

Finally, the third component of personality is characterthe set of emotional, cognitive, and behavioral patterns learned from experience that determines how a person thinks, feels, and behaves. A person's character continues to evolve throughout life, although much depends on inborn traits and early experiences. Character is also dependent on a person's moral development .

In 1956, psychiatrist Erik Erikson provided an insightful description as to how personality develops based on his extensive experience in psychotherapy with children and adolescents from low, upper, and middle-class backgrounds. According to Erikson, the socialization process of an individual consists of eight phases, each one accompanied by a "psychosocial crisis" that must be solved if the person is to manage the next and subsequent phases satisfactorily. The stages significantly influence personality development, with five of them occurring during infancy, childhood, and adolescence .

Infancy

During the first two years of life, an infant goes through the first stage: Learning Basic Trust or Mistrust (Hope). Well-nurtured and loved, the infant develops trust and security and a basic optimism. Badly handled, the infant becomes insecure and learns "basic mistrust."

Toddlerhood

The second stage occurs during early childhood, between about 18 months to two years and three to four years of age. It deals with Learning Autonomy or Shame (Will). Well-parented, the child emerges from this stage with self-confidence, elated with his or her newly found control. The early part of this stage can also include stormy tantrums , stubbornness, and negativism, depending on the child's temperament.

Preschool

The third stage occurs during the "play age," or the later preschool years from about three to entry into formal school. The developing child goes through Learning Initiative or Guilt (Purpose). The child learns to use imagination; to broaden skills through active play and fantasy; to cooperate with others; and to lead as well as to follow. If unsuccessful, the child becomes fearful, is unable to join groups, and harbors guilty feelings. The child depends excessively on adults and is restricted both in the development of play skills and in imagination.

School age

The fourth stage, Learning Industry or Inferiority (Competence), occurs during school age, up to and possibly including junior high school. The child learns to master more formal skills:

  • relating with peers according to rules
  • progressing from free play to play that is structured by rules and requires teamwork (team sports)
  • learning basic intellectual skills (reading, arithmetic)

At this stage, the need for self-discipline increases every year. The child who, because of his or her successful passage through earlier stages, is trusting, autonomous, and full of initiative, will quickly learn to be industrious. However, the mistrusting child will doubt the future and will feel inferior.

Adolescence

The fifth stage, Learning Identity or Identity Diffusion (Fidelity), occurs during adolescence from age 13 or 14. Maturity starts developing during this time; the young person acquires self-certainty as opposed to self-doubt and experiments with different constructive roles rather than adopting a negative identity, such as delinquency. The well-adjusted adolescent actually looks forward to achievement, and, in later adolescence, clear sexual identity is established. The adolescent seeks leadership (someone to inspire him or her), and gradually develops a set of ideals to live by.

The Child Development Institute (CDI) rightfully points out that very little knowledge is available on the type of specific environment that will result, for example, in traits of trust being more developed in a person's personality. Helping the child through the various stages of emotional and personality development is a complex and difficult task. Searching for the best ways of accomplishing this task accounts for most of the research carried out in the field of child development today.

Renowned psychologist Carl Rogers emphasized how childhood experiences affect personality development. Many psychologists believe that there are certain critical periods in personality developmentperiods when the child will be more sensitive to certain environmental factors. Most experts believe that a child's experiences in the family are important for his or her personality development, although not exactly as described by Erikson's stages, but in good agreement with the importance of how a child's needs should to be met in the family environment. For example, children who are toilet trained too early or have their toilet training carried out too strictly may become rebellious. Another example is shown by children who learn appropriate behavior to their sex lives when there is a good relationship with their same-sex parent.

Another environmental factor of importance is culture. Researchers comparing cultural groups for specific personality types have found some important differences. For example, Northern European countries and the United States have individualistic cultures that put more emphasis on individual needs and accomplishments. In contrast, Asian, African, Central American, and South American countries are characterized more by community-centered cultures that focus on belonging to a larger group, such as a family, or nation. In these cultures, cooperation is considered a more important value than competitiveness, which will necessarily affect personality development.

Common problems

Infants who are just a few weeks old display differences between each other in how active they are, how responsive they are to change, and how irritable they are. Some infants cry constantly while others seem happy and stay fairly quiet. Child development research conducted by the CDI has identified nine temperamental traits that may contribute to a child's personality development being challenging or difficult:

  • activity level (how active the child is generally)
  • distractibility (degree of concentration and paying attention when the child is not particularly interested)
  • intensity (how loud the child is)
  • regularity (the predictability of biological functions like appetite and sleep)
  • sensory threshold (how sensitive the child is to physical stimuli: touch, taste, smell, sound, light)
  • approach/withdrawal (characteristic responses of a child to a new situation or to strangers)
  • adaptability (how easily the child adapts to transitions and changes such as switching to a new activity)
  • persistence (stubbornness, inability to give up)
  • mood (tendency to react to the world primarily in a positive or negative way)

Temperamental traits are enduring personality characteristics that are neither "good" nor "bad." Early on, parents can work with the child's temperamental traits rather than oppose them. Later, as the child grows up, parents can help the child to adapt to his or her own world in spite of inborn temperament.

Parental concerns

Most children experience healthy personality development. However, some parents worry as to whether their infant, child, or teenager has a personality disorder. Parents are usually the first to recognize that their child has a problem with emotions or behaviors that may point to a personality disorder.

Children with personality disorders have great difficulty dealing with other people. They tend to be inflexible, rigid, and unable to respond to the changes and normal stresses of life and find it very difficult to participate in social activities. When these characteristics are present in a child to an extreme, when they are persistent and when they interfere with healthy development, a diagnostic evaluation with a licensed physician or mental health professional is recommended.

When to call the doctor

Parents who suspect that their child has a personality disorder should seek professional help. It is a very important first step in knowing for sure whether there is a disorder, and if so, what treatment can best help the child. Child and adolescent psychiatrists are trained to help parents sort out whether their child's personality development is normal.

KEY TERMS

Behavior A stereotyped motor response to an internal or external stimulus.

Character An individual's set of emotional, cognitive, and behavioral patterns learned and accumulated over time.

Cognition The act or process of knowing or perceiving.

Cognitive The ability (or lack of) to think, learn, and memorize.

Gene A building block of inheritance, which contains the instructions for the production of a particular protein, and is made up of a molecular sequence found on a section of DNA. Each gene is found on a precise location on a chromosome.

Identity The condition of being the same with, or possessing, a character that is well described, asserted, or defined.

Maturity A state of full development or completed growth.

Personality The organized pattern of behaviors and attitudes that makes a human being distinctive. Personality is formed by the ongoing interaction of temperament, character, and environment.

Socialization The process by which new members of a social group are integrated in the group.

Temperament A person's natural disposition or inborn combination of mental and emotional traits.

See also Bonding; Cognitive development; Temperament.

Resources

BOOKS

AACAP and David Pruitt. Your Child: Emotional, Behavioral, and Cognitive Development from Infancy through Pre-Adolescence. New York: Harper Collins, 1998.

AACAP and David Pruitt. Your Adolescent: Emotional, Behavioral, and Cognitive Development from Early Adolescence through the Teen Years. New York: Harper Collins, 1999.

Allen, Bem P. Personality Theories: Development, Growth, and Diversity. Harlow, UK: Allyn & Bacon, 2002.

Berger, Elizabeth. Raising Children With Character: Parents, Trust, and the Development of Personal Integrity. Lanham, MD: Rowman & Littlefield Publishers, 1999.

Erikson, Erik. Childhood and Society. New York: W.W. Norton & Company, 1993.

Erikson, Erik. The Erik Erikson Reader. New York: W.W. Norton & Company, 2000.

Goleman, Daniel. Working With Emotional Intelligence. New York: Bantam, 1998.

Rogers, Carl. On Becoming a Person. Boston: Mariner Books, 1995.

Shaffer, David R. Social and Personality Development. Independence, KT: Wadsworth Publishing, 1999.

"Social, Emotional, and Personality Development." Handbook of Child Psychology, edited by William Damon and Nancy Eisenberg. 5th ed. New York: Wiley, 2000.

PERIODICALS

Biesanz, J. C. et al. "Personality over time: Methodological approaches to the study of short-term and long-term development and change." Journal of Personality. 71, no. 6 (December, 2003): 90541.

Hart, D. et al. "Personality and development in childhood: a person-centered approach." Monographs in Social Research on Child Development. 68, no. 1 (2003): 1119.

Jensen-Campbell, L. A. et al. "Interpersonal conflict, agreeableness, and personality development." Journal of Personality. 71, no. 6 (December, 2003): 105985.

Roberts, B. W. and R. W. Robins. "Person-Environment Fit and its implications for personality development: a longitudinal study." Journal of Personality. 72, no. 1 (February, 2004): 89110.

Roberts, B. W. et al. "The kids are alright: growth and stability in personality development from adolescence to adulthood." Journal of Personality & Social Psychology. 81, no. 4 (October, 2001): 67083.

Shiner, R, and A. Caspi. "Personality differences in childhood and adolescence: measurement, development, and consequences." Journal of Child Psychology & Psychiatry. 44, no. 1 (January, 2003): 232.

ORGANIZATIONS

American Academy of Child & Adolescent Psychiatry (AACAP). 3615 Wisconsin Ave., N.W., Washington, DC. 200163007. (202) 9667300. Web site: <www.aacap.org>.

American Academy of Pediatrics (AAP). 141 Northwest Point Boulevard, Elk Grove Village, IL 600071098. (847) 4344000. Web site: <www.aap.org>.

American Psychological Association (APA). 750 First Street, NE, Washington, DC 200024242. (800) 3742721. Web site: <www.apa.org>.

Child Development Institute (CDI). 3528 E Ridgeway Road, Orange, California 92867. (714) 9988617. Web site: <www.childdevelopmentinfo.com>.

WEB SITES

CDI. Child Development Basics. Available online at: <www.childdevelopmentinfo.com/development> (accessed March 5, 2005).

Great Ideas in Personality. Available online at: <www.personalityresearch.org/> (accessed March 5, 2005).

The Personality Project. Available online at: <www.personality-project.org/personality.html> (accessed March 5, 2005).

Monique Laberge, Ph.D.

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"Personality Development." Gale Encyclopedia of Children's Health: Infancy through Adolescence. . Encyclopedia.com. 15 Dec. 2017 <http://www.encyclopedia.com>.

"Personality Development." Gale Encyclopedia of Children's Health: Infancy through Adolescence. . Encyclopedia.com. (December 15, 2017). http://www.encyclopedia.com/medicine/encyclopedias-almanacs-transcripts-and-maps/personality-development-0

"Personality Development." Gale Encyclopedia of Children's Health: Infancy through Adolescence. . Retrieved December 15, 2017 from Encyclopedia.com: http://www.encyclopedia.com/medicine/encyclopedias-almanacs-transcripts-and-maps/personality-development-0

Personality Development

Personality development

The development of the beliefs, moods, and behaviors that differentiate among people.

The concept of personality refers to the profile of stable beliefs, moods, and behaviors that differentiate among children (and adults) who live in a particular society. The profiles that differentiate children across cultures of different historical times will not be the same because the most adaptive profiles vary with the values of the society and the historical era. An essay on personality development written 300 years ago by a New England Puritan would have listed piety as a major psychological trait but that would not be regarded as an important personality trait in contemporary America.

Contemporary theorists emphasize personality traits having to do with individualism, internalized conscience , sociability with strangers, the ability to control strong emotion and impulse, and personal achievement.

An important reason for the immaturity of our understanding of personality development is the heavy reliance on questionnaires that are filled out by parents of children or the responses of older children to questionnaires. Because there is less use of behavioral observations of children, our theories of personality development are not strong.

There are five different hypotheses regarding the early origins of personality (see accompanying table). One assumes that the child's inherited biology, usually called a temperamental bias, is an important basis for the child's later personality. Alexander Thomas and Stella Chess suggested there were nine temperamental dimensions along with three synthetic types they called the difficult child, the easy child, and the child who is slow to warm up to unfamiliarity. Longitudinal studies of children suggest that a shy and fearful style of reacting to challenge and novelty predicts, to a modest degree, an adult personality that is passive to challenge and introverted in mood .

A second hypothesis regarding personality development comes from Sigmund Freud's suggestion that variation in the sexual and aggressive aims of the id , which is biological in nature, combined with family experience, leads to the development of the ego and superego . Freud suggested that differences in parental socialization produced variation in anxiety which, in turn, leads to different personalities.

A third set of hypotheses emphasizes direct social experiences with parents. After World War II, Americans and Europeans held the more benevolent idealistic conception of the child that described growth as motivated by affectionate ties to others rather than by the narcissism and hostility implied by Freud's writings. John Bowlby contributed to this new emphasis on the infant's relationships with parents in his books on attachment . Bowlby argued that the nature of the infant's relationship to the caretakers and especially the mother created a profile of emotional reactions toward adults that might last indefinitely.

A fourth source of ideas for personality centers on whether or not it is necessary to posit a self that monitors, integrates, and initiates reaction. This idea traces itself to the Judeo-Christian assumption that it is necessary to award children a will so that they could be held responsible for their actions. A second basis is the discovery that children who had the same objective experiences develop different personality profiles because they construct different conceptions about themselves and others from the same experiences. The notion that each child imposes a personal interpretation to their experiences makes the concept of self critical to the child's personality.

An advantage of awarding importance to a concept of self and personality development is that the process of identification with parents and others gains in significance. All children wish to possess the qualities that their culture regards as good. Some of these qualities are the product of identification with each parent.

A final source of hypotheses regarding the origins of personality comes from inferences based on direct observations of a child's behavior. This strategy, which relies on induction, focuses on different characteristics at different ages. Infants differ in irritability, three-year-olds differ in shyness , and six-year-olds differ in seriousness of mood. A major problem with this approach is that each class of behavior can have different historical antecedents. Children who prefer to play alone rather than with others do so for a variety of reasons. Some might be temperamentally shy and are uneasy with other children while others might prefer solitary activity.

The current categories of child psychopathology influenced the behaviors that are chosen by scientists for study. Fearfulness and conduct disorder predominate in clinical referrals to psychiatrists and psychologists. A cluster of behaviors that includes avoidance of unfamiliar events and places, fear of dangerous animals, shyness with strangers, sensitivity to punishment , and extreme guilt is called the internalizing profile. The cluster that includes disobedience toward parent and teachers, aggression to peers, excessive dominance of other children, and impulsive decisions is called the externalizing profile. These children are most likely to be at risk for later juvenile delinquency . The association between inability of a three-year-old to inhibit socially inappropriate behavior and later antisocial behavior is the most reliable predictive relation between a characteristic scene in the young child and later personality trait.

Influences on personality development

The influence comes from a variety of temperament but especially ease of arousal, irritability, fearfulness, sociability, and activity level. The experiential contributions to personality include early attachment relations, parental socialization, identification with parents, class, and ethnic groups, experiences with other children, ordinal position in the family, physical attractiveness, and school success or failure, along with a number of unpredictable experiences like divorce , early parental death, mental illness in the family, and supporting relationships with relatives or teachers.

The most important personality profiles in a particular culture stem from the challenges to which the children of that culture must accommodate. Most children must deal with three classes of external challenges: (1) unfamiliarity, especially unfamiliar people, tasks, and situations; (2) request by legitimate authority or conformity to and acceptance of their standards, and (3) domination by or attack by other children. In addition, all children must learn to control two important families of emotions: anxiety, fear, and guilt, on the one hand, and on the other, anger , jealousy , and resentment.

Of the four important influences on personality identification, ordinal position, social class, and parental socializationidentification is the most important. By six years of age, children assume that some of the characteristics of their parents belong to them and they experience vicariously the emotion that is appropriate to the parent's experience. A six-year-old girl identified with her mother will experience pride should mother win a prize or be praised by a friend. However, she will experience shame or anxiety if her mother is criticized or is rejected by friends. The process of identification has great relevance to personalty development.

The child's ordinal position in the family has its most important influence on receptivity to accepting or rejecting the requests and ideas of legitimate authority. First-born children in most families are most willing than later-borns to conform to the requests of authority. They are more strongly motivated to achieve in school, more conscientious, and less aggressive.

The child's social class affects the preparation and motivation for academic achievement. Children from middle-class families typically obtain higher grades in school than children of working or lower-class families because different value systems and practices are promoted by families from varied social class backgrounds.

The patterns of socialization used by parents also influence the child's personality. Baumrind suggests that parents could be classified as authoritative, authoritarian, or permissive. More competent and mature preschool children usually have authoritative parents who were nurturant but made maturity demands. Moderately self-reliant children who were a bit withdrawn have authoritarian parents who more often relied on coercive discipline. The least mature children have overly permissive parents who are nurturant but lack discipline.

Jerome Kagan Ph.D.

Further Reading

Ainsworth, M. B. S., M. C. Blehar, E. Waters, and S. Wall. Patterns of Attachment. Hillsdale, NJ: L. Erlbaum, 1978.

Bowlby, J. Attachment. New York: Basic Books, 1969.

. Loss: Sadness and Depression. New York: Basic Books, 1980.

. Separation: Anxiety and Anger. New York: Basic Books, 1973.

Erikson, E. H. Childhood and Society. New York: W. W. Norton, 1963.

Kagan, J. Birth to Maturity. New York: Wiley, 1962.

. Galen's Prophecy. New York: Basic Books, 1994.

. The Nature of the Child. rev. ed. New York: Basic Books, 1994.

Rothbart, M. K. "Temperament in Childhood." n G. A. Kohnstamm, J. E. Bates, and M. K. Rothbart, eds. Temperament in Childhood. New York: Wiley, 1989, pp. 59-73.

Thomas, A. and S. Chess. Temperament and Development. New York: Brunner Mazel, 1977.

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"Personality Development." Gale Encyclopedia of Psychology. . Encyclopedia.com. 15 Dec. 2017 <http://www.encyclopedia.com>.

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"Personality Development." Gale Encyclopedia of Psychology. . Retrieved December 15, 2017 from Encyclopedia.com: http://www.encyclopedia.com/medicine/encyclopedias-almanacs-transcripts-and-maps/personality-development