Index IntroductionSocial developmentCognitive developmentAffective developmentCultural developmentConclusionIntroductionThe concept of the self is constantly evolving and is shaped and reshaped through experience. It is an important goal to achieve because it establishes a sense of competence and identity. Previous research has suggested the extent to which self-esteem and development are related, with a low sense of self-worth linked to high-risk behaviors and social problems (Baby, 2012). This further demonstrates the importance of achieving this milestone as failure to achieve this milestone has negative effects in later life. The ideas of self-esteem and identity will be explored using the theories of Erikson, Vygotsky, Ainsworth and Bronfenbrenner in terms of social, cognitive, emotional and cultural development. Say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get an Original EssaySocial DevelopmentSocial development evidently plays an important role in building self-esteem and identity as it shapes understanding of the world through everyday experience (Thompson, 2001). Erikson's (1968) stages of psychosocial development consist of eight sequential stages; each of which presents an obstacle that must be overcome for a functioning personality to persist. In the second stage of Erikson's psychosocial crisis, autonomy versus shame and doubt, children become more curious about their surroundings and begin to explore. The newfound sense of independence combined with encouragement from caregivers begins to build the child's sense of self and confidence. The need to gain peer approval continues into the fourth stage of Erikson's psychosocial crisis, industry versus inferiority; in which children feel the need to act in accordance with social standards and, upon achieving this, are overwhelmed with a sense of accomplishment. If peers react positively to a behavior, children feel more confident and resourceful, while criticism can lead the child to doubt their abilities, thus preventing them from reaching their full potential. Furthermore, in Erikson's fifth stage, identity versus role confusion, the focus is on advancing the development of identity and self. The transition from childhood to adolescence occurs at this stage, presenting challenges of its own. Individuals begin to reflect on the roles they will play in society and act in ways that conform to values ​​to avoid feeling like an outsider. The inability to establish a sense of identity leads to role confusion, making the individual feel insecure about their place in society, resulting in feelings of unhappiness. Individuals who fail to establish a sense of self experience low self-esteem and may experience social problems such as violence, high-risk behaviors, and substance abuse, as well as mental disorders such as depression.Cognitive DevelopmentA decline in self-esteem is prevalent when children they reach adolescence when they begin to develop cognitively. Children begin to evaluate themselves more realistically and consequently begin to understand their academic skills, social skills, and other personal characteristics (Robins & Trzesniewski, 2005). According to Vygotsky's Theory of Sociocultural Development (Vygotsky, 1978), cognitive development occurs within the child's zone of proximal development (ZPD), which refers to an individual who is unable to solve a problem independently , but is able to solve it with the guidance of a more competent peer. The assistance provided is known as scaffolding and consists of suggestions forencourage the student in an interactive environment. This technique has proven effective in encouraging people and building their confidence, as seen in school settings in Australia and New Zealand, especially in cases where some group members are more competent than others. Palinscar, Brown and Armbruster (1984) used scaffolding in the form of reciprocal learning to improve comprehension skills in children who have difficulties in this area. Initially, teachers provided highly structured feedback and explicit modeling (Palinscar et al., 1984), and students were progressively encouraged to take more responsibility for completing tasks. The program has been found to be very effective in improving comprehension skills, largely due to scaffolding teaching (Stone, 1998). Children who participated in this program would feel more confident as they would be able to overcome comprehension difficulties and therefore feel more on par with their peers in terms of academic abilities. Using the Zone of Proximal Development alongside scaffolding in educational settings allows children to feel more empowered and confident, enabling this milestone in terms of cognitive development to be achieved. Emotional Development Establishing a positive parental relationship is imperative as it is the first of many crises faced in life. Its presence is seen in Erikson's first stage, trust versus mistrust, where an attachment is formed between parent and child. This relationship can be detrimental to the way the child interacts with others throughout his or her life. Furthermore, Ainsworth's (1978b) attachment styles demonstrate the dynamics of interpersonal relationships. The first three attachment styles explored included secure, anxious-resistant, and anxious-avoidant, but a fourth category, disorganized-disoriented, was later introduced by his caregiver (Main & Solomon, 1986). Secure attachment models are considered the most ideal since children are able to explore their surroundings knowing that a caregiver will be there for them when they experience distress. In contrast, anxious-resistant patterns consist of children who refuse to be comforted by caregivers, and in anxious-avoidant patterns, children appear to lack engagement with their caregiver and display avoidance behaviors (Hoffnung, 2019). In the last category, disorganized-disoriented, a significant amount of insecurity is observed and children display confused, contradictory and non-reactive behaviors. Jakobsen, Horwood, and Fergusson (2012) examined the extent to which parent-child attachment impacts the development of anxiety and depression in later life. A positive parent-child relationship in adolescence has been found to buffer the effects of childhood anxiety on the development of anxiety and depression in adulthood. An insecure parent-child attachment style, however, has been found to be a catalyst for internalizing disorders and psychopathology (Jakobsen et al., 2012). It can be observed that the lack of a secure attachment style between parents and children has negative effects on the child during growth and gives rise to avoidance behaviors, which affects his ability to socialize with others. As a result, children are more susceptible to experiencing depression and anxiety disorders, which ultimately take a toll on their self-esteem. Cultural Development Bronfenbrenner's (1989) bioecological systems theory suggests that an individual's development is influenced by contextual factors such as culture and social influences that interact with personal qualities. The first level of Bronfenbrenner's theory is the microsystem,.