A nurse has accepted a position on a pediatric unit and is learning about psychosocial development. Place Erikson's stages of psychosocial development in order from birth to adolescence. (Move the steps into the box on the right, placing them in the selected order of performance. Use all the steps.)

A. Suppression: Suppression involves consciously pushing down or ignoring thoughts, feelings, or memories that are perceived as unacceptable or distressing. In this scenario, the client is not consciously trying to push down or ignore their behavior; instead, they are explaining their actions using a defense mechanism.

B. Reaction-formation: Reaction-formation occurs when an individual expresses feelings or behaviors that are the opposite of their true feelings or desires. In this case, the client's statement does not involve expressing the opposite of their true feelings. Instead, they are rationalizing their behavior.

C. Compensation: Compensation involves attempting to overcome feelings of inadequacy or failure in one area by excelling in another area. The client's statement does not suggest that they are compensating for anything; rather, they are explaining their behavior through a defense mechanism.

D. Rationalization: Rationalization involves providing logical or socially acceptable reasons for behavior that are not the true reasons. In this scenario, the client is rationalizing their behavior by attributing it to external factors, such as their boss's influence, rather than acknowledging their own responsibility for their actions. This defense mechanism allows the client to avoid facing the underlying issue of alcohol abuse by providing a seemingly reasonable explanation for their behavior.

A. Separates easily from primary caregiver for short periods of time: This is the correct choice. Toddlers typically begin to demonstrate increased independence and are able to separate from their primary caregiver for short periods of time without significant distress. This developmental task reflects the toddler's growing sense of autonomy and confidence in exploring their environment.

B. Explains the difference between right and wrong: While toddlers may begin to understand simple rules and expectations, they are not yet capable of explaining the difference between right and wrong in a comprehensive or abstract manner. Moral development occurs gradually over time and is influenced by various factors, including socialization and parental guidance.

C. Cooperates in doing simple chores: Toddlers may begin to imitate or participate in simple household tasks or routines, but their level of cooperation is typically limited and may vary depending on individual temperament and developmental readiness. While involvement in chores can promote a sense of responsibility and independence, toddlers are still in the early stages of learning basic self-care skills and may require supervision and assistance.

D. Prints letters and numbers: The ability to print letters and numbers typically emerges during the preschool years, around ages 3 to 5, as part of the development of fine motor skills and early literacy. Toddlers are not developmentally ready to master the precision and coordination required for printing letters and numbers. Their focus during the toddler stage is primarily on gross motor skills, sensory exploration, and language development.