First of all, we should track the stages of personality formation and development: 1. Infancy is from birth to two years of age, and this stage is the beginning of the establishment of emotional intelligence. It is also the stage of developing empathy and emotional coordination. Its tasks are: to learn to speak, to learn to express their needs, to develop muscle coordination, to recognize themselves as an independent individual, to trust others, etc. This stage learns to sit, stand, walk, run, manipulate objects for food, etc. Will communicate frustration as well as happiness and joy. 2. According to Ericson’s theory of psychosocial development: Infancy: the basic task is to develop a sense of trust in self, others, and the environment. Infants need to feel loved and cared for. If there is a lack of security, it can lead to doubt and mistrust in relationships. Main conflict: trust versus mistrust. Core quality: hope. 3. Potential problems are personality problems of adulthood originating in infancy may include: greed, insatiability, but also suspicion, fear of helping others, rejection of friendship, fear of love and trust, low self-esteem, isolation, and South has formed and maintained intimate relationships. 4, early childhood (2-6 years old) is mainly to improve the degree of interdependence with others. Children’s language skills and physical-motor skills improve significantly. The main tasks are: to improve their emotional competence, including learning to delay gratification. Children begin to recognize that they are different from others in terms of gender, ethnicity, and ability level. Other tasks in this period are: learning to play with others, learning to share, developing peer relationships, beginning to recognize that they are connected to the world around them, and improving their ability to trust others. According to the theory of psychosocial development of Alexson: the main features of the preschool period are: play and role expectations. The main establishment of competitiveness and initiative. If deprived of the right to make active decisions, they will tend to develop guilt. That is, the main conflict of initiative versus guilt. 5. The result: children experience many negative feelings such as hostility, anger, destruction, rage and hatred. If these feelings are not accepted, the individual will not be able to accept their own feelings later. Parents may express their attitudinal opinions verbally or nonverbally. Negative learning experiences may result in the individual feeling guilty about their natural conflicts. Strict parenting at this time may lead to stereotyping, strong resistance, self-blame, and a tendency to self-incriminate. 6. Middle Childhood (6-12 years old) A time when children begin to learn to read, write, and do math. They develop a deeper understanding of their gender, race, culture, and abilities. Likewise they become more aware of their family, their partners, and the relationships among their communities. The key task at this time is to develop empathy or learn perspective taking. The central task of the school years is to acquire a sense of diligence, without which they will lose confidence in themselves. Children need to expand their understanding of the world in which they live and continue to develop appropriate gender role identities. Acquire some of the basic functions needed for learning. There will be diligence versus low self-esteem conflicts. The core quality is: embodied competence. Problems may include: negative self-concept, low self-esteem in establishing social relationships, conflicting values, confused gender role identities, over-dependence, fear of challenge, and lack of initiative.