Sem 1 Sess 1 Child Deve

Unit 1, week 1, session 2: Psychosocial models Student Teacher Reading

Erik Erikson’s Theory of Child Development Erik Erikson’s theory is a psychosocial theory. Most people who know his work talk about his stages of human development from birth to old age. Erikson thought that people experience a series of life stages. Each has 1) a crisis and 2) a task. The crisis stimulates growth. How a person resolves the crisis will affect their overall social, psychological, emotional, and cognitive development.

If the crisis is not resolved, it will be an issue for years to come. So it is important to resolve the crisis in a healthy way.

Trust vs. mistrust (0–1 year-old) Erikson thought that if infants are treated in a loving way and their needs are met, they learn to trust. If not, they become mistrusting. This is true even when they are very young. Parents or caregivers should encourage the growing child to try things. When the child fails, he or she needs reassurance and love. This helps the child develop a healthy sense of autonomy. But some children are always being told ‘no’ and treated as if they can’t do anything for themselves.

Such children begin to feel shame and self-doubt.

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Autonomy vs. shame/doubt (2–4 years old) When they reach preschool age, children need encouragement to start and finish tasks. They need to learn how to cooperate and to make good choices.

If this does not happen, they feel guilty because they always seem to fail.

Their imagination and independence do not flourish.

Learning initiative vs. guilt (4–5 years old) By school age, children are forming friendships and following rules. They want to work hard, be responsible, and ‘be good’. When parents or teachers do not encourage them, recognize their accomplishments, and support their efforts, they can develop feelings of being inferior.

Industry vs. inferiority (5–12 years old) Adolescents are exploring who they are as unique persons. They want to know what their place is in the world. They depend on their peers. They need parents and teachers to be patient with their need to know ‘Who am I?’ and to provide teens with boundaries and freedom.

Stages of play Erikson also talked about stages of play as a way of understanding psychological and social needs. Erikson points out that the baby begins to play 2

before we know it. She plays with self: sounds, feet, and hands. But at about 18 months old, babies begin to use small toys in a new way. They seem to understand that toys are not a part of themselves. They include glasses, noses, and hands of caregivers in their play, too. They use play to act out feelings.

They explore rules and begin to master their world. From about four years old, the child is able to engage in cooperative play with toys and tools. Sharing play is a way of exploring the social world. Erikson believed that we need all three kinds of play all of our lives. Sometimes we need to be alone to think and figure things out. We meditate, take a walk, sing, or just reflect. Sometimes we need to work with things, but alone—by doing calligraphy, putting together a picture puzzle, making a quilt, cooking, playing ball, or working with something that allows us to express our feelings. But at other times, we really need other people.

Erikson and education Many teachers like to use Erikson’s stages of play as a way of thinking about the classroom environment. Does the classroom provide a place for being alone? Does it provide opportunity for exploring ideas with materials and small toys? Are there times for cooperative work?

Reflection questions 3

Erikson’s stage theory can be helpful to teachers, too. Here are some questions to think about: • In what ways might teachers benefit from knowing about Erikson?

• Can you identify any of Erikson’s stages in your own experience?

SOURCE: Child Development FACULTY RESOURCES Associate Degree in Education/ B.Ed. (Hons) Elementary 2012. Page No. 11, 12.

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