Psychological Development Theory – Erick Erickson (Teaching Practice Notes)

 

Psychological Developmental Theory – Erick Erickson

Erik Erikson was a German American Psychologist who developed one of the most popular and influential theories of development. While his theory was impacted by psychoanalyst Sigmund Freud's work, Erikson's theory centered on psychosocial development rather than psychosexual development.

The stages that make up his theory are as follows:

• Stage 1: Trust vs. Mistrust
• Stage 2: Autonomy vs. Shame and Doubt
• Stage 3: Initiative vs. Guilt
• Stage 4: Industry vs. Inferiority
• Stage 5: Identity vs. Confusion
• Stage 6: Intimacy vs. Isolation
• Stage 7: Generativity vs. Stagnation
• Stage 8: Integrity vs. Despair

Stage 1: Trust vs. Mistrust.

The first stage of Erikson's theory of psychosocial development occurs between birth and 1and half year of age and is the most fundamental stage in life. Because an infant is utterly dependent, developing trust is based on the dependability and quality of the child's caregivers.

During the first stage of psychological development, children develop a sense of trust when caregivers provide reliability, care and affection. lack of this will lead to mistrust

Stage 2: Autonomy vs. Shame and Doubt

The second stage of Erikson's theory of psychosocial development takes place during early childhood and is focused on children developing a greater sense of personal control.

At this point in development, children are just starting to gain a little independence. They are starting to perform basic actions on their own and making simple decisions about what they prefer. By allowing kids to make choices and gain control, parents and caregivers can help children develop a sense of autonomy.

               The essential theme of this stage is that children need to develop a sense of personal control over physical skills and a sense of independence. Potty training plays an important role in helping children develop this sense of autonomy.

            Children who successfully complete this stage feel secure and confident, while those who do not are left with a sense of inadequacy and self-doubt. Erikson believed that achieving a balance between autonomy and shame and doubt would lead to will, which is the belief that children can act with intention, within reason and limits.

Stage 3: Initiative vs. Guilt

The third stage of psychosocial development takes place during the preschool years. At this point in psychosocial development, children begin to assert their power and control over the world through directing play and other social interactions.

Children who are successful at this stage feel capable and able to lead others. Those who fail to acquire these skills are left with a sense of guilt, self-doubt, and lack of initiative.

        When an ideal balance of individual initiative and a willingness to with others is achieved, the ego quality known as purpose emerges.

Stage 4: Industry vs. Inferiority

The fourth psychosocial stage takes place during the early school years from approximately ages 6 to 11. Through social interactions, children begin to develop a sense of pride in their accomplishments and abilities.

              Children need to cope with new social and academic demands. Success leads to a sense of competence, while failure results in feelings of inferiority.

Children who are encouraged and commended by parents and teachers develop a feeling of competence and belief in their skills. Those who receive little or no encouragement from parents, teachers, or peers will doubt their abilities to be successful.

          Successfully finding a balance at this stage of psychological development leads to the strength known as competence, in which children develop a belief in their abilities to handle the tasks set before them.

 

 

Stage 5: Identity vs. Confusion

                  The fifth psychosocial stage takes place during the often-turbulent teenage years. This stage plays an essential role in developing a sense of personal identity which will continue to influence behaviour and development for the rest of a person's life. Teens need to develop a sense of self and personal identity. Success leads to an ability to stay true to yourself, while failure leads to role confusion and a weak sense of self.

              During adolescence, children explore their independence and develop a sense of self.

 Those who receive proper encouragement and reinforcement through personal exploration will emerge from this stage with a strong sense of self and feelings of independence and control. Those who remain unsure of their beliefs and desires will feel insecure and confused about themselves and the future.

Stage 6: Intimacy vs. Isolation

                    Young adults need to form intimate, loving relationships with other people. Success leads to strong relationships, while failure results in loneliness and isolation. This stage covers the period of early adulthood when people are exploring personal relationships.

             Erikson believed it was vital that people develop close, committed relationships with other people. Those who are successful at this step will form relationships that are enduring and secure.

                       Each step builds on skills learned in previous steps. Erikson believed that a strong sense of personal identity was important for developing intimate relationships. Studies have demonstrated that those with a poor sense of self tend to have less committed relationships and are more likely to struggler with emotional isolation, loneliness, and depression.

           Successful resolution of this stage results in the virtue known as love. It is marked by the ability to form lasting, meaningful relationships with other people.

Stage 7: Generativity vs. Stagnation

Adults need to create or nurture things that will outlast them, often by having children or creating a positive change that benefits other people. Success leads to feelings of usefulness and accomplishment, while failure results in shallow involvement in the world.

During adulthood, we continue to build our lives, focusing on our career and family. Those who are successful during this phase will feel that they are contributing to the world by being active in their home and community. Those who fail to attain this skill will feel unproductive and uninvolved in the world.

            Care is the virtue achieved when this is handled successfully. being proud of your accomplishments, watching your children grow into adults, and developing a sense of unity with your life partner are important accomplishments of this stage.

 

 

Stage 8: Integrity vs. Despair

                          The final psychosocial stage occurs during old age and is focused on reflecting back on life. At this point in development, people look back on the events of their lives and determine if they are happy with the life that they lived or if they regret the things they did or didn't do.

                       At this stage, people reflect back on the events of their lives and take stock. Those who look back on a life they feel was well-lived will feel satisfied and ready to face the end of their lives with a sense of peace. Those who look back and only feel regret will instead feel fearful that their lives will end without accomplishing the things they feel they should have.​

            Those who are unsuccessful during this stage will feel that their life has been wasted and may experience many regrets. The person will be left with feelings of bitterness and despair.

                 Those who feel proud of their accomplishments will feel sense of integrity. Successfully completing this phase means looking back with few regrets and a general feeling of satisfaction. these individuals will attain wisdom, even when confronting death.

Conflict During Each Stage

                   Each stage in Erikson's theory builds on the preceding stages and paves the way for following periods of development. In each stage, Erikson believed people experience a conflict that serves as a turning point in development.

                              In Erickson’s view, these conflicts are centered on either developing a psychological quality or failing to develop that quality. During these times, the potential for personal growth is high but so is the potential for failure.

                        If people successfully deal with the conflict, they emerge from the stage with psychological strengths that will serve them well for the rest of their lives. If they fail to deal effectively with these conflicts, they may not develop the essential skills needed for a strong sense of self.

Educational Implications of Erickson’s Theory

                                         Teachers who apply psychosocial development in the classroom create an environment where each child feels appreciated and is comfortable with learning new things and building relationships with peers without fear. Teaching Erikson’s theory at the different grade levels is important to ensure that students will attain mastery of each stage in Erikson's theory without conflict. There are specific classroom activities that teachers can incorporate into their classroom during the three stages that include school age children. Erickson’s Psychological developmental theory is a very powerful way for building self – awareness and improving oneself, as it helps to understand a person’s learning according to his or her personnel difference.

1.     Encourage initiative in young children. children in preschool and early childhood education programs should be given a great deal of freedom to explore their world.

2.     Promote industry in elementary school children. teacher should provide an atmosphere in which children become passionate about learning.

3.     Stimulate identity exploration in adolescents. Recognise that the student’s is multidimensional.

4.     Various educational implications of Erickson’s theory are possible depending upon the age group of the learner and the tasks they are expected to perform.

      The activities listed below are just a few suggested examples that apply psychosocial development.

·       Allowing children to play with various natural, simple materials and role- playing for the expression of fantasy and imagination.

·       Games, stories and songs can be used.

·       Real life activities like serving food, chopping vegetables or making chapattis, prepare children for participation in the community around them.

·       Child centered activities where the child chooses his or her activity and repeats it as often as they want must be encouraged.

5.     At the preschool level, teachers want to focus on developing a hardy personality. Classroom examples that can be incorporated at the Preschool Level are as follows:

• Find out what students are interested in and create projects that incorporate their area of interest.
• Let the children be in charge of the learning process when participating in a classroom project. This will exhibit teacher appreciation for the areas of interest of the students as well as confidence in their ability.
• Make sure to point out and praise students for good choices.
• Offer continuous feedback on work that has been completed.
• Do not ridicule or criticize students openly. Find a private place to talk with a child about a poor choice or behaviour. Help students formulate their own alternate choices by guiding them to a positive solution and outcome.
• When children experiment, they should not be punished for trying something that may turn out differently than the teacher planned.
• Utilize physical activity to teach fairness and sportsmanship (Bianca, 2010).

6.     Teachers should focus on achievement and peer relationships at the Elementary Level. Classroom examples that can be incorporated at the Elementary Level are as follows:

• Create a list of classroom duties that needed to be completed on a scheduled basis. Ask students for their input when creating the list as well as who will be in charge of what.
• Discuss and post classroom rules. Make sure to include students in the decision-making process when discussing rules.
• Encourage students to think outside of their day-to-day routine by role playing different situations.
• Let students know that striving for perfection is not as important as learning from mistakes. Teach them to hold their head high and move forward.
• Encourage children to help students who may be having trouble socially and/or academically. Never allow any child to make fun of or bully another child.
• Build confidence by recognizing success in what children do best.
• Provide a variety of choices when making an assignment so that students can express themselves with a focus on their strengths.
• Utilize physical activity to build social development and to help students appreciate their own abilities as well as the abilities of others.

7.     During the middle and high school years, building identity and self-esteem should be part of a teacher's focus. Classroom examples that can be incorporated at the Middle School and High School Level are as follows:

• Treat all students equally. Do not show favouritism to a certain group of students based on gender, race, academic ability or socioeconomic status.
• Incorporate guest speakers and curriculum activities from as many areas as possible so as to expose students to many career choices.
• Encourage students to focus on their strengths and acknowledge them when they exhibit work that incorporates these strengths.
• Encourage students to develop confidence by trying different approaches to solving problems.
• Incorporate life skills into lesson planning to increase confidence and self-sufficiency.
• Utilize physical activity to help relieve stress, negative feelings and improve moods.