Essay Erikson

Introduction
The quality of care and education children receive affects their development and learning.
Erikson’s psycho-social theory emphasises the role of culture and society. The eight psycho-
social stages play an important role in individual development and look at how people change
and grow over the course of their entire lifetime. In each stage, the individual experiences
internal conflict. The resolution of each conflict, whether positive or negative, sets the stage
for the next conflict (Bergin, Bergin & Walker, 2018, p. 528). This essay reviews the first
five of eight developmental stages relating to children with reference made to the self-system
(Bergin, Bergin & Walker, 2018, p. 527). In addition, teaching practices are discussed with
reference to Erikson’s theory and how his theory can be applied to teaching practices. Finally,
implications for teaching are outlined.

The Self-System
Psychologists use the term self-system because there are multiple aspects of the self. Part of
the self is one’s personal identity. The self-system includes self-esteem, self-concept, and
self-efficacy, which are all related (Bergin, Bergin & Walker, 2018, p. 527). The theorist who
most popularised the notion of personal identity was Erikson (Bergin, Bergin & Walker,
2018, p. 527). Erikson believed that development occurs in eight stages and that each stage
presents a psychological conflict or crisis that must be resolved for the best possible and most
successful development to occur (Coon, 2006). The process in which the individual resolves
each developmental conflict or crisis has an impact on their self-image and view of the world
(Woolfolk, 2007).

Stages of Development

Basic Trust Versus Mistrust

The basic trust versus mistrust stage is the first stage of psychologist Erik Erikson’s theory of
psycho-social development, which occurs between birth and one year of age. According to
Erikson, the trust versus mistrust stage is the most important period in a person’s life because
it shapes individuals views of the world, as well as their personalities (Bergin, Bergin &
Walker, 2018, p. 528). Because an infant is entirely dependent upon his or her caregivers, the
quality of care that the child receives plays an important role in the shaping of the child’s
personality. During this stage, children learn whether they can trust the people around them,
which comes from being cared for such as being fed, clothed, bathed.

Autonomy Versus Shame

Autonomy versus shame and doubt is the second stage of Erik Erikson’s stages
of psychosocial development. This stage occurs between the ages of one to three years.
According to Erikson, children at this stage are focused on developing a greater sense of self-
control, are becoming increasingly independent, and want to gain more control over what
they do and how they do it, such choosing their outfits, dressing themselves, and deciding
what they will eat (Bergin, Bergin & Walker, 2018, p. 528). 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. Children who have confidence in their skills are more likely to
succeed in subsequent tasks such as mastering social, academic, and other skills.

Initiative Verses Guilt

During the third stage of development, the initiative verses guilt stage, children between the
ages of three and six years begin to assert their power and control over the world through
directing play and other social interactions. If they have successfully completed the earlier
two stages (basic trust versus mistrust and autonomy versus shame and doubt), they now have
a sense that the world is trustworthy and they are able to act independently. Bergin, Bergin &
Walker, 2018, p. 528) notes to develop ambition and direction, children in this stage need to
try things on their own and explore their own abilities. If parents demand excessive self-
control, children become over-controlled and lose their identity (Bergin, Bergin & Walker,
2018, p. 528).

Industry Versus Inferiority

Industry versus inferiority is the fourth stage of Erikson's theory of psychosocial
development, occurring during childhood between the ages of six and eleven years of age.
During this stage a child's social world expands considerably as they enter school and gain
new friendships with peers. Through social interactions, children begin to develop a sense of
pride in their accomplishments and abilities. In addition, schoolwork helps build competency
and confidence as children become capable of performing increasingly complex tasks
(systematic instruction) Bergin, Bergin & Walker, 2018, p. 528). Children who have ongoing
encouragement by parents, care givers and teachers develop a feeling of competence and
belief in their abilities. Children who receive little or no encouragement doubt their ability to
be successful and therefore are likely to develop a sense of incompetence and struggle with
confidence and inferiority (Bergin, Bergin & Walker, 2018, p. 528).

Identity Verses Identity Confusion

During the fifth stage of development, during adolescence, between the ages of
approximately twelve and eighteen, adolescents explore their independence and develop a
sense of self. During the identity versus confusion stage, the conflict is centered on
developing a personal identity, which includes self-steem, self-concept and self-efficacy
(Bergin, Bergin & Walker, 2018, p. 526). During this stage, the individual may experience
role confusion, including sexual identity, and may become unfriendly and unsociable (Bergin,
Bergin & Walker, 2018, p. 528). Successfully completing this stage leads to a strong sense of
self that will remain throughout life. One of the main elements of Erikson's psychosocial
stage theory is the development of ego identity. It is the conscious sense of self that we
develop through social interaction, which is constantly changing due to new experiences and
information we acquire in our daily interactions with others. Friends, social groups, school
friends, societal trends, and popular culture all play a role in shaping and forming an
individual’s identity.

Teaching Practices
In all of Erikson’s stages of development each stage acts as a transition to the next and it is
important to accomplish the tasks in each stage, failure to do so may result in problems in the
future such as incompetence, struggle with confidence and inferiority, sense of inadequacy
and self-doubt, as well as lack of ambition and direction. Teachers can utilise Erikson’s
theory of development to create a supportive teaching and learning environment. In the first
stage of development, the trust versus mistrust stage, children learn whether they can trust the
people around them. If parents, care givers or early childhood educators are unreliable in this
stage, children have difficulty advancing to the next stage (Hammon, n.d.)

By providing opportunities for children to be independent in the autonomy versus shame and
doubt stage (one to three years of age), such as allowing them to choose their clothing, make
their own food, dress themselves and choose their own toys, children feel secure and
confident and develop a greater sense of control.

During the initiative versus guilt stage (three and six years), it is important for teachers and
caregivers to encourage exploration to help children make appropriate choices. Teachers can
do this by giving students the opportunity to make choices and act upon those choices. By
having a classroom library where children can pick their own books during reading time,
children can learn to make decisions for themselves. In addition, by ensuring that any
competitive games or activities have well-balanced teams can increase confidence as if
children consistently lose at games, they may believe they are at that topic or activity (Kolar,
2007). Teachers can break instruction and activities down into small steps. This makes it
easier for children to succeed and encourages them to take risks rather than become overly
dependent upon the help of others. Without this framework, children may become frustrated
by activities and can sense failure. According to Kolar (2007), it is important for teachers to
accept mistakes that result from students attempting activities on their own. Feedback can be
provided to ensure the student is not discouraged.

In the industry versus inferiority stage (ages six to eleven), teachers can use Erikson’s theory
as a form of scaffolding in the classroom. Teachers can help students develop a sense of
realistic competence by avoiding excessive praise and rewards, encouraging efforts rather
than outcome, and helping kids develop a growth mindset (Kolar, 2007). Teachers can assist
students in developing a sense of pride in their accomplishments by having students create
academic and personal goals and revisit those goals every few weeks to monitor their own
progress. In addition, teachers should give regular feedback to students, particularly those
who seem discouraged.

Praise them for what they are doing right and give constructive criticism of what they are
doing wrong (Kolar, 2007).

Other ways in which teachers can be supportive in developing competence is by assigning

jobs to students, such as hand out and collect papers and take attendance sheets to the office.
This will give the students a sense of accomplishment. The industry v inferiority stage is
crucial to student’s development as if students cannot overcome this stage of development,
they will experience inferiority and feel less than their peers rather than a sense of
accomplishment.

Those who receive proper encouragement and reinforcement in the identity verses identity
confusion stage (ages twelve to adolescence) through personal exploration, will develop a
sense of self and a feeling of independence and control (Kolar, 2007). Those who remain
unsure of their beliefs and desires will remain insecure and confused about themselves and
the future. Teachers can provide a variety of positive role models for students, assisting
students in discovering one's own identity. Furthermore, by providing models of exemplary
work so students have a benchmark to work towards allows students to incorporate academic
success into their identities. Finally, teachers can also use Erikson’s theory of development to
Explain the long-term consequences of misbehavior or poor performance so students will
know how it affects themselves and others. This may encourage them to adopt a more
responsible identity (Kolar, 2007).

Implications for Teaching

As a future educator, an understanding of Erikonson’s theory of development will assist me
in building a greater understanding of how my teaching practices can contribute to the
 psychological development of children. By being supportive, encouraging peer interaction,
creating a pleasant classroom environment, engaging students in involvement in classroom
responsibilities, practicing effective classroom management, creating a trusting relationship
with students and modelling appropriate behaviour Erikson’s theory of development can be
used to foster learning and development in the classroom environment.

o Allowing the child to play with various natural, simple materials, and role-playing for
the expression of fantasy and imagination.
o 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-directed activities where the child chooses his or her activity and repeats it as often as
they want must be encouraged.

Teaching Adolescents Strategies

Be Supportive!

 Engage students in planning for their own future

 Encourage parental involvement in student learning and find ways for them to be included in the
student’s support system
 Offer assistance to students who need help (such as structuring time management for students who lack
these skills)
 Be a positive influence to students, they will respond in a positive way!
 Praise good behavior and academic improvement
 Be an advocate for students in any appropriate way that they may need
 Involve parents and family members in a student’s education so that they have support at home
 Reach out to students in need. If you suspect they are having problems at home, allow them to open up
about it.

Encourage Peer Interaction

 Implement peer review/tutoring systems in your classroom

 Research has shown that a a stable network or peers can improve how a student perceives school.
 Get all students involved in class discussions
 Create activities that require students to rely on each other to succeed (such as group projects,
webquests)
 Give ample opportunity for and require respectful communication between peers
 Teach students about cultural diversity and tolerance
 Encourage and promote extra-curricular activities like clubs and teams

Create a Pleasant Classroom Environment

 Engage students to help design the classroom environment is a way that makes them comfortable
 Let students have a chance to decorate the classroom walls
 Allow students to have a hand in creating the class rules, so everyone is comfortable with them
 Be patient with students so that they feel valued and respected and feel safe enough to share ideas
 Demand that students be respectful of one another and if someone isn’t, handle it immediately.
 Accommodate students who need supplemental help or have assistive needs

Be Interested in Your Students…and Show it!

  Ask students about their time outside of class
 Learn every student’s name and use it often!
 Provide opportunities for students to talk about themselves
 Create plans with each student for their learning goals for the year and refer to them regularly when
students meet a goal
 Be involved in your community and show support for student-led organizations

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Make Students Engaged in Your Class

 Vary instructional methods so to reach all students

 Do not make lectures the main focus of all class periods
 Work in fun activities to keep students from getting bored
 Use technology when possible and appropriate
 Be aware of what is happening in your classroom. Monitor, monitor, monitor!
 Plan effectively and make sure transitions in your instruction are smooth
 Relate new information to popular culture when possible
 Expect students to live up to their potential
 Make sure students understand before moving on to new concepts

Be Effective at Classroom Management

 Apply reasonable and consistent disciplinary policies that are agreed on by parents and students and
enforce them fairly
 Communicate clear expectations for behavior
 Be flexible with instructional strategies to personalize instruction when needed
 Establish a reward system for good behavior and academic achievement
 Encourage respectful communication, even when viewpoints differ
 Assess students regularly to ensure that they are in line with expectations

Create a Trusting Relationship with Your Students

 Learn every student’s name and use it often!

 Provide students with opportunities throughout the day to express their feelings
 Empower students to communicate openly with school staff by providing them with a mechanism to
evaluate their learning and instructors
 Be consistent in class with each student. Don’t play favorites.
 Interact more in class, lecture less
 Smile, be friendly (yet professional)!
 Be enthusiastic about teaching your subject matter
 Allow students to get to know things about you

Model Appropriate Behavior

 Correct inaccurate perceptions about “normal” behavior (e.g, statistics on smoking and alcohol/drug
abuse)
 Be respectful of students and other teachers/administrators at all times
 Have patience but be firm
 Have a positive attitude
 Be encouraging of others and promote that attitude to students
 Be understanding, forgiving, and realistic

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References

Bergin, C., Bergin, D., & Walker, S. (2018). Child and adolescent development for educators.
Retrieved from http://ebookcentral.proquest.com

Hammod, K. (n.d.). Erikson’s theory & principles. Retrieved from

https://classroom.synonym.com/eriksons-theory-principles-8671311.html

Kolar, R. (2018). How to apply erikson’s theory in instruction. Retrieved from

https://www.theclassroom.com/apply-eriksons-theory-instruction-8400675.html