Erikson’s Development Model and Pre-School Education

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Table of Contents

Basic traits of the theory
Appendix
References

Basic traits of the theory

Erik Erikson is one of the most influential psychologists of contemporary times. He has articulated the famous theory of personality development in which he has divided the whole process into eight stages. He states first stage as “Trust vs. Mistrust”. (Huitt, W. 1997). At this stage, child builds up trust with the personality fulfilling his needs. It is the case with a preschool child, who, at the stage of his educational infancy, seeks motivation without realization of its nature, structure and benefits. If he successfully meets all that he needs under the supervision of a kind teacher, trust will create. Otherwise, he will look for some other things rather taking interest in his education. Second stage of the model reveals child’s toddler hood that indicates need of confidence in personality. If parents let the child exercise his capabilities freely, (Davis & Clifton, 1995), his autonomy will increase. The pre-school children, while climbing the ladder of his pre-school years, feel the need of exploration of new dimensions. An environment that offers him better chances, his performance in learning new things improves. Erikson calls the third stage as “Initiative vs. Guilt”. If child is granted choice, he develops a positive view of self. If not allowed to make independent choice, tends to develop guilt over taking initiative, and will refrain from taking an active stance (Payne, 1991:304).

While discussing child’s initial school years, it is clear that once an individual undergoes so many restrictions, his decision power shatters largely. He seeks support from other people even on trivial issues.

The theorist calls fourth stage as “Accomplishment/Industry vs. Inferiority”. Bringing a productive situation to completion is an aim, according to Davis & Clifton (1995), which gradually supersedes the whims and wishes of play. Child needs to expand understanding of the world, Payne (1991) observes, continue age-appropriate gender-role identity, & learn basic skills. Failure to do so results in sense of inadequacy. After few months of pre-school life, a person develops social relationship within and outside his classroom. His continuous interaction with teachers, instructors and peer-group supports him in growth. A child thus becomes a regular student and gets familiarity with his role identification. Reaching the fifth stage of “Identity vs. Role Confusion”, child identifies his strengths and weaknesses. It is actually the stage of exploration of self and identity. A child aims at obtaining the identity other than his classroom, therefore he thinks of entering into comparatively vast environment for personal grooming and seeking more knowledge.

Had man no personal relations, he would have no space to exercise his abilities. The sixth stage of “Intimacy vs. Isolation” reveals the need of personal associations with fellow students, peer group and individuals around him. The seventh stage in the Erikson’s module depicts the concepts of “Generativity vs. Stagnation.” There is a need to go beyond self and family, Taylor (1995) views, and be involved in helping the next generation. A stage comes when child looks eager to share his productivity within his environment and his ideas serve as a precious advice for others. A brilliant student also transfers his innocent experiences, skills and essence of pre school time to his younger siblings or cousins etc.

“Ego Integrity vs. Despair” is the final stage of child’s life that is of change and seeking further steps. At this time, child either feels satisfied on his accomplishments in his surroundings or repents on not achieving the ‘goals’ properly. In pre-school time, a child dreams high and draws many plans, though he is unable to achieve every thing.

The Erikson’s Theory maintains imperative significance while applying it in the pre-school classroom. The classroom is one of the most important social institutions in a child’s development and leaves indelible impacts on the growth and personality of the child. In order to make a child a successful person in his future life, it would be extremely necessary to apply and exercise the basic traits of the Erikson’s theory of personality development in the classroom. While critically examining the different stages, it becomes evident that children must be treated with kindness and affection so that he can share his problems and difficulties with the teacher without any fear. In addition, it will create a sense of gratitude in him. Secondly, a child should be taught to avoid all which is harmful for him. It may infuse the power to make distinction between right and wrong in him. Moreover, sense of confidence must be build up in the children during pre-school years so that they can take initiative while performing one task or the other. “If a child is suppressed and discouraged from taking action and step according to his own choice, he may prove himself a courageous and useful member of society.” (Zaidi, 2003:31) A professional pre-school teacher loves to project the hidden qualities of pre-school children, which are supportive in finding out his interests and aptitude towards some specific tasks and disciplines. A sensible pre-school teacher keeps in mind the Erikson’s stages of learning and mould the atmosphere of the classroom in a friendly way, where every student is ready to help out his fellow-beings both in learning and at play. They learn how to perform their obligations in group. The feelings of mutual understandings and care make the innocent children co-operative, caring, kind and compassionate. Thus, Erikson’s theory is beneficial for teachers to apply in pre-school classroom.

Appendix

(Erikson’s Theory of Socio emotional Development)

Stage	Age	Expected Resolution
Trust vs. Mistrust	Infancy	Child develops a belief that the environment can be counted on to meet his or her basic physiological and social needs
Autonomy vs. Shame and Doubt	Toddler hood	Child learns what he/she can control and develops a sense of free will and corresponding sense of regret and sorrow for inappropriate use of self-control.
Initiative vs. Guilt	Early Childhood	Child learns to begin action, to explore, to imagine as well as feeling remorse for actions
Accomplishment/Industry vs. Inferiority	Middle Childhood/ Elementary	Child learns to do things well or correctly in comparison to a standard or to others
Identity vs. Role Confusion	Adolescence	Develops a sense of self in relationship to others and to own internal thoughts and desires (Later work has shown two sub stages: a social identity focusing on which group a person will identify with and a personal identity focusing on abilities, goals, possibilities, etc.)
Intimacy vs. Isolation	Young Adult	Develops ability to give and receive love; begins to make long-term commitment to relationships
Generativity vs. Stagnation	Middle Adulthood	Develops interest in guiding the development of the next generation
Ego Integrity vs. Despair	Older Adulthood	Develops a sense of acceptance of life as it was lived and the importance of the people and relationships that individual developed over the lifespan

Bingham and Stryker (1995) suggest that development of identity, intimacy and generativity may receive different emphases throughout adulthood for men and women. They propose five stages of socioemotional development for girls and women that parallels those proposed by Erikson, but place different emphases at important sensitive time periods.

References

Boeree, Dr. C. George (2001). Erik Erikson. Personality Theories. Web.
Davis, Doug & Clifton, Alan. (1995). Psychosocial Theory: Erikson
Feldman, D.C. & Whitcomb, K.M. (2005), “The effects of framing vocational choices on Decision-making training for occupational choice and early turnover: a field experiment. Career Development International, Emerald Group Publishing Limited.
Huitt, W. (1997). Socio Emotional Development. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved
Kerka, Sandra (1992). Life Cycles and Career Development: New Models. ERIC Digest No. 119. ERIC Clearinghouse on Adult Career and Vocational Education Columbus OH.
Lankard, Bettina A. (1993) ERIC Clearinghouse on Adult Career and Vocational Education Columbus OH. Web.
Maus, Anne-Viviane (2003) Would Donald Super Agree with the Career Awareness Program in Ontario High Schools?
Merriam, S. B., and Clark, M. C. LIFELINES (1991). PATTERNS OF WORK, LOVE, AND LEARNING IN ADULTHOOD. San Francisco: Jossey-Bass, (ED 353 466)
Payne, E.C., Robbins, S.B., & Dougherty, L. (1991). Goal directedness and older-adult adjustment, Journal of Counselling Psychology, Vol. 38, pp. 302-308.
Taylor, M. E. (1995). Adaptation to retirement role changes and psychological resources, Career Development Quarterly, Vol. 44, pp. 67-82.
Zaidi, M. H. (2002) Cognitive Psychology. Moosa Publications, Urdu Bazaar Lahore.
Zunker, V, G. (1998). Career 5th Counselling: Applied Concepts of Life Planning. California: Brooks/Cole Publishing Company.

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Erikson’s Development Model and Pre-School Education

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