Erikson’s theory
was largely influenced by Sigmund Fred. But Erikson extended the theory and
incorporated cultural and social aspects into Freud’s biological and sexually
oriented theory. It’s also interesting to see how his ideas developed over
time, perhaps aided by his own journey through the ‘psychososial crisis’ stages
model that underpinned his work. Erikson’s model is simple and well-designed.
The theory is a basis for broad and complex discussion and analysis of
personality, and behavior, and also for understanding and for facilitating
personal development – of self and others. It can help the teacher in becoming
more knowledgeable of and at the same time understand the various environmental
factors that affect his/her own and his/her students’ personality and behavior.
Erikson’s eight
stages theory is a tremendously powerful mode. It is very accessible and
obviously relevant to modern life, from several different perspectives, for
understanding and explaining how personality and behavior develop in people. It
is important to note that if the conflict occurs during a certain stage and it
is not resolved, this same conflict may happen in the future stage. Past conflicts
may also arise during certain life experiences. As such Erikson’s theory is
useful for teaching, parenting, self-awareness, managing and coaching, dealing
with conflict, and generally for understanding self and others.
Erikson’s Eight Psychosocial
Stages of Development
Stage
one is infancy (birth to 18 months old). It deals primarily with trust versus
mistrust. Children develop a sense of trust when caregivers provide reliability,
care and affection. A lack of this will lead to mistrust. Autonomy versus shame and doubt is the key
conflict that occurs during stage two. This stage is the early childhood (2 to
3 years old) and during this stage individuals are focusing on their mental and
motor abilities and how to accomplish certain tasks within their reach
regarding these abilities without the help of others. Success leads to feelings
of autonomy, failure results in feelings of shame and doubt. Stage three is
preschool (3 to 5 years old). It deals with initiative versus guilt. Children need
to begin asserting control and power over the environment. Success in this stage
leads to a sense of purpose and children who try to exert too much power
experience disapproval, resulting in a sense of guilt. Stage four takes place
at the school age (6 to 11 years old) and industry versus inferiority is the
main conflict. Children need to cope with new social and academic demands. Success
leads to a sense of competence, while failure results in feelings of inferiority.
Identity versus role confusion is the conflict that needs to be resolved during
stage five. Individuals are in adolescence stage (12 to 18 years old). 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 a role confusion and a weak of
sense of self. Young adults need to form intimate, loving relationships with
other people. This stage occurs in young adulthood (19 to 40 years old.)
Success leads to strong relationships, while failure results in loneliness and
isolation. Stage seven occurs during
middle adulthood (40 to 65 years old) and generativity versus stagnation must
be resolved at this time. 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 feeling of usefulness and
accomplishment, while failure results in shallow involvement in the world. Finally,
stage eight deals with integrity versus despair and this occurs during the late
adulthood (65 years old to death). Older adults need to look back on life and
feel a sense of fulfillment. Success at this stage leads to feelings of wisdom,
while failure results in regret, bitterness and despair.
Contribution to the Field of Education
Teachers may use
Erikson's theory of psychosocial stages in a variety of ways. According to the research
that I read and browsing in the internet, it says that Stages one through five
will be the main stages that teachers must consider. As student of teacher education, the next few paragraph
will discussed some educational implications related to Stages one to five.
In stage one,
teachers or parents can meet physical needs consistently and provide physical
affection at regular intervals. In that case, children will develop the virtue
of hope, the strong belief that, even when things are not going well, they will
work out well in the end. During stage two, teachers can provide consistent,
reasonable discipline, opportunities for students to do for themselves, and
positive role models. If you get the proper, positive balance of autonomy and
shame and doubt, you will develop the virtue of will power or determination. In
stage three, teachers can support efforts to plan and carry out activities and
can help children with realistic choices that consider other’s needs. During
stage four, teachers can give opportunities for children to achieve recognition
and praise by producing things. Success takes on a major role during a
student's life at this time. During stage five, teachers must treat students as
adults, challenge them with realistic goals and address issues of identity. Any
teacher can practice what is in Erikson's Psychosocial Theory of Development
and use it in the classroom to produce positive outcomes in a student's life.
Reference:
Lucas, Maria Rita D. and Brenda B. Corpuz, Ph.D. (2007) Facilitating
Learning: A Metacognitive Process. Lorimar Publishing, Inc.
