Erik Erikson's Psychosocial Theory of Development: Contribution to the Field of Education

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.

http://psychology.about.com/library/bl_psychosocial_summary.htm

http://www.education.com/reference/article/erikson-erik-1902-1994/