Erik Erikson’s Theory
Introduction
A good theory is useful as a basis for any fundamentals or innovation like in technology, system, or education. A good theory should not contradict itself and have a consistency no matter how complicated the situation, question, or intellectual measurement used to it. The theory should pass in a series of test and proved true or wrong in any manner of falsification. And the last is that the theory has a supported data, because in one way or another, criticisms and scrutiny will try to break the idea of the theory.
Good theories allow the people to describe, predict, and explain the things that people do and their behavior. In the study of Erikson’s Theory, the learning in the classroom can have a better chance to be improved, most especially with the aid of the teachers.
Erikson’s Eight Stages of Social/Emotional Development
1. Learning Basic Trust versus Basic Mistrust (Hope)
This characteristic is usually worked on during the first and second year of a child’s life. Depending on how the child is nurtured and cared for and loved, a foundation of trust, security, and optimism is developed. There is also varying degrees of insecurity and mistrustfulness are developed when the child is not given the nurturing care that he or she needs.
2. Learning Autonomy versus Shame (Will)
The second “psychosocial crisis” that Erikson identified generally occurs between 18 months and 4 years of age. This stage focuses on the development of the child’s “will” and developing a sense of autonomy. The word “No” often becomes a regular staple of the child’s vocabulary. If the child is “well-parented” and satisfactorily works out or resolves this issue, she or he will emerge as a self-assured and proud child. However, if the child is not adequately parented she or he may emerge from this stage, to varying degrees, ashamed and unsure.
3. Learning Initiative versus guilt (Purpose)
The third stage generally occurs sometime during what Erikson calls the “play age,” between 3.5 and about 5 years of age, before the child enters her or his first year of formal school. During this stage children develop their capacity for imagination, fantasy, and active play while learning how to cooperate with others, lead others, and follow the lead of others. A child without a strong foundation and without adequately resolving the specific challenges of this stage may become immobilized by guilt – fearful, attracted to the fringes of groups, heavily dependent on adults. In this case the child’s development of her or his imagination and play skills is restricted.
4. Learning Industry Versus Inferiority (Competence)
The fourth stage is encountered primarily during the elementary school years and may include some junior high years. This stage focuses on the development of “formal skills” of life, skills that enable a child to succeed at activities that are governed by a relatively complex set of formal rules. Such skills are teamwork within a sport, organizing and completing homework, studying and mastering academic subject areas.
5. Learning Identity Versus Identity Diffusion (Fidelity)
The fifth stage generally occurs between the ages of 13 and 20. This stage calls on adolescents to identify a self-image that satisfactorily represents their own. This effort involves experimentation, and finding one’s place within the world that often leads to rebellion, minor delinquency, and self-doubt. However, the adolescent that satisfactorily resolves this question will transform self-doubt and self-consciousness into self-certainty, develop a constructive identity, and will expect to succeed. Adolescents who have not adequately mastered the previous stages will often falter. There is a tendency for middle and upper class adolescents to experiment for a longer period than their counterparts, as their development is afforded a longer gestation before they are expected to make life-long decisions.
6. Learning Intimacy Versus Isolation (Love)
The sixth stage of Erikson’s theory of social-emotional development generally occurs during the individual’s life as a young adult. The focus of this stage is on the development of intimacy, developing a capacity for genuine and lasting friendship or marriage.
7. Learning Generativity Versus Self-Absorption (Care)
The seventh stage of social-emotional development is focused on the development of one’s capacity for generosity and caring. The roles of marriage and parenthood demand this, as does working productively and creatively.
8. Learning Integrity Versus Despair (Wisdom)
The last stage of Erikson’s development theory is focused on the development of integrity confidence and social-emotional balance that enables a person to be proud and happy with their defined role in life. However, if even one of the previous stages is not appropriately resolved, this capacity for satisfaction is compromised and can lead to despair.
Discussion
To Erikson, physical growth follows a biological timetable. Anything that grows has a ground plan and out of this ground plan parts arise. He believed that because we are social animals, the society has also evolved certain social orders, roles, and demands that are parallel with physical growth. For example, when a child achieves control of his muscle movement, we then expect him to explore his surroundings under parental guidance; or when a child has command of his language and is capable of taking care of rudimentary tasks; society expects him to attend school. Both physical and social epigenetic principles mature in different stages. The interaction between physical, cognitive, and social growth during maturation in each stage of life creates a sequence of developmental crises that become central to the child’s growth ( 1998).
As a developmental theory, each stage represents a major psychological crisis that one faces in life. Depending on the manner in which the crisis is resolved, one’s cognition is formed. Such a resolution, according to Erikson, provides the basis for the development of a conflict or dilemma for the next stage of development. In other words, each stage affects the next stage. Unsuccessful resolution of a stage may negatively effect the development of later stages in life (1998).
Implications and Applications
As a teacher, the theory of Erickson is helpful in understanding the process of learning of an individual starting from its childhood. Many teachers in today’s generation are keep on finding the right way to make the students be more focus on their study. And with the use of the theory, the teacher can understand better the needs of each student according to their age.
Most students search for an identity, and therefore many learners begin to adopt idols, ideas, heroes, and cliques can be remarkably clannish and cruel in the exclusion of others. Every step can be learned just with a proper guidance and input of applicable or appropriate ideas. Just like how does a baby starting to crawl, students will first develop their sense of understanding and interest before demonstrating the things that they learned.
Credit:ivythesis.typepad.com
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