Erikson's Psycho-Social Theory

• Chapter 2 discusses developmental and other relevant theories.

Module 6: Erik Erikson's Psycho-Social Theory of Development

• Erikson's psychosocial development theory is a highly regarded and meaningful theory for understanding personal growth.
• Life involves continuous learning and trials, and Erikson's theory provides guidance for this process.
• Healthy children are not afraid of life when their elders have enough integrity to face death.

Objectives

• Explain the 8 stages of life.
• Write a short story using Erikson's stages as a framework.
• Suggest ways Erikson's theory can be useful as a future teacher.

Activity: Self-Report Questionnaire

• It contains selected items from Rhona Ochse and Cornelis Plug’s self-report questionnaire.
• The questionnaire assesses personality dimensions associated with Erikson's first 5 stages of psychosexual development.
• It can make the stages personally relevant.
• Rates statements on a scale: 0 (never applies) to 3 (very often applies).

Stage 1: Trust vs. Mistrust (Infancy and Early Childhood)

• Statements assess pessimism/optimism about humankind and trust in others.
• The response to item 1 should be reversed (0=3, 1=2, 2=1, 3=0), that result should be added to items 2, 3, 4, and 5 to obtain a trust score.

Stage 2: Autonomy vs. Shame and Doubt (Infancy and Childhood)

• Statements assess the ability to refuse persuasion, feelings after making a decision, and apologetic behavior.
• Items 7, 8, and 9 should be reversed and added to items 6 and 10 to assess autonomy.

Stage 3: Initiative vs. Guilt (Infancy and Childhood)

• Statements assess willingness to take risks, hesitancy in trying new things, and confidence in completing plans.
• Answers to 12 and 15 should be reversed and added to items 11, 13, and 14 to measure initiative.

Stage 4: Industry vs. Inferiority (Infant and Childhood)

• Statements assess embarrassment, pleasure in working, feelings of incompetence, avoidance of difficult tasks, and feelings of competence.
• Answers to 16, 18, and 19 should be reversed and then added to 17 and 20 to calculate industry.

Stage 5: Identity vs. Identity Diffusion (Adolescence)

• Statements assess uncertainty about oneself, certainty about the future, recognition by others, and feelings about how others perceive them.
• Responses to 21 and 25 must be reversed and added to items 22, 24, and 25 to obtain a measure of identity.

Stage 6: Intimacy vs. Isolation (Early Adulthood)

• Statements assess feelings of being known, togetherness with someone, desire for freedom versus commitment, and feelings of aloneness.
• Answers to 26, 28, and 30 are reversed and added to items 27 and 29 to give intimacy.
• The scale ranges from 0 to 15, higher scores indicating greater strength in a specific personality dimension.

Trust vs. Mistrust Stage

• It is the first stage of Erik Erikson's theory of psychosocial development, from birth to 18 months.
• It shapes a child's view of the world and overall personality, which is the most important period of a child's life.
• Erikson's theory includes seven other stages throughout a person's life.
• Each stage presents conflicts that can lead to psychological strength or weakness.
• The psychosocial conflict is trust vs. mistrust asking, "Can I trust the people around me?" with hope as the basic virtue and feeding as the important event.
• Babies are entirely dependent on caregivers, which has a profound impact on their physical and mental health.
• Early trust patterns help children build a strong foundation for social and emotional development.
• Successful development of trust leads to feeling safe and secure, shaping personality, and determining how they view the world.
• Infants who trust caregivers are more likely to form trusting relationships later in life.
• Believing in caregivers and trusting the world are the consequences of trust. Fearing that needs will go unmet are the consequences of mistrust.
• Consistently unreliable or unpredictable parents can cause children to develop mistrust.
• Mistrust can lead to fear, confusion, anxiety, and difficulty forming healthy relationships, potentially causing poor social support, isolation, and loneliness.
• A trusting personality has a strong genetic component.

Autonomy vs. Shame and Doubt Stage

• It is the second stage of Erik Erikson's psychosocial development, occurring between 18 months and 2 or 3 years.
• Children focus on developing a greater sense of self-control.
• It is often displayed by children wanting to do things themselves.
• Children begin to express a greater need for independence and control.
• As they learn to do things for themselves, they establish control and confidence.
• Gaining personal control is important, with children wanting to control what and how they do things.
• Toilet training is an important event in this stage, as is dressing and self-feeding.
• The psychosocial conflict is autonomy vs. shame and doubt.
• A major question is "Can I do things myself or am I reliant on the help of others?", with will as the basic virtue.
• Successful completion leads to feeling secure and confident. Failure leads to inadequacy and self-doubt.

Initiative vs. Guilt Stage

• It is the third stage of Erik Erikson's psychosocial development, during preschool years (3-5 years).
• Children begin to assert power and control through directing play and social interaction.
• The psychosocial conflict is initiative vs. guilt, characterized by the question "Am I good or bad?", with purpose as the basic virtue.
• Exploration and play are the important events.
• The first two stages focus on forming a sense of trust and independence.
• Kids now have a sense that the world is trustworthy and that they can act independently if earlier stages are completed effectively.

Success and Failure in Stage Four

• It leads to a sense of purpose, failure results in guilt.
• Those who fail to develop a sense of initiative may fear trying new things.
• Making mistakes is inevitable, children with initiative understand that mistakes happen and they just need to try again. Children who experience guilt will instead interpret mistakes as a sign of personal failure, and may be left with a sense that they are "bad.".

Industry vs. Inferiority Stage

• It is the fourth stage of Erik Erikson's theory of psychosocial development, occurring during childhood (approximately 6-11 years).
• School is the important event.
• The psychosocial conflict is industry vs. inferiority, with the question "How can I be good?" and competence as the basic virtue.
• Unlike other developmental theories, Erikson's addresses changes throughout life, from birth to death.
• It does not focus on physical changes but on socioemotional factors influencing psychological growth.
• At each stage, people cope with a psychosocial crisis.
• Achieving these skills contributes to lifelong well-being, while failure can result in lasting social and emotional struggles.

Developing Self-Confidence

• According to Erikson, the industry vs. inferiority stage is vital in developing self-confidence.
• Children who succeed are more likely to develop competence and confidence and feel better about themselves.
• Children who struggle may feel inadequate and inferior.

Identity vs. Role Confusion Stage

• It is the fifth stage of Erikson's theory during adolescence (approximately 12-18 years).
• Adolescents explore their independence and develop a sense of self, questioning what is their identity.
• Social interaction and relationships affect growth by the developmental conflict that must be resolved.
• The psychosocial conflict is identity vs. confusion.
• A major question is "Who am I?" The basic virtue is fidelity.
• Social relationships is the important event.
• Ego identity is a conscious sense of self developed through social interaction.
• Successfully completing this stage leads to a strong sense of self that remains throughout life.

Identity in Adolescent Years

• Teen behavior may seem unpredictable during this process.
• Friends, social groups, schoolmates, societal trends, and popular culture shape identity.
• Proper encouragement and reinforcement lead to a strong sense of self.
• Those unsure of their beliefs and desires remain insecure and confused.
• Resolving this crisis involves committing to a particular identity.
• Successful individuals develop fidelity, allowing them to relate to others and form genuine relationships.

Intimacy vs. Isolation Stage

• It is the sixth stage of Erik Erikson's theory of psychosocial development, occurring during young adulthood (approximately 19-40 years).
• Intimate, loving relationships are a source of conflict.
• The psychosocial conflict is intimacy vs. isolation.
• The question involves "Will I be loved or will I be alone?".
• Love is the basic virtue and romantic relationships are most important during this stage.
• Success leads to fulfilling relationships while struggling can cause loneliness and isolation.
• Erikson believed it was vital to develop close, committed relationships with others.
• Intimacy involves closeness, honesty, and love. It includes romantic partners but can also encompass friendships.
• Resolution of the intimacy vs. isolation stage leads to fulfilling relationships, creating supportive social networks.
• Intimacy requires sharing oneself and the ability to support others.
• Experiencing rejection can cause withdrawal, harming confidence and self-esteem.
• Childhood experiences like neglect or abuse and fears of commitment or intimacy can also lead to isolation.

Generativity vs. Stagnation Stage

• It is the seventh stage of Erik Erikson's theory of psychosocial development, during middle adulthood (approximately 40-65 years).
• During the stage, adults strive to create or nurture things that will outlast them and contribute to positive societal changes.
• Caring is the basic virtue.
• Parenthood and work are important events.
• Making a difference in the world and helping others is generativity. The failure to contribute is stagnation.
• Those who fail to attain this connection feel unproductive and uninvolved.

Generativity and Stagnation

• Commitment to others, developing relationships, mentoring, and contributing to the next generation characterize generativity.
• Marriage, work, and child-rearing are major events that contribute to this stage.
• "Midlife crises" may occur, but adjustments can lead to greater fulfillment.
• Positive relationships, good health, and a sense of control promote productiveness and satisfaction. Lower health, poor relationships, and lack of control feelings can fuel stagnation.

Integrity vs. Despair Stage

• It is the eighth and final stage of Erik Erikson's theory of psychosocial development, which begins at approximately age 65 and ends at death.
• Psychologists, counselors, and nurses use Erikson's stages when providing care for aging patients.
• Development requires turning points and crisis that act as development triggers.
• Centers on assessing the value and satisfaction of one's life depending on how meaningful and satisfying life has been. Leads to what Erikson called ego integrity.
• Retirement, loss of spouse, facing a terminal illness, and similar changes often trigger this stage.
• Those who feel proud of their accomplishments develop integrity, while those who are unsuccessful experience regrets, bitterness and despair.

Introduction to the 8 Stages

• Erikson's "psychosocial" term derives from psychological (mind, brain, personality) and social (external relationships and environment).
• Influenced by Sigmund Freud, Erikson extended theory to include cultural and social aspects.
• Erickson's stages model helped by his own journey through the "psychosocial crisis”.
• Erickson's model can analyze personality and behavior.
• It can also facilitate personal development of self and others, helping teachers understand environmental factors affecting students' personalities and behavior.
• Erickson's theory is accessible and relevant for understanding personality and behavior. It is useful for teaching, parenting, self-awareness, managing and coaching, and dealing with conflict.
• Erickson's model is also described as a biopsychosocial theory (bio refers to biological/life), human development cycle, or life cycle.

Epigenetic Principle

• the predetermined unfolding of personalities in eight stages determines development.
• Determined in part by success (or failure) in previous stages like the petals on a flower.
• Earlier stages form foundations for later ones and highlight environmental influences.
• Theory highlighted the influence of one's environment, how earlier experiences gradually build upon the next and result into one's personality.
• Each involves a psychosocial crisis of two opposing emotional forces ("contrary dispositions").
• Words "syntonic” describe a “positive” disposition.
• Words "dystonic” describe a “negative” disposition.
• The transition between stages is "overlapping”.

Transitions and Effects

• Successfully passing through each stage involves "achieving" a healthy ratio/balance between opposing dispositions.
• If one doesn't do well, developing maladaptation and malignancies can endanger all future development.
• Malignancy is worse: too little positive, too much negative (e.g., can't trust others).
• Maladaptation - too much positive, too little negative (e.g., trusts too much).
• Crisis stages connect like interlaced fingers, not stacked boxes.
• "Mutuality" and “generativity" reflects the effect of generations (e.g., families, parents and children, grandchildren).
• Generativity reflects the significant relationship between adults and the best interests of children.

Module 7: Kohlberg's Stages of Moral Development

• Right action tends to be defined by general individual rights and standards examined and agreed upon by society as defined by Lawrence Kohlberg
• People exercise their own ability to use moral reasoning for moral decisions.
• Kohlberg based his theory on Piaget's findings.
• Our ability to choose right from wrong is related to logical reasoning.

Objectives

• Explain the stages of moral development.
• Analyze moral reasoning based on responses to moral dilemmas.
• Apply moral development theory to teaching.
• Activity: Read and discuss the moral dilemma:
• The moral reasoning occurs in six stages over three levels: pre-conventional, conventional, post-conventional.
• Subjects not likely to regress moved forward instead.

Stage 1 (Pre-Conventional)

• Obedience and punishment orientation: How can I avoid punishment?
• Self-interest orientation: What's in it for me? Aiming at a reward.
• "Pre-conventional morality" occurs in "young children under the age of 9".
• Children seek to avoid punishment at all costs.
• Rules meant to be followed and those in charge will undoubtedly follow through with punishment.
• They view ethics taught as something implemented, not as something they internalize.
• At this stage children adopt the views taught, but also recognize that there is more than one point of view for each matter.
• Each person is different and therefore has a unique outlook.
• Second stage relies heavily on the exchange of favors summarized with "Children at this stage are not motivated by friendship or respect but by the personal advantages involved.".

Conventional Morality

• "Conventional morality - older children, adolescents, and most adults.".
• Stage 3: Good Interpersonal Relationships: Recognizes the desire to be accepted into societal groups and how each person is affected by the outcome.
• Step 4: Maintaining the Social Order: Laws and social order reign supreme.

Post-Conventional Morality

• Occurs rarely with "Post-conventional morality - rare with adolescents and few adults.".
• Stage 5: Social Contract and Individual Rights People attempt to explain specific behaviors.
• Fifth stage members begin to consider "What makes for a good society?".
• Stage 6: Universal Principles The final stage of Kohlberg's theory states that moral reasoning is based on personal values.
• Stage six was developed when Kohlberg discovered that elected processes do not always result in fair outcomes.

Kohlberg's Discovered Elements

• Individuals at the fifth stage of moral reasoning recognized the importance of protecting human rights while also resolving challenges in a democratic way.
• Sixth stage created to acknowledge the use of justice in moral reasoning outlining the use of equality, justice, dignity, and respect in laws.
• Similarly, they work on disobeying laws that are unfair, and feel guilty if they don't obey the laws that they believe in. Level Stage Description Pre-Conventional 1 Punishment/Obedience. motivated by fear of punishment. 2 Mutual Benefit. Motivated by the benefit that one may obtain later.

Conventional Stage

• Social Approval. Motivated by what others expect in behavior Law and Order. To act in order to uphold law and order.
• Social Contract. Laws that are wrong can be changed.
• Universal Principles. Associated with one's conscience.

More Info on the stages

• In the first stage, children believe what society says is right and obey the rules, wanting to avoid punishment.
• This shifts into stage two, realizing that there are multiple points of view and the ability to reason according to self-interests.
• In stage three, people value a supportive community and desire to be a good, helpful member.
• Fourth stage wants to meet the goals of the society and maintain law and order.
• In stage five, wanting to create values for a good society instead of necessarily always maintaining the present society.
• Take one step further in stage six and work to incorporate justice and creating a fair society for all.

Application of Kohlberg's Theories

• Identify the stage of moral development and refer to chart for answers.
• Lawrence Kohlberg adopted Piaget's concepts and set the groundwork for debate within psychology. Like Piaget, children form ways of thinking based on experience.
• Kohlberg followed the development of moral judgment and extended the ages covered by Piaget.

Post Test on the Theories

• Wrote moral dilemmas that presented the dilemmas to individuals in the research and asked for their responses.
• From his research, Kohlberg identified six stages of moral reasoning grouped into three major levels, each a significant change in person's perspective.

Module 8: Vygotsky's Socio-Cultural Theory

• "What a child can do in cooperation today, tomorrow she/he will be able to do alone" Lev Vygotsky
• The key theme of Lev Vygotsky's theory is that social interaction plays a very important role in cognitive development.
• Individual development needs social and cultural context.
• Scaffolding supports and helps the learner accomplish a task.

Learning Activity

• Explain why Vygotsky's theory is called "socio-cultural theory."
• Differentiate Piaget and Vygotsky's views on cognitive development.
• Activity: Answer the list of questions.

Vygotsky and Sociocultural Theories

• Parents, caregivers, peers, and culture develop higher-order functions.
• Learning and basics result in interaction with others, that information is then integrated on the individual level.
• It focuses not only on how adults and peers influence individual learning, but also on how cultural beliefs and attitudes affect how learning takes place.
• Children are born with biological constraints on their minds. Each culture provides "tools of intellectual adaptation."
• The tools allow children to use their abilities adaptively.
• Examples: Some culture memory strategies include note-taking.
• Other might use tools like reminders or rote memorization.

Piaget vs. Vygotsky

• More individual in focus and more social in focus.
• Piaget believed in universal stages of cognitive development, but Vygotsky emphasized cultural factors in cognitive development.
• Did not emphasize language, but Vygotsky stressed this.

Individual Theories and Language

• Cognitive development through individual processing of the taxes.
• Vygotsky gave more weight on the social interactions.

Did not Emphasize Language

• Vygotsky's method used the Socratic method, which is a form of cooperative dialogue between individuals, based on asking and answering questions.
• Vgotsky believed this method to systematic question and answer approach that allowed Vygotsky to examine current thinking and practice higher levels of understanding.

More on Learning

• Essential Role of "Talking-to-oneself is an indication of the thinking that goes on in the mind of the child.
• Learning by doing is even fruitful when children interact with knowledgeable adults and peers.
• An exercise in scaffolding.

Module 9: Bronfenbrenner's Ecological Theory

• Module 9 - Bronfenbrenner's Ecological Theory
• ”Children need people in order to become human” Urie Bronfenbrenner
• Bronfenbrenner points out the different factors that exert influence from family to the world
• The Bio-ecological Model: Structure of Enviroment must describe layers, use Bio-ecological theory, identify factors

Ecological Systems Theme

• Bronfenbrenner developed ecological systems over 6 hours.
• His theory includes microsystems, mesosystems, exosystems, macrosystems, and chronosystems.
• Bronfenbrenner was critical of previous theories because of the study in labs rather the real world
• His research maintains that these are not as characteristic of environments and how they develop

Bronfenbrenner's Perspectives

• They focus on effects on environmental development
• He has some resemblance to the work of Albert Bandura's and Lev Vygotskys Theory
• He organized it in order on how much impact each has on the child.
• Because of the above relationship their on the child depends of its relationship to the others.

The MacroSystem and Ecological Theme

• Attitudes and ideologies of the culture
• Bronfenbrenners Micro System includes family, Peers etc
• The most personal interactions that develop a child
• The reactions can also develop their influence toward them in return.
• Interractions with micro system have positive and negative effect on the child from strong nurture and distant parents..

Ecological Aspects of Meso/Eco

• This relationship can effect the child's interactions. If they work well there should be positive influence. If they do not there will be negative influnce.
• Bronfernner believes a positive relationship effects the child in a positive way.
• Bronfrernner suggest the environment of the child is in a nested arrangement of structures

The MacroSystems

• Influences development in culture, wealth, poverty, and ethnicity
• The macrosystem looks at events that a developing child may experience and how that can alter one's childhood
• This system of ecological thoughts has a number of life transitions and major changes.
• School is also considered from parents divorcing to moving. Includes normal life transitions and moving to a new town.

Bronfennbrenner and the Classroom

• Links early educational curicculum to psych and educational theory
• Should know and welcome teachers so they may benefit
• Teachers should also be understanding. Social systems.
• The child in turn must also be active and want to learn.