HOW TO USE IT:

Preschool Child: 1. Encourage initiative in many aspects of classroom work. 2. Avoid scolding or devaluating a child because he tries something on his own. 3. Encourage make-believe with a wide variety of roles. Elementary School: 1. Make sure that each child has a chance experience success. 2. Provide students with opportunities to set and work toward realistic goals. 3. Let students have a chance to show their independence and responsibility. 4. Know something about the friendship structure of your classroom and try to find ways to encourage isolates to get involved. 5. Give students a chance to think about fairness and justice. 6. Provide encouragement to students who seem discouraged. High School: 1. Give students many models for career choices and other adult roles. 2. Encourage students to develop interest in many activities. 3. Help students find assistance in working out personal problems. 4. Give students a chance to examine some of the choices they must make. 5. Check to see if the textbooks and other materials you are using are presenting an honest view of the options open to both females and males and make adjustments when necessary. 6. Watch for any unintended biases in your own classroom practices. 7. Look for ways in which your school may be limiting the options open to male or female students. 8. Give students realistic feedback about themselves. Resources:

http://www.rlc.dcccd.edu/MATHSCI/anth/P 101/DVLMENTL/ERIKSON.HTM

ERIK ERIKSON 8 STAGES OF PSYCHOLOGICAL DEVELOPMENT

http://www.ship.edu/~cgboeree/erikson .html http://facultyweb.cortland.edu/~ANDE RSMD/ERIK/welcome.HTML

EDUC

3407 Special Education & Psychology Rick Fall Jennifer Goldik Matt Williams

1902 - 1994

THE MAN:
Born June 15, 1902 in Frankfurt Germany as Erik Homburger Mother Karla Abrahamsen (a young Jewish woman) married Dr. Theodor Homburger Had an identity crisis in his youth being part Jewish part Nordic After high school Erik wanted to become an artist At age 25 he was teaching art in an experimental school for Americans Anna Freud (daughter of Sigmund) who ran the art school also studied psychoanalysis Erik also met Joan Serson, who he had three children with. He immigrated to the US in 1933 Taught at Harvard, Yale, and University of California at Berkeley Changed his name to Erikson when he came to the US Studies on American Indian children helped formulate his theories

HIS WORK:
Stage Basic Conflict Trust vs. Mistrust Important Event Feeding Summary 1. OralSensory Birth 18 months 2. Muscular -Anal 18 months 3 years 3. Locomotor Initiative vs. Guilt 3 - 6 years 4. Latency 6 - 12 years 5. Identity vs. Adolescence Role 12 - 18 years Confusion 6. Young Adulthood 19 - 40 years 7. Middle Adulthood 40 - 65 years 8. Maturity Ego Integrity Reflection and The culmination is a sense of oneself as one is vs. Despair acceptance of and of feeling fulfilled. Generativity Parenting vs. Stagnation Each adult must find some way to satisfy and support the next generation. Intimacy vs. Isolation Peer relationships Industry vs. Inferiority Autonomy vs. Toilet Shame/Doubt training The child's energies are directed toward the development of physical skills including walking, grasping, and rectal sphincter control. The child learns control but may develop shame and doubt if not handled well. The infant must form a first loving, trusting relationship with the caregiver, or develop a sense of mistrust.

Died in 1994

Independence The child continues to become more assertive and to take more initiative, but may be too forceful, leading to guilt feelings. School The child must deal with demands to learn new skills or risk a sense of inferiority, failure and incompetence. Adolescents make a strong effort to answer the question "Who am I?" Adolescents attempt to establish their own identities and see themselves as separate from their parents. The young adult must develop intimate relationships or suffer feelings of isolation.

Love relationships

65 - death

one's life