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Examining Erikson’s Eight Stages of Development
· Defining the theory
· Context in which the theory was developed
· Important theoretical assumptions
II.
Theory-in-action: Analogy/Visual to I’ll Love You Forever by Robert
Munsch
I’ll
Love You Forever
Eriksan’s Stages of Development
very slowly rocked him back and forth,
Stage 1: Basic Trust versus Basic
back and forth, back and forth. Mistrust (Birth to 1 year)
And while she held him, she sang: * Maternal Person – mother creates
a sense of trust
I’ll love you forever, * Mother’s side of the interaction
I’ll like you for always, there must also be trust – trust in
As long as I’m living herself as a parent
My baby you’ll be.
The baby grew. He grew and he grew Stage 2: Autonomy vs. Shame &
And he grew. He grew until he was
Doubt (2 to 3 years)
Two years old, and he ran all
* child becomes more independent
Around the house. He pulled all the physically & psychologically
books off the shelves. He pulled all * clash of wills is inevitable
the food out of the refrigerator and he * parents create a supportive
took his mother’s watch and flushed it atmosphere
down the toilet. Sometimes his mother
Stage 3: Initiative vs. Guilt(4 to 3 years)
would say, “This kid is driving me CRAZY!” * theme of this stage is the child’s
identification with their parents
* play is important
*Group Questions:
Moose
Group (Deb.): With societal demands for both parents to be working how do you
see daycare fitting into Erikson’s requirements for the development of trust
in stage one? Do you think early introduction to another caregiver would affect
this development? Have you witnessed a case where stage one experiences have led
to the development of mistrust over trust?
Wild Geese
(Elizabeth): Give examples of how parents/caregivers can create a supportive
atmosphere in which the child can develop a sense of self-control without a loss
of self-esteem. The line between too strict and too lax.
Bow-Wow-Meows (Cathy): Does the kindergarten program in your school support the developmental needs of a child in stage 3? If so how does it do this? If not what needs to be added or changed?
The little boy grew. He grew and he grew Stage 4: Industry vs. Inferiority
and he grew. He grew until he was nine years old. (Roughly 6 years to puberty)
And he never wanted to come in for dinner, he never * Attendance in school is a crucial
wanted to take a bath, and when grandma visited he event
always said bad words. Sometimes his mother wanted * Sphere of social influence expands
to sell him to the zoo! *Children should feel a sense of
competence
The boy grew. He grew and he grew and Stage 5: Identity & Repudiation vs.
he grew. He grew until he was a teenager. Identity Diffusion (Adolescence)
He had strange friends and he wore strange clothes * Concern with identity reaches a And he listened to strange music. climax.
Sometimes the mother felt like she was in a zoo! * Strive to know who they are and how they
fit into society
* A time to consider a variety of roles
*Group Questions:
Moose
Group (Susan): Introduction into school is an important influence for children
in stage four. The task here is to develop a capacity for industry or
productivity, while avoiding an excessive sense of inferiority. What influences
in school, do you feel can produce such feelings of inferiority? How can
teachers, parents, etc. ease the transition into school to help avoid or change
these feelings?
Wild
Geese (Kathleen): In traditional societies, adolescents were provided with clear
rites of passage, which distinguish the adult from the child. Although we may
not send children into the wilderness to search for their identity, what events
or influences in the lives of adolescents today provide guidelines for
adulthood? What part do you feel ambiguous guidelines play in identity
confusion? Examples?
Bow-Wow-Meows (Connie): In each of Erikson’s stages, there are two extremes possible for an individual and a balance of both measure success. What characteristics, do you feel adolescents will exhibit if they do not achieve that balance instead leaning more toward ego identity or role confusion? What environmental factors or experience would help achieve that balance?
That teenager grew. He grew and he grew Stage 6: Intimacy and Solidarity vs.
and he grew. He grew until he was a grown-up Isolation (Young Adult)
man. He left home and got a house across town. * Develop important intimate relationships
But sometimes on dark nights the mother got into *Social relationships very important
her car and drove across town. If all the lights in *Isolation results if these relationships fail
her son’s house were out, she opened his
bedroom window, crawled across the floor,
and looked up over the side of his bed. If that
great big man was really asleep she picked him up
and rocked him back and forth and while she rocked him
and she sang.
Well, that mother, she got older. Stage 7: Generativity vs. Stagnation
She got older and older and older. (Middle Adult)
One day she called up her son and said, * Voluntary feelings of obligation to to care
“You’d better come to see me because or others
I’m very old and sick.” * Guiding the next generation
So her son came to see her. * Be useful to self and society
When he came in the door she tried to sing
the song. She sang:
I’ll love you forever,
I’ll like you for always…
But she couldn’t finish because she Stage 8: Integrity vs. Despair (Late
was too old and sick. Adulthood)
The son went to his mother. * Achieving wisdom and integrity
He picked her up and rocked her * Environment is important
back and forth, back and forth, * “When we look at the life-cycle in our
back and forth. 40’s, we looked to old people for wisdom.
And he sang this song: At 80, though we look at other 80-year -olds
to see who got wise and who did not. Lots of
old people don’t get wise, but you can’t get
wise unless you age.” Erik Erikson
I’ll love you forever,
I’ll like you for always,
As long as I’m living
my mommy you’ll be.
When the son came home Stage 1: (Birth to one year)
That night, he stood for a long time
at the top of the stairs. Then he went into
the room where his very new baby daughter
Was sleeping. He picked her up in
his arms and very slowly rocked
her back and forth, back and forth,
back and forth. And while he rocked her he sang:
I’ll love you forever,
Erikson believed that the child’s culture
I’ll like you for always, and environment play a critical role in
As long as I’m living
the development of his/her identity…
My baby you’ll be. one of love and acceptance..parent’s
Unconditional love for their child…
Loving them always…nurturing environment
Moose Group (Alexis): In your role
as mother, teacher, aunt., friend or neighbour, have you ever encountered a
teenager who had trouble with identity issues and was therefore unable to
develop intimate relationships in young adulthood? What were some of the factors
that may have led to these identity issues? Or, do you know someone that proves
Erikson’s theory wrong by overcoming these factors and succeed in intimate
relationships? What factors may have led to this success?
Wild Geese (Sandra):
What are the attributes of people in your school who would take on the role of
mentor? In your opinion, do these people reflect what Erikson calls “faith in
the future, belief in the species and ability to care for others? Do you think
these are necessary attributes for mentors to have? Are there any others?
Bow-Wow-Meows (Barb):
Describe someone in your life who reflects wisdom, integrity and acceptance of
their place in history. Is there someone in your life who reflects the opposite-
despair, regret and disgust? What do you think are the key life experiences that
cause people to reflect these qualities (wisdom, etc. or despair, etc)? Discuss.
IV. Conditions and
Resources
V. Closing
Resources:
Erik Erikson
http://snycorva.cortland.edu/~ANDERSMD/ERIK/welcome.HTML
ü
Erikson Tutorial Homepage: Includes the eight stages, summary
chart, biography, and discussion of critics and controversies.
http://www.netonwheels.dcccd.edu/MATHSCI/anth/P101/DVLMENTL/ERIKSON.HTM
ü
The Developmental Psychology of Erik Erikson: Bingham and Stryker
propose five stages of socioemotional development for girls and women that
parallels those proposed by Erikson.
http://psychology.about.com/science/psychology/library/bl/blbio_erikson.htm
ü
Who is Erik Erikson: A Biography.
http://oldsci.eiu.edu/psychology/Spencer/Erickson.html
ü
Erik Homburger Erikson (1902-1994): Major influences and themes.
http://www.haverford.edu/psych/ddavis/p109g/erikson.stages.html
ü
Psychosocial Theory: Erikson
Smith, P.L. & Ragan, T.J.
(1993). Instructional design. Chapter 3, Instructional analysis:
analyzing the learners, pp. 42-63. New York: Merrill
