During this stage the child learns: (1) to imagine, to broaden his skills through active play of all sorts, including fantasy (2) to cooperate with others (3) to lead as well as to follow (Wagner, 2007). Immobilized by guilt, he is: (1) fearful (2) hangs on the fringes of groups (3) continues to depend unduly on adults and (4) is restricted both in the development of play skills and in imagination (Wagner, 2007). During these years, the preschool aged child begins to assert his power and control over the world. Children that are successful at this stage feel capable and are able to lead others. In this stage exploration is very important, and the well-adjusted and treated child begins to explore his surroundings without any feelings of fear or uncertainty. This stage builds on the previous one because the child uses the skills such as confidence and independence in the application of being able to securely explore the world around him.
Erikson's for the stage is described as the industry vs. The inferiority or competence stage. Erikson believes that the fourth psychosocial crisis is handled, for better or worse, during what he calls the "school age," presumably up to and possibly including some of junior high school. In this stage the child learns to master the more formal skills of life: (1) relating with peers according to rules (2) progressing from free play to play that may be elaborately structured by rules and may demand formal teamwork, such as baseball and (3) mastering social studies, reading, arithmetic (Wagner, 2007). In this stage, through social interactions, children begin to develop a sense of pride in their accomplishments and abilities. Children who are encouraged and commended by parents and teachers develop a feeling of competence and belief in their skills.
Also at this stage, homework is a necessity, and the need for self-discipline increases yearly. The child who, because of his successive and successful resolutions of earlier psychosocial crisis, is trusting, autonomous, and full of initiative will learn easily enough to be industrious (Wagner, 2007). However, the mistrusting child will doubt the future, and this shame and guilt ridden child will experience defeat and inferiority. In this stage school and school processes are important events because the child needs to cope with new social and academic demands that did not exist prior. If the child is able to socially interact with others well, the child has adjusted well to this stage. However, if the child has difficulty in meeting the new academic demands, such as learning basic things in school, the child emerges with shame and guilt and feels inferior to others in his school classroom.
Erikson's fifth stage is the learning identity vs. diffusion stage that occurs in adolescence, where the child is about 13 or 14 years old until they are around 20 years old. This stage differs greatly from the prior four stages, where the well taken care of and nurtured child adapts quickly to each stage and emerges as a capable child after each stage. In this fifth stage, even the well-adjusted of adolescent experiences some role identity diffusion, such as delinquency, rebellion and insecurity or doubts. According to Erikson, during successful early adolescence, mature time perspective is developed; the young person acquires self-certainty as opposed to self-consciousness and self-doubt (Erikson, 1950). The adolescent comes to experiment with different, although usually constructive, roles rather than adopting a negative behavior, such as delinquent acts.
In Erikson's fifth stage, the adolescent anticipates achievement, and accomplishments. In later adolescence, clear sexual identity, such as manhood or womanhood, is established. The adolescent seeks leadership (someone to inspire him), and gradually develops a set of ideals (socially congruent and desirable, in the case of the successful adolescent) (Wagner, 2007). Erikson believes that, in our culture, adolescence affords a "psychosocial moratorium," particularly for middle - and upper-class American children (Wagner, 2007). They do not yet have to "play for keeps," but can experiment, trying various roles, and thus hopefully find the one most suitable for them (Wagner, 2007). In this stage social relationships with others are very important events, because teenagers need to develop a sense of self and personal identity. In this stage, success leads to an ability to stay true to yourself, while at the same time failure leads to role confusion and a weak sense of self
Erikson's sixth stage is called the learning intimacy vs. isolation stage, which occurs when the young adult is capable of experiencing true intimacy, such as a strong friendship or successful marriage. This stage covers the period of early adulthood when people...
Erik Erikson: The Eight Stages of Development Biography Although not as famous as Sigmund Freud, Erik Erikson was no less influential in the development of 20th century psychology. Like Freud, Erikson viewed human beings as developing through a series of 'stages,' but he broke with Freud in terms of his emphasis on social development, versus sexual development. Erikson was the first major theorist to question Freud's emphasis on the Oedipus Complex and
Erik Peterson's Case Study The problems facing Erik Peterson Top two problems facing Erik Peterson are his lack of the line communication from Frontline employees in provision of updates, building status and needs. This hampers Erik at his efforts of establishing the position of the 21 towers (Harvard Business Review 3). The second problem is the lack of an established and clear boundary of accountability, responsibility and authority the General Manager's role
Erikson Leading in Times of Change Erikson: Leading In Times Of Change The Leadership Style of Carl-Henric Svanberg The leadership style of Carl-Henric Svanberg can be explained in terms of the context of the leadership situation. Svanberg's appointment as CEO of Erikson was an unprecedented move in the history of the company because he was the first CEO to be brought in from outside the industry. This created some discomfort to people within
The theory does not appear to allow for success in the workplace solely for the sake of workplace success. Instead, it appears to view procreation as the ultimate purpose of human life, with workplace success only a vehicle towards attaining success within the loving family circle. To these ideas the authors add that the theory does not account for intimacy beyond the heterosexual and indeed beyond the sexual. As such,
Lesson Plan Amp; Reflection I didn't know what state you are in so was unable to do state/district standards! Lesson Plan Age/Grade Range; Developmental Level(s): 7-8/2nd Grade; Below grade level Anticipated Lesson Duration: 45 Minutes Lesson Foundations Pre-assessment (including cognitive and noncognitive measures): All students are reading below grade level (5-7 months) as measured by standardized assessments and teacher observation Curricular Focus, Theme, or Subject Area: Reading: Fluency, word recognition, and comprehension State/District Standards: Learning Objectives: Students will develop
Branding in Service Markets Amp Aim And Objectives Themes for AMP Characteristics Composing Branding Concept Branding Evolution S-D Logic and Service Markets Branding Challenges in Service Markets Considerations for Effective Service Branding Categories and Themes Branding Theory Evolution S-D Logic and Service Markets Branding Challenges in Service Markets Considerations for Effective Service Branding Branding Concept Characteristics Characteristics Composing Branding Concept Sampling of Studies Reviewed Evolution of Branding Theory Evolution of Marketing Service-Brand-Relationship-Value Triangle Brand Identity, Position & Image Just as marketing increasingly influences most aspects of the consumer's lives, brands
Our semester plans gives you unlimited, unrestricted access to our entire library of resources —writing tools, guides, example essays, tutorials, class notes, and more.
Get Started Now