9. Stage 1 – Oral
Sensory(infancy)
• birth to 1 year
• basic conflict is trust vs. mistrust
• the important event is feeding and the
important relationship is with the mother
• the infant must develop a loving, trusting
relationship with the mother/caregiver
through feeding, teething and comforting
• failure to resolve this conflict can lead to
sensory distortion, and withdrawal
10. Stage 2 – Muscular-Anal
• age 1 to 3 years (toddler)
• Basic conflict is autonomy vs.
shame/doubt
• The important event is toilet training and
the important relationship is with the
parents
• The child’s energy is directed towards
mastering physical skills such as walking,
grasping and muscular control
• The child learns self control but may
develop shame, doubt, impulsivity or
compulsion if not handled well
11. Stage 3 – Locomotor
• age 3 to 6 years (preschool)
• basic conflict is initiative vs. guilt
• the important event is independence and the
important relationship is family
• the child continues to become more assertive in
exploration, discovery, adventure and play
• the child may show too much force in this stage
causing feelings of guilt
• failure to resolve this conflict can lead to
ruthlessness and inhibition
12. Application of Stage 3 (initiative vs. guilt)
Students need to understand appropriate social rules
and how to work well together. They are learning their
own independence and how that applies to being a part
of a family, class, etc. In the classroom, teachers can
help facilitate this stage (developing initiative) through:
•active play including fantasy and role playing (puppet
shows, skits, house centre, etc.)
•Centres that allow students to learn how to play
appropriately together
•teacher acting as role model to allow students to have
someone to lead them, but also allowing students to
take on small responsibilities
13. Stage 4 – Latency
• age 6 to 12 years (school age)
• the basic conflict in this stage is
industry vs. inferiority
• the important event is school and the
important relationships are teachers,
friends and neighbourhood
• the child must learn to deal with new
skills and develop a sense of
achievement and accomplishment
• failure to do so can create a sense of
inferiority, failure and incompetence
14. Application of Stage 4
(competence vs. inferiority)
Students need to master the formal academic skills in order to
feel as though they are capable of accomplishments. The child
must learn teamwork, an understanding of their potential
contributions, and continue to learn to self-discipline to achieve.
The teacher and classroom play a vital role in this stage and
competence can be fostered through:
•collaborative approach to classroom expectations and rules of
interacting with others (all students make a contribution to this)
•group projects and assignments that teach students how to
contribute to a group working towards a common goal
•providing a variety of learning opportunities for fundamental
skills including addressing all learning styles
•assigning appropriate levels of homework to give students a
sense of accomplishment without overwhelming them- too much
homework means students will be unable to finish it, causing
them to develop a sense of inferiority
•hands on projects that emphasize the individual’s strengths
15. Stage 5 – Adolescence
• age 12 to 20 years (adolescent)
• the basic conflict is
identity vs. role confusion
• the important event is development of peer
relationships and the important relationships
are peers, groups and social influences
• The teenager must achieve a sense of identity
in occupation, sex roles, politics and religion.
In addition, they must resolve their identity
and direction.
• Failure to make these resolutions can lead to
the repression(dejection) of aspects of the
individual for the sake of others
16. Application to Sara Porter
• Ms. Mercer recognizes that Sara needs to develop “survival skills” This
directly relates to stage 4 (the stage Sara is currently in) which includes
children developing and mastering new skills at school by the end of the
stage.
• Sara does not seem to have developed an understanding of her role in
collaborative learning during the group reading time. Stage 4 calls for
students to recognize the process involved in working with a group and
collaborating.
• When Ms. Mercer tells Sara she did not get 100% on her math activity, Sara
seems upset and as though she has given up on trying. In stage 4, students
should be developing a sense of achievement and accomplishment in
regards to their school work.
• Because Sara seems to be strong in art (shown in the science title page
activity), Ms. Mercer should emphasize Sara’s strengths to help her feel as
though she is a valuable part of the class and to give her a sense of
achievement.
• Sara is in grade six which puts her at the end of stage 4 and about to enter
stage 5. Erikson says that if an individual does not over come the conflict in a
particular stage, they will struggle with that conflict in the following stages.
In this case, it is essential that Ms. Mercer fosters a sense of achievement,
accomplishment and helps Sara master her “survival skills” or Sara may
chronically struggle with feelings of inferiority and failure.
17. References
• Boeree, C. G., Dr. (1997, 2006). Erik Erikson Retrieved October 23, 2008,
from http://webspace.ship.edu//.html
• Erik Erikson [Slide show]. (n.d.). Retrieved October 22, 2008, from
http://www.slideshare.net//erikson-312257
• Erik Erikson’s psychosocial theory of development. (n.d.). Retrieved October
23, 2008, from
http://www.businessballs.com/_erikson_psychosocial_theory.htm
• Gerhardt, K. (2008, September 17). Developmental psychology, chapter two,
Erik Erikson. Lecture presented at Nipissing University - Brantford Campus.
• Stages of social-emotional development. (n.d.). Retrieved October 23, 2008,
from http://www.childdevelopmentinfo.com//.shtml
19. Types of Books
Fiction Non-Fiction
• Mystery • Photography
• Adventure • History
• Spy • Science
• War
20. Laws Of Reading
1.Turn all waiting time into
reading time (Always carry a
book)
2.Read first 100 pages within 24
Hours
3.Read books of different types
21. 4. A Skillful Teacher is
Enthusiastic
Enthusiasm releases the drive to
carry you over obstacles and adds
significance to all you do.
- Norman Vincent Peale
“Do not give advice just listen problems”
22. A Skillful Teacher is
Enthusiastic
• Having fun while working hard
• Energetic
• Not boring
• Tough
• Sense of humor
Two types of teacher enthusiasm
1 - Enthusiasm for the kids
2 - Enthusiasm for teaching
24. 6. Willingness to Admit
Mistakes
An outstanding teacher will recognize
when they have made a mistake and
apologize for it. A simple act, yet a
rarity among many teachers. It
demonstrates the profound power of
humility.
25. 7. Forgiving
Students too often think of those
teachers that would never give them a
second chance. Fortunately, a few
students had highly effective teachers
who let students know, each day, each
student started with a clean slate.
26. 8. Plans Well
Some teachers still don’t realize,
students can tell when the teacher is
not prepared and is just trying to
“wing it.” Great teachers are always
prepared.
