Psychosocial Development of Students

Erik Erikson

1) trust vs. mistrust (0-18 months)
2) autonomy vs. shame (18 months-3 yrs)
3) initiative vs. guilt (3-6 yrs)
4) industry vs. inferiority (6-12 yrs)
5)identity vs. role confusion (12-18)

0-18 months
trust: If nurtured and basic needs met, children learn that others can be dependable and reliable
mistrust: If cold parental care or lack or nurturing, children learn world is undependable, unpredictable and possibly dangerous.

Ed Implications: meet physical needs consistently and provide physical affection at regular intervals

18 months-3 years
autonomy: If self-sufficient behavior encouraged in appropriate venues, children develop as individuals.
shame: If caretakers demand too much and no autonomy allowed, children develop shame and doubt about their ability to handle problems.
Ed Implications: provide consistent, reasonable discipline, opportunities for students to do for themselves, and positive role models

3-6 years
initiative: If independence to plan and undertake activities is given, children learn to plan and take responsibility for own needs/activities.
guilt: If adults discourage a child's plan or activities, children develop guilt about needs and desires.
Ed Implications: Support efforts to plan and carry out activities, help with realistic choices that consider others' needs

6-12 years
industry: If patterns of working hard, persisting at lengthy tasks and putting work before pleasure are rewarded, children learn to take pride in their accomplishments.
inferiority If children are punished or cannot meet expectations, feelings of inferiority about their own abilities develop.

12-18 years
identity: If students are treated as adults and challenged with realistic goals, they will achieve a sense of identity regarding the role they will play as adults.
role confusion: If students are treated as children, they may have mixed ideas and feelings about where they fit in society.
Ed Implications: Treat students as adults, challenge them with realistic goals, and address issues of identity.

imaginary audience

personal fable

1) identity diffusion: inability to commit to choices
2) identity foreclosure: making a commitment based on someone else's choices
3) identity moratorium: desire to make a choice, but not now
4) identity achievement: committing to choices and consistently maintaining them

Level 1: preconventional morality (4-10 yrs)
Level 2: conventional morality (10-13 yrs)
Level 3: postconventional morality (13+)
Lawrence Kohlberg

Preconventional morality (4-10)
punishment-avoidance: Obedience based solely on individual. Students will disobey if they can avoid being caught.
exchange of favors: Right and wrong are defined in terms of consequences to indiviudal. Children recognize that others have needs.

Conventional morality (10-13)
Good boy/girl: Moral decisions are based on what actions please others. Intentions matter.
Law and order; Children perceive rules to be inflexible and it is their duty to obey them.

Postconventional morality (13+ years)
Social contract:Rules represent agreement among many people. Rules are considered flexible and can be changed if inadequate.
Universal ethical principle: Individual's universal principles transcend concrete rules. People follow their inner conscience.

firm, supportive, authoritative environment
help students recognize how their actions affect others
give students practice recognizing others' emotional states
display and reward models of moral and pro-social behavior
discuss moral issues and dilemmas as they arise

authoritative, authoritarian, permissive, and uninvolved

provides: love, support, and consistency with rules
creates: self-confident, independent, and respectful child
teacher response: adopt authoritative style

provides: little warmth, high expectation, and little regard for child's opinions or needs
creates: anxious, low self-confidence, and coercive child
teacher response: adopt authoritative style, provide warmth, and solicit perspectives

provides: love, few expectations, and no consequences
creates: selfish, dependent, and impulsive child
teacher response: adopt authoritative style, high expectations, and consequences

provides: no emotional support, few expectations, and little interest in child
creates: low self-control, absence of long-term goals, and disobedient child
teacher response: adopt authoritative style, emotional warmth, high expectations, and consequences

day care, divorce, homelessness, poverty, abuse

1) high expectations, support and encouragement
2) access students prior knowledge
3) design assignments to take a student step by step
4) let students know that errors give rise to better understanding, if explored
5) give students opportunities to revise and improve their work

1) establish rules for behavior at the beginning of the year
2) be consistent and fair with all students
3) admonish students privately
4) provide students with alternatives to undesirable behavior
5) design opportunities for positive student interaction
6) highlight talents of individual students to establish their value in the classroom