Erik Erikson 's Theory Of Psychosocial Development

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Every Monday for the past semester, I have been spending two hours tutoring and interacting with elementary students though the Stars program at Crim Elementary in Bowling Green, Ohio. This experience has been an eye opening observation of educational psychological theories in the flesh. I have witnessed many of these developmental theories, including Erik Erikson’s theory of psychosocial development, Vygotsky’s socio-cultural theory, and Jean Piaget’s theory of cognitive development. Observing these theories in real life has furthered my understanding and methods of application to better educate our future leaders. Erik Erikson’s theory of psychosocial development is explained through eight stages. These stages are: trust vs. mistrust (0 to 1 ½ ), autonomy vs. shame (1 ½ to 3), initiative vs. guilt (3 to 5), industry vs. inferiority (5 to 12), ego indemnity vs. role confusion (12 to 18), intimacy vs. isolation (18 to 40), generativity vs. stagnation (40 to 65), ego integrity vs. despair (65+). Although, Erikson’s theory has faced some criticisms because his studies were gender bias and he did not develop any solution to what happens if an individual is unable to pass the crisis stage. When it comes to my own personal experience, in middle school, a bunch of students and I wanted to make baked goods and sell them to earn extra money for a field trip; we were obviously in the industry vs. inferiority stage. With the students I have tutored, many of them are easily spooked by a topic if there is any hint of a negative connotation. The students will tighten up and reluctantly give me their attention; sometime, I do not even get their attention with the younger elementary student. I have to remind students that they are capable and ... ... middle of paper ... ...ten put the events into chronological order; this backs up the evidence that they are in the concrete operational stage. My experience tutoring at Crim Elementary has been an enjoyable one. As a college student pursuing a degree as an art educator, it is great to be spend time with children with wild imaginations and bursting creativity. With the help and understanding of educational psychological theories, I am confident that I will be able to transfer this newfound information into my teaching and lessons with art education. Working with elementary students has enlightened me to the dramatic cognitive differences between the grade levels and their cognitive abilities. Understanding and application of Erikson, Vygotsky, Piaget, and others theories are detrimental to my future as an educator that is certified to instruct kindergarten through high school students.
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