4-7 notes, Erikson
4-7 notes, Erikson EIPT 3473
Popular in Educational Psychology of Childhood and Adolescent Development
Popular in Education and Teacher Studies
EDAH 2963 - 001
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This 2 page Class Notes was uploaded by Crystal Neill on Thursday April 7, 2016. The Class Notes belongs to EIPT 3473 at University of Oklahoma taught by Ben Heddy in Winter 2016. Since its upload, it has received 12 views. For similar materials see Educational Psychology of Childhood and Adolescent Development in Education and Teacher Studies at University of Oklahoma.
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Date Created: 04/07/16
Erikson's Theory of Psychosocial Development • Emotional Development • Erikson ◦ We have crises at certain points in our lives ‣ Either we get through it in a healthy way or an unhealthy way ‣ Carry the result with you the rest of your life ‣ 8 stages separated by crises ◦ 8 stages ‣ 0-1.5: Trust vs. Mistrust ‣ 1.5-3: Autonomy vs. Self-Doubt ‣ 3-6: initiative vs. guilt ‣ 6-puberty: Competence vs. Inferiority • Inferiority complex develops here ‣ Adolescent: Identity vs. Role Confusion ‣ Early Adult: Intimacy vs. Isolation • Healthy, close relationships ‣ Middle Adult: Generativity vs. Stagnation • Focus on others beyond yourself ‣ Later Adult • Ego Integrity vs. Despair ◦ Limitations of theory ‣ Based more on stories than empirical data ‣ More focused on men's development ‣ More accurate for western culture ‣ Age ranges ﬂuid ‣ Not everyone goes through everything ‣ You can overcome fast crisis failures ◦ Still useful for considering development and issues people are going through • Attachment Theory ◦ "The Strange Situation" ◦ Mom is in a room with child, stranger enters, mom leaves, stranger tries to play with the child, observe the reaction, mom comes back (reunion) and stranger leaves. ◦ How does the baby react? ◦ Then mom leaves and stranger comes back in, watch reaction, mom comes back ◦ Four-attachment types ‣ Secure • Likes caregiver over stranger • Use them as a safe place • Look to touch caregiver immediately, crying slows down quickly • 60-70% in this category • Kids will warm up to a stranger eventually ‣ Insecure-avoidant • Doesn't really notice caregivers presence or absence • Slow to crawl back to parent when they return • 15-20% of babies • Treat caregiver and stranger similarly ‣ Insecure-resistant • Notice caregiver's presence • Distressed by leaving, but not usually comforted quickly when parent comes back • 10% ‣ Disorganized/disoriented • Very insecure • Back and forth between calm and screaming • Maybe no signs of attachment or even fearing the caregiver ◦ Bioecology ‣ Parent factors • Response to crying • How often they show affection • Letting baby affect how interaction happens ‣ Child factors • Early birth • Complications at birth • Illness • May just cry a lot ‣ Cultural factors • Japanese babies highly attached ◦ Mothers always with babies in culture • German babies don't care a lot ◦ German parents sometimes run quick errands without babies ‣ Time factors • More insecure attachments in US now. • More working mothers • Parenting styles have changed ◦ Multiple attachments ‣ Siblings, grandparents, other relatives, teachers ‣ Kids usually like one parent better at ﬁrst, then warm up to the other ‣ Kids need to attach to adults at school when they are away from parents ‣ Ideally form a network of people who care about you ‣ Positive attachment with one adult can make up for negative attachment with another adult ◦ Outcomes of secure attachment ‣ Independence ‣ Competence in social interactions ‣ Empathy ‣ Success in school ‣ Self-conﬁdence and ability to adapt ◦ Implications for teachers ‣ Be warm and sensitive to kids ‣ Give them adjustment time ‣ Be a positive attachment ‣ Show family members how to be affectionate ‣ Help parents watch children's desires and initiatives, as well as understanding of occurrences ‣ Help parents with kids with special needs ‣ Help compensate for children who don't get time with caregivers ‣ Be an advocate for family stability ‣ Encourage multiple attachments ‣ Help students who are changing families ‣ Ask counsellors for help
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