Industry: Understanding children's psychological needs
By Ashley Kevorkian
EDI 600 Psychological Foundation of Education
School of Education
Long Island University, C. W. Post
February 4, 2010
Yesterday’s class was amazing. I really enjoyed hearing about all of the different experiences that you have had throughout your life. I found your real life examples helpful in understanding Erikson’s and Piaget’s theories better. I especially liked the example that you gave of your nephew and the piano teacher. Every week in my classroom, I give my students a new job title. Every Monday morning they come in and the first thing they do is run to the job chart to see what there new job is. It makes me smile when I see the enthusiastic looks on there faces when they see the job that they are responsible for that week. Just the other day a student who was not the “door helper” closed the door and the student that was the “door helper” got so upset because someone else did his job. After hearing Erikson’s industry stage, her reaction to the incident made so much more sense.
In my classroom I am able to apply Erikson’s psychological development stage. My students are constantly itching for recognition. Anytime they finish an assignment, they scream “Look, look I’m done!” or “I finished first!” Their need to be acknowledged is so apparent. I have one student who I can clearly see has been affected by Erikson’s autonomy vs. shame/doubt stage. His parent’s are very overprotective. For example, anytime we go on a field trip, he is not allowed to come unless one of his parents is one of the chaperones. I assume that as a toddler his parents left little room for him to be independent. In class he constantly says that he “can’t” do something, “doesn’t want” to do something, or “doesn’t know how” to do something. I’ve noticed that he has a very low self-esteem and he is always doubting himself. My question for Erikson then is, if a child has completed one stage and has developed the negative result of it, how do you reverse it so that, my student for example would no longer doubt himself?
Long Island University, C. W. Post
February 4, 2010
Yesterday’s class was amazing. I really enjoyed hearing about all of the different experiences that you have had throughout your life. I found your real life examples helpful in understanding Erikson’s and Piaget’s theories better. I especially liked the example that you gave of your nephew and the piano teacher. Every week in my classroom, I give my students a new job title. Every Monday morning they come in and the first thing they do is run to the job chart to see what there new job is. It makes me smile when I see the enthusiastic looks on there faces when they see the job that they are responsible for that week. Just the other day a student who was not the “door helper” closed the door and the student that was the “door helper” got so upset because someone else did his job. After hearing Erikson’s industry stage, her reaction to the incident made so much more sense.
In my classroom I am able to apply Erikson’s psychological development stage. My students are constantly itching for recognition. Anytime they finish an assignment, they scream “Look, look I’m done!” or “I finished first!” Their need to be acknowledged is so apparent. I have one student who I can clearly see has been affected by Erikson’s autonomy vs. shame/doubt stage. His parent’s are very overprotective. For example, anytime we go on a field trip, he is not allowed to come unless one of his parents is one of the chaperones. I assume that as a toddler his parents left little room for him to be independent. In class he constantly says that he “can’t” do something, “doesn’t want” to do something, or “doesn’t know how” to do something. I’ve noticed that he has a very low self-esteem and he is always doubting himself. My question for Erikson then is, if a child has completed one stage and has developed the negative result of it, how do you reverse it so that, my student for example would no longer doubt himself?
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