Erikson’s Edition

A study of Erik Erikson

By: Michael Werley and Catherine Podegracz

The Question

Our research study does not particularly ask the question why, but instead attempts to

determine the legitimacy of Erikson’s theory.

By observing children, we hope to determine if his theory is applicable in

our modern time period in addition to observing the different stages

In their relationship to play.

Proposal

The objective of our study is a descriptive observation of children in regards to two of Erikson’s stages, Initiative

vs. Guilt and Industry vs. Inferiority. We would like to observe the child’s interaction with others

as well as their regard to certain objects in a play-like setting.

Our observation is in a sense a comparison, we would like to observe the two different stages of kids and compare

the development. We want to know if a child’s sense of play changes

between Erikson’s two stages.

Erik Erikson

The life, the man, the legend, the “goy”

B. Frankfurt Germany to unwed Danish parents in 1902 For 3 years, was kept secret by his mother until her marriage to a

pediatrician Earned his nickname the “goy” from his Jewish friends as he was tall,

blonde, blue-eyed and looked Danish despite his Jewish heritage Did not flourish in a school environment as he was not the best

student, while he excelled in art and ancient history Did not go to college immediately following high school, but instead

travelled through Europe till he was 25 Began teaching in Vienna at a school founded by Anna Freud, and

Dorothy Burlingham Studied with and analyzed by Anna Freud

The life, the man, the legend, the “goy”…the educator

Married Joan Serson at 27 1933- World War II forced him to leave Europe 3 years in Boston Taught at Yale 2 yrs Pine Ridge in South Dakota

Lived with and learned about the Lakota (Sioux Tribe) San Francisco

Research at Univeristy of California Travelled up coast to study Yurok fishermen Opened practice again as a child clinician

1949 took job with Austin Riggs Center in Massachusetts till 1960 Given professorship at Harvard

Remarkable, given that he never earned a formal college degree Stayed at Harvard till his death in 1994

Selected Works

Childhood in Society (1950, 1963) Young Man Luther (1958) Insight and Responsibility (1964) Identity : Youth and Crisis (1968) Gandhi’s Truth (1969) Dimensions of a New Identity (1974) Life History and the Historical Movement (1975) Toys and Reasons (1977) Identity and the Life Cycle (1959, 1980) The Life Cycle Completed (1982)

Erikson’s Stage Theory

(Adaption of Freud’s psychosexual stages)Trust v. Mistrust (oral)

Birth to 1Autonomy v. Shame or Doubt (anal)

1 to 3 Initiative v. Guilt (phallic/ Oedipal)

2/3 to 5/6 Industry v. Inferiority (latency)

5/6 to 10/11

Continued…

Identity v. Role Confusion (genital)Adolescence

Intimacy v. IsolationYoung Adulthood

Generativity v. Self-Absorption/ StagnationAdulthood

Ego-Integrity v. DespairOld age

Initiative / Guilt

Initiative A mode of being in the world typified by a very

mobile, tactile relationship with the world: Boys: Protrusion Girls: more based in the “Catching” action

GuiltThe Irrational feeling of inappropriateness in

thoughts and actions

Initiative / Guilt

IntrusionA Mode of being the world typified by a very mobile,

tactile relationship with the worldA mode of “being on the make” (p. 255)

Sibling-rivalry/ CompetitivenessAutonomy characterizes this stage, and the

autonomy of a child is challenged by the presence of the other or rival. In an attempt to remain the “favored” child, the child then imagines himself as a large, overpowering beastly creature (256).

Initiative / Guilt

Adult Imitation Role playing occurs in this stage, as children imitate

both their parents and adults with whom they are familiar.

Responsible Participation Through the child’s newfound concept of self as active

participant in the lived world, the child becomes a fully active participant in his/her world by creating a new meaning for the toys used in play. Caring for younger children arises at this age as well (Erikson 256).

Initiative / Guilt

Heightened sense of moralityWith the child’s first step towards the interiorizing

the exterior world, a rise in the child’s understanding of his “moral responsibility” is seen in his increased understanding of “institutions” and “functions”(p. 256).

It is possible this manifests itself through the child’s active understanding of justice in phrases such as “that’s not right” or “that’s not fair”

Age 5/6-11/12 Erikson believes that for ego development this is the most decisive stage Children master important social and cognitive skills They also begin to learn useful skills and begin using tools in the way

they were intended There is a slow separation from the family unit and an embracing of a wider

culture School becomes vital in development

Children are able to master more cerebral skills like Arithmetic Reading Writing

There is also a rising of focus on learning to work and play with others (peers)

Industry v Inferiority

Certain DANGERS of this stage Feelings of inadequacy can develop, also inferiority Develops from various effects

Lack of development from previous stages Also the school or institution’s attitudes can hold the child

from developing in this stage

The Ego is strengthened in this stage Competence

“the free exercise of intelligence and skill in the completion of tasks, unimpaired by excessive feelings of inferiority”

Continued…

Continued…

Goal directedness engaging in activities with certain ends that need to be met

DoingProduction becomes a key part of the child’s life and pleasure is found in the capacity

to create and familiarizes himself with “the tool world” (p. 259). The child learns how the societal tools are applied, be it in reading tools or other society based

tools. Activities are done with others, as compared to previous times when activities are done side by side the other.

Analytical Thinking As the mode of acting now involves the use of tools in the proper lighting, instead of

creating meanings for them, the child is now presented with the ability to decipher new forms of manipulations of the objects around them and the problem solver

arises

Erikson On Play

Play

“A function of the ego” (Erikson p. 211)

Erikson on Play

How does a child approach Play?Microsphere: A child’s orientation to play

inclusive of only self and not external worldMacrosphere: A child’s orientation to play

which includes more than simply the child but the world around him

Erikson on play

When are we playful?Children are most playful when they are

attempting to establish mastery of self

Does the playful attitudeend at the culmination of Initiative v. Guilt?

Play in the two stages

In Initiative v. Guilt, play is characterized by a general attitude of:

“Being on the make”Use of tools such as toys CompetitivenessGrand aspirations of adult life

(Childhood and Society p. 255-6)

Play in the Two Stages

In Industry v. Inferiority, play manifests itself as:

A form of relaxation instead of the main mode of interacting with the world

(The Characteristics of doing and mastering that which one comes in contact with

seems to replace play)(Childhood and Society p. 259)

Our Observations

We went to a McDonald's, a Park, and Irving mall, and then coded the data according to how each action was perceived to fit in our categories. E:\UD Fall 2010\Khirallah\Erikson data.docx

Initiative v. Guilt Results

Intrusive BehaviorRunning

The repetition of actionsJumping

Mood

Sibling Rivalry/ CompetitivenessSeeking approval/attention

PushingRepetition

Initiative v. Guilt Results

Adult ImitationBossiness

Mannered actionsAiding in care of younger children

Clothing style

Responsible ParticipationAiding in care of younger children

Independence

Heightened Sense of moralityAcceptance of right and wrong

Industry v. Inferiority Results

Goal directednessWalkingWaiting

DoingVictory in the completion

Use of tools/ gamesAbility to multi task

Analytical ThinkingAbility to work through problems

Creating the game

Industry v. Inferiority Results

Recreational PlayNo longer mode of being in the worldAcknowledging the presence of others

Inability to complete a task as a definition of self worth

Completion

In Conclusion… We presented the question, “Do the theories of Erikson, still apply in a more

modern world?” Through our observations we have concluded that there is still a strong adherence to these stages of development. The two we chose to focus on (Initiative v Guilt and Industry Inferiority) emphasized the interaction between children and their interpretation of play in a modern world. Though the idea of play has shifted overtime, Erikson’s ideas still hold true. A more technological based society has arisen and the children have fallen prey. While the focus of their attention may be on a computer or video system (pick you favorite) there is still a sense of social interaction. The children have a new means of competition. With this technological uprising, the innate primal nature of the children to be outdoors still exists. The interactions at the park are evidence of such nature. Also you get a hint of this from the McDonald’s interactions, despite it being an indoor experience. The children show a need for contact with others through their actions. They show a need to establish social ‘outlets’ outside of the family or they risk being socially undeveloped.