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Erikson Stages

Christys Study Guide

QuestionAnswer
Extended Erikson Psychosocial Stages Normal Growth Crises (9) 1. Trust vs. Mistrust 2. Autonomy vs. Shame-Doubt 3. Initiative vs. Guilt 4. Industry vs. Inferiority 5. Identity vs. Role Confusion/Diffusion 6. Intimacy vs. Isolation 7. Generativity vs. Stagnation/Self-Absorbtion) 8. Integrity vs. Despair
Stage 1 - Basic Trust vs. Mistrust: Developing trust is... is the first task of the ego, and it is never complete
Stage 1 - Basic Trust vs. Mistrust: The child will let mother out of sight... without anxiety and rage because she has become an inner certainty as well as an outer predictability.
Stage 1 - Basic Trust vs. Mistrust: The balance of trust with mistrust ... depends largely on the quality of maternal relationship.
Stage 2 - Autonomy vs. Shame and Doubt: If denied autonomy, the child will... turn against him/herself urges to manipulate and discriminate.
Stage 2 - Autonomy vs. Shame and Doubt: Shame ... develops with the child's self-consciousness.
Stage 2 - Autonomy vs. Shame and Doubt: Doubt has to do with having a front and... Doubt has to do with having a front and back -- a "behind" subject to its own rules. Left over doubt may become paranoia.
Stage 2 - Autonomy vs. Shame and Doubt: The sense of autonomy fostered in the child... and modified as life progresses serves the preservation in economic and political life of a sense of justice.
Stage 3 - Initiative vs. Guilt: Initiative adds to autonomy the quality of... Initiative adds to autonomy the quality of undertaking, planning, and attacking a task for the sake of being active and on the move.
Stage 3 - Initiative vs. Guilt: The child feels guilt over... the goals contemplated and the acts initiated in exuberant enjoyment of new locomoter and mental powers.
Stage 3 - Initiative vs. Guilt: The castration complex occuring in this stage is due... The castration complex occuring in this stage is due to the child's erotic fantasies.
Stage 3 - Initiative vs. Guilt: A residual conflict over initiative may be expressed as hysterical denial, which may cause the repression of the wish or the abrogation of the child's ego: paralysis and inhibition, or overcompensation and showing off.
Stage 3 - Initiative vs. Guilt: The Oedipal stage results not only in oppressive establishment of a moral sense restricting the horizon of the permissible, but also sets the direction towards the possible and the tangible which permits dreams of early childhood to be attached to goals of an active adult life.
After Stage 3, one may use the whole repertoire of previous modalities, modes, and zones for industrious, identity-maintaining, intimate, legacy-producing, dispair-countering purposes.
Stage 4 - Industry vs. Inferiority: To bring a productive situation to completion is an aim which gradually supersedes the whims and wishes of play.
Stage 4 - Industry vs. Inferiority: in this stage... The fundamentals of technology are developed
Stage 4 - Industry vs. Inferiority: To lose the hope of such "industrious" association may pull the child back to the more isolated, less conscious familial rivalry of the Oedipal time
Stage 4 - Industry vs. Inferiority: The child can become a conformist and thoughtless slave whom others exploit.
Stage 5 - Identity vs. Role Confusion (or "Diffusion"): The adolescent is... newly concerned with how they appear to others.
Stage 5 - Identity vs. Role Confusion (or "Diffusion"): Ego identity is the accrued confidence that... the inner sameness and continuity prepared in the past are matched by the sameness and continuity of one's meaning for others, as evidenced in the promise of a career.
Stage 5 - Identity vs. Role Confusion (or "Diffusion"): The inability to settle on a school or occupational identity is disturbing.
Stage 6 - Intimacy vs. Isolation: Body and ego must be masters of ... organ modes and of the other nuclear conflicts in order to face the fear of ego loss in situations which call for self-abandon.
Stage 6 - Intimacy vs. Isolation: The avoidance of these experiences leads to... isolation and self-absorption.
Stage 6 - Intimacy vs. Isolation: The counterpart of intimacy is... distantiation, which is the readiness to isolate and destroy forces and people whose essence seems dangerous to one's own.
Stage 6 - Intimacy vs. Isolation: (True or False statement of fact) This is not where true genitality can fully develop. This statement is False
Stage 6 - Intimacy vs. Isolation:The danger at this stage is... isolation which can lead to sever character problems.
Erikson's listed criteria for "genital utopia" illustrate his insistence on the role of many modes and modalities in harmony. They are mutuality of orgasm with a loved partner of opposite sex who is willing and able to share a trust, willing and able to regulate the cycles of work, procreation, and recreation so as to secure for the offspring all stages of development
Stage 7 - Generativity vs. Stagnation: Generativity is... the concern in establishing and guiding the next generation.
Stage 7 - Generativity vs. Stagnation: Simply having or wanting children... Does not achieve generativity.
Stage 7 - Generativity vs. Stagnation: Socially-valued work and disciples are... expressions of generativity.
Stage 8 - Ego Integrity vs. Despair: Ego integrity is... the ego's accumulated assurance of its capacity for order and meaning.
Stage 8 - Ego Integrity vs. Despair: Despair is signified by a fear of... one's own death, as well as the loss of self-sufficiency, and of loved partners and friends.
Stage 8 - Ego Integrity vs. Despair: According to Erickson, healthy children... do not fear life if their elders have integrity enough not to fear death.
Vygotsky's sociocultural perspective of learning: Zone of Proximal Development the gap between what a learner has already mastered (the actual level of development) and what he or she can achieve when provided with educational support (potential development).
Vygotsky's sociocultural perspective of learning: Authentic tests requires self-assessment on the student's part
Convergent Instruction: Answers to these types of questions fall within a finite range of acceptable accuracy. They will be at different levels of cognition: comprehension, application, analysis, inference or conjecture based on personal awareness, or previously known materials
Piaget stages of development: 1. Sensorimotor (birth to about age 2). During this stage, the child learns about himself and his environment He begins anthropomorphism. He thinkz about things and events not immediately present. thru motor and reflex actions. Sensation and movement derive thought. He knows he that aspects of his life parents or toys continue to exist when outside of his senses.
Piaget stages of development. 2. Preoperational: (begins about the time the child starts to talk to about age 7) Applying his new knowledge of language, the child begins to use symbols to represent objects. He is orented to the present and has trouble conceptualizing time. His thinking is influenced by fantasy. His viewpoint is self centered. He takes and then changes information to fit his ideas. Teaching should account for vivid fantasies and undeveloped s
Piaget stages of development: 3. Concrete: (about first grade to early adolescence) Accommodation increases. He develops ability to think abstractly and to make rational judgements about concrete or observable phenomena, which in the past he needed to manipulate physically to understand. In teaching this child, giving him the opportunity
Piaget stages of development: 4. Formal Operations: (adolescence) This stage brings cognition to its final form. This person no longer requires concrete objects to make rational judgements. At his point, he is capable of hypothetical and deductive reasoning. Teaching for the adolescent may be wideranging because he'll b
Created by: curtis.earl
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