Educational
Psychology
Chapter 3 – Personal, Social and
Emotional Development
Erik Erikson’s Theory on
Development
 8 stages of development
 Each stage represents a developmental
“crisis” – conflict between a positive
alternative and a potentially unhealthy
alternative
 Major decisions at the “crisis” has a
lasting affect on self image and view of
society
Erikson Stages 1 - 4
Stages
Approx. Age
Notes
1. Basic Trust
Birth to 12-18
months
Infant must from trusting
relationship or develop
mistrust
2. Automony vs.
shame/doubt
18 mths to
3 yrs
Assume responsibility for selfcare; initiative
3 to 6 yrs
Maintain zest for activity yet
understand all impulses
cannot be acted upon
6 to 12 yrs
Eagerness to engage in
productive work; child’s ability
to move in-between worlds
(e.g. academic, friends, etc);
leads to confidence and
competence
3. Initiative vs. guilt
4. Industry vs.
inferiority
Erikson Stages 5-8
Stages
Approx. Age
Notes
5. Identity vs. role
confusion
Search for identity; may try
Adolescence different roles to see what
they fit into
6. Intimacy vs.
isolation
Young
adulthood
Willingness to relate to
another person on a deep
level
7. Generativity vs.
stagnation
Middle
Adulthood
Extends ability to care to next
generation; productivity and
creativity are essential
features
8. Ego integrity vs.
despair
Late
Adulthood
Consolidating one’s self and
fully accepting its unique and
unalterable history
Self-concept and SelfEsteem
 Self-concept – composite of ideas, feelings and
attitudes people have about themselves; a
belief about who you are; a cognitive structure
 Self-esteem – the value each of us places on
our own characteristics, abilities and behaviors;
an evaluation of who you are; an affective
reaction
 Collective self-esteem – influenced by group
memberships
Understanding ourselves
 Our self-concept and self-esteem become increasingly
complex and abstract as we mature
 Teachers can have a profound effect on both selfconcept and –esteem
 Adolescents tie this to physical appearance and social
acceptance
 Gender and ethnic issues are significant factors
 Gender – by 9th grade, girls lower perceptions of their abilities,
compared to boys
 Ethnic – majority of adolescents are secure in their own
heritage and more respective of other’s heritages
 Social-perspective-taking – eventually children learn
that others have separate thoughts and identities,
therefore separate feelings and perspectives
Moral Development
 Start out with moral realism – absolute rules
 Morality of cooperation – child realizes people make rules
and change them
 Kohlberg’s Theory – 3 levels
 1) preconventional level – judgments based on self
interests
 2) conventional level – judgments based on traditional
family value and social expectations
 3) postconventional level – judgments based on more
abstract and personal ethical principles
 Criticized for favoring males
 Gilligan – “Ethic of Care”
 Individual moves from focus on self-interests to moral
reasoning based on relationships, then to caring for all
Moral Development and
Behavior
 Friendships play significant role
 Many programs have adopted themed curriculums to
help students learn how to care
 Influenced by internalization of rules (explanations) and
by modeling by adult role-models
 Cheating and Aggression are common moral
behavioral issues to look out for
Socialization
 2 biggest influences – family and school
 Social pressures make kids grow up too fast;
many teachers are shocked at “sophistication”
at young age
 Divorce – stress, economic hardships, moving
& losing friends
 Boys – higher rate of behavioral problems than girls
 Girls – have trouble with men (trust)
 As teachers, drop “your mother” or “your
parents” and use “your family”
Challenges Facing Children:
Physical Development
 Puberty in adolescents
 Boys, ages 12-18
 Girls, ages 10-14
 Early maturing
 Boys – this is considered “good,” leads to
higher social status
 Girls – considered “bad,” different from other
girls
Challenges Facing Children:
Youth at Risk
 Child Abuse
 Required to report suspected incidents
 Teenage Sexuality/Pregnancy
 Eating Disorders
 Drug Abuse
 92% of HS seniors experience with alcohol; important
to distinguish between experience and regular abuse
 AIDS
 Suicide
 Look for changes in behavior or physical appearance
– weight, interests (or lack of), work ethic, activity
levels, eating, etc.
Food for Thought – as
Teachers
 Understand the stresses, challenges and
influences all students may face
 Understand that with increased maturity and
age children can think more on a more abstract
level
 Beware of significant changes in a student’s
behavior or physical appearance that may be a
warning sign of stress
 Follow suggestions that may be helpful in
working with the students – avoid high
pressure situations, provide opportunities to
build self-esteem and learn to care for others