On Erikson.

Required Reading #1: Erik Erikson, Childhood and Society

  I really enjoy reading Erikson, so far. His ideas on child development revolved mainly around these major stages of 'Psychosocial Development', ranging from birth to old age, each of which feature certain patterns that influence a person's actions/interactions throughout life. 

 I've focused mainly on the stages that cover children ages 2-5, as that is the main age range I will be teaching. Erikson writes that children go through two major stages in this age period;

• 2-3 Years Old: Automony vs. Shame and Doubt: These are the years where children begin to acquire a sense of independence without suffering shame. Toddlers struggle throughout these years between both holding on to their loved ones and as well letting go. It is when a child is able to develop a strong sense of self control without the loss of self esteem that they will begin to feel proud and confident in themselves.

• 4-5 Years Old: Initiative vs. Guilt: The main goal of a child at this age is to acquire a sense of purpose. Children begin to initiate and work through activities in order to get things done, rather than for the sake of individual control. With the help of good teachers, preschool children should be able to use their energy in active ways, allowing their confidence to grow. If this doesn't happen, if teachers focus on the mistakes of children who are on their way towards developing new skills, the child's sense of initiative can turn into guilt and discouragement.

It's quite interesting looking at the role of the teacher, and how much influence they really can have in the future of a child's life. Erikson serves to remind me of the incredible power that is held in the role of the teacher -- and shows poignant reminders of how that power can be abused. 

One thing I picked up on was the common use of rhetoric in preschool language employed by teachers when talking to children. I don't think I noticed this as much when actually working in school, but it's something I'm definitely going to be more aware of in the future. As Carol Garhart Mooney writes in the book I'm reading now, An Introduction to Dewey, Montessori, Erikson, Paget & Vygotsky: 

"Many teachers make the mistake of offering toddlers a choice when there really isn't one. It's very confusing for a child who is trying to learn how much control they really have to be asked a rhetorical question. Adults and school-age children can understand that "Would you like to do the dishes?" is a request or the polite phrasing of an expectation. Toddlers cannot distinguish between this kind of question and a real choice. For this reason, teachers are sometimes surprised when they ask, "Would you like to go out to play now?" and the child who thought she had a choice wails at being thrust into her jacket against her will."

She goes on to note that it's better to rephrase questions like this, so as to offer a choice of how, rather than whether, the task will be accomplished. Provide limits for the child, but still with options of independence. For example, "We are going out now. Would you like me to help you put on your jacket, or do you want to do it yourself?". This states that you are going outside, but still allows the toddler freedom to incorporate his own choice.

These are such interesting things for me to take into the classroom!!

(One day left of freedom -- then onto AMS training...Still so much reading!)