By: Michael Werley and Catherine Podegracz 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. 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. 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 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 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) (Adaption of Freud’s psychosexual stages) Trust v. Mistrust (oral) Birth to 1 Autonomy 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 Identity v. Role Confusion (genital) Adolescence Intimacy v. Isolation Young Adulthood Generativity v. Self-Absorption/ Stagnation Adulthood Ego-Integrity v. Despair Old age 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 Guilt The Irrational feeling of inappropriateness in thoughts and actions Intrusion A Mode of being the world typified by a very mobile, tactile relationship with the world A mode of “being on the make” (p. 255) Sibling-rivalry/ Competitiveness Autonomy 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). 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). Heightened sense of morality With 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) 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” Goal directedness engaging in activities with certain ends that need to be met Doing Production 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 Play “A function of the ego” (Erikson p. 211) How does a child approach Play? Microsphere: A child’s orientation to play inclusive of only self and not external world Macrosphere: A child’s orientation to play which includes more than simply the child but the world around him When are we playful? Children are most playful when they are attempting to establish mastery of self Does the playful attitude end at the culmination of Initiative v. Guilt? In Initiative v. Guilt, play is characterized by a general attitude of: “Being on the make” Use of tools such as toys Competitiveness Grand aspirations of adult life (Childhood and Society p. 255-6) 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) 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 Intrusive Behavior Running The repetition of actions Jumping Mood Sibling Rivalry/ Competitiveness Seeking approval/attention Pushing Repetition Adult Imitation Bossiness Mannered actions Aiding in care of younger children Clothing style Responsible Participation Aiding in care of younger children Independence Heightened Sense of morality Acceptance of right and wrong Goal directedness Walking Waiting Doing Victory in the completion Use of tools/ games Ability to multi task Analytical Thinking Ability to work through problems Creating the game Recreational Play No longer mode of being in the world Acknowledging the presence of others Inability to complete a task as a definition of self worth Completion 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.