Comparison Maslow and Erik Erikson
Vanessa Thompson
Theory Comparison
FHS-2600-042
October 25, 2011
I believe there have been a wide variety of theories and methods pertaining to early childhood learning and development throughout time. In chapter four of our text, Introduction to Early Childhood Education, six prominent psychologists, Erikson, Maslow, Piaget, Vygotsky, Skinner and Bandura, are introduced and discussed. I would like to compare these theorists’ similarities and differences and address their views on early childhood development and learning. Erikson and Maslow’s theories are similar in that they both focus on social and personality development, as well as a child’s motivation to learn. They also both theorize that a person experiences different stages or levels of development throughout their life (pg.110). Although these sound like similar ideas, I have observed they do have their differences.
Erikson focuses on stages where an, “individual confronts a major challenge or ‘crisis’” (pg.107). He suggested that a person experiences each stage at an approximate age and must resolve each stage in order to develop properly. Erikson speculated that, “If crises are not resolved positively at particular points in the life span, ...that later problems will ensue” (pg.107). Maslow’s theory focuses on what he calls the “self-actualization theory”, which says that, “behavior and learning are motivated by a hierarchy of needs” (pg.109). While Erikson believes that a person experiences stages at a certain age (pg.107); Maslow theorized that a person’s “basic needs” must be met in order to move up the pyramid, or “hierarchy of needs”, and ultimately reach their “growth needs”. One cannot reach the top of the pyramid, which is “self-actualization”, until they have achieved these goals (pg.109/110). My understanding of this is that a person may reach these stages at any point in life, and also may move back and forth between levels, according to their circumstances. In this sense, a
Theory Comparison
FHS-2600-042
October 25, 2011
I believe there have been a wide variety of theories and methods pertaining to early childhood learning and development throughout time. In chapter four of our text, Introduction to Early Childhood Education, six prominent psychologists, Erikson, Maslow, Piaget, Vygotsky, Skinner and Bandura, are introduced and discussed. I would like to compare these theorists’ similarities and differences and address their views on early childhood development and learning. Erikson and Maslow’s theories are similar in that they both focus on social and personality development, as well as a child’s motivation to learn. They also both theorize that a person experiences different stages or levels of development throughout their life (pg.110). Although these sound like similar ideas, I have observed they do have their differences.
Erikson focuses on stages where an, “individual confronts a major challenge or ‘crisis’” (pg.107). He suggested that a person experiences each stage at an approximate age and must resolve each stage in order to develop properly. Erikson speculated that, “If crises are not resolved positively at particular points in the life span, ...that later problems will ensue” (pg.107). Maslow’s theory focuses on what he calls the “self-actualization theory”, which says that, “behavior and learning are motivated by a hierarchy of needs” (pg.109). While Erikson believes that a person experiences stages at a certain age (pg.107); Maslow theorized that a person’s “basic needs” must be met in order to move up the pyramid, or “hierarchy of needs”, and ultimately reach their “growth needs”. One cannot reach the top of the pyramid, which is “self-actualization”, until they have achieved these goals (pg.109/110). My understanding of this is that a person may reach these stages at any point in life, and also may move back and forth between levels, according to their circumstances. In this sense, a