Erik Erikson
Erik Erikson
Erik Erikson was born June 15, 1902 in Frankfurt, Germany. His interest in identity developed early based upon his own experiences in school. At his temple school the other children teased him for being Nordic because he was tall, blonde, and blue-eyed. At grammar school he was rejected because of his Jewish background. Thus having such a profound background led Erikson to study and focus on psychoanalysis. He utilized the knowledge he gained of cultural, environment, and social influences to further develop his psychoanalytic theory. In this paper we will discuss Erikson’s approach to the different needs and abilities of infants, toddlers, and preschool children and how the teacher’s role correlates to each individual group
The first three years of life are critical to a child’s healthy development. Research indicates that more rapid brain development takes place during these years than at any other time of life. During this period, children are discovering who they are, how others respond to them, and in what ways they are increasingly competent. They are also learning how to relate to others, what it means to express the feelings, and whether they are loved. Their brains are being “wired” into patterns for emotional, social, physical, and cognitive development.
For infants and toddlers, development occurs in all of these areas as they use their senses to gain a sense of security and identity and to explore the people and objects in their world. Too often, curriculum guides for infant/toddler programs emphasize intellectual stimulation above other critical areas of development. The availability of books promising to build superior minds are plentiful, as are toys designed to teach lessons and skills to even the youngest infant. But what is important in meeting the developmental needs of infants and toddlers can be found in the responsive relationships children build with the important adults in their lives.
An appropriate curriculum for
Erik Erikson was born June 15, 1902 in Frankfurt, Germany. His interest in identity developed early based upon his own experiences in school. At his temple school the other children teased him for being Nordic because he was tall, blonde, and blue-eyed. At grammar school he was rejected because of his Jewish background. Thus having such a profound background led Erikson to study and focus on psychoanalysis. He utilized the knowledge he gained of cultural, environment, and social influences to further develop his psychoanalytic theory. In this paper we will discuss Erikson’s approach to the different needs and abilities of infants, toddlers, and preschool children and how the teacher’s role correlates to each individual group
The first three years of life are critical to a child’s healthy development. Research indicates that more rapid brain development takes place during these years than at any other time of life. During this period, children are discovering who they are, how others respond to them, and in what ways they are increasingly competent. They are also learning how to relate to others, what it means to express the feelings, and whether they are loved. Their brains are being “wired” into patterns for emotional, social, physical, and cognitive development.
For infants and toddlers, development occurs in all of these areas as they use their senses to gain a sense of security and identity and to explore the people and objects in their world. Too often, curriculum guides for infant/toddler programs emphasize intellectual stimulation above other critical areas of development. The availability of books promising to build superior minds are plentiful, as are toys designed to teach lessons and skills to even the youngest infant. But what is important in meeting the developmental needs of infants and toddlers can be found in the responsive relationships children build with the important adults in their lives.
An appropriate curriculum for
References: Bowman, B. M., Donovan, S., & Burns, M. S. (Eds.), National Research Council. (2000). Eager to learn: Educating our preschoolers, Executive summary. Washington, DC: National Academy Press. Bredekamp, S., & Copple, C. (Eds.). (1997). Developmentally appropriate practice in early childhood programs (Rev. ed.). Washington, DC: National Association for the Education of Young Children. (ERIC Document No. ED403023) Bredekamp, S., & Rosegrant, T. (Eds.). (1992). Reaching potentials: Appropriate curriculum and assessment for young children. Vol. 1. Washington, DC: National Association for the Education of Young Children. (ERIC Document No. ED391598) Dodge, D. T., & Colker, L. J. (1992). The creative curriculum for early childhood (3rd ed.). Washington, DC: Teaching Strategies. (ERIC Document No. ED342487) Dombro, A. L., Colker, L. J., & Dodge, D. T. (1997). The creative curriculum for infants & toddlers (Rev. ed.). Washington, DC: Teaching Strategies. (ERIC Document No. ED410006) Erikson, E. (1963). Childhood and society. New York: W.W. Norton.