Trust vs Mistrust
As per the vision of Cremin and Chappell (2021), pedagogy engages imaginative and innovative teaching strategies to facilitate child development. Thus, the teachers in the present regard, focus on developing the teaching strategies and methods by making a balance between the developmental stages and the teaching process. The aim of the present study is to reflect the relation between developmental theory and pedagogy through personal experiences. The present study has chosen Erikson’s Psychosocial Developmental Theory. Erikson has focused on the personality development of children through different social and psychological experiences by resolving different conflicts at different stages. Erikson has introduced 8 stages of development that are going to be followed while reflecting the personal experiences. The characteristics of the developmental stages have been highlighted along with the pedagogical experiences in the present regard. Further different arguments will be portrayed in the present scenario by taking support from the available academic resources. The pedagogical issues during different developmental stages introduced by Erikson have been concentrated on while presenting the position paper. Further, it will add debates and arguments to offer a critical presentation of the study. The study will be concluded with some useful outcomes to benefit the pedagogical scenario by considering the social and psychological phenomena during different developmental stages.
As evaluated by Rohman, Widowati and Azman (2020), psychological development is a result of social interaction. Pedagogy facilitates the scenario by encouraging the children to attract better personality development through social interaction. The first stage of Erikson’s theory is trust vs mistrust which is observed from birth to 18 months. Here, trust is developed through the dependability of others and the quality of care the child receives. The child gets dependent on the caregivers during this period and cannot trust others easily. It is often observed that children of this age loved to stay with their parents and they are afraid to go with others. Stating an example from my childhood days, I used to cry when I could not see my parents near me. I always felt comfortable staying with my parents and further, I used to get afraid when I was kept by a relative or neighbour. As argued by Erskine (2019), the trust and mistrust issue is not limited to the 0-18months only but will arise continuously throughout the developmental stages. Thus, in the pedagogical scenario, the teachers are needed to build better trust with the children to attract better effectiveness through the pedagogical initiative. Once a child develops mistrust issues during its infancy, the attributes are carried out throughout the developmental stages that further affect the personality formation. As in the infancy stage, I have developed mistrust issues and used to get afraid to trust others. This habit was further carried out in my school and I was not comfortable making social relations easily. Therefore, it is debated that the issues from infancy are carried out and without proper care, by the pedagogical approaches the personality of the children can be disrupted. As criticized by Sun and Sun (2021), Erikson’s developmental theory is used to resolve practical issues regarding education. This is further indicating that the pedagogical approaches are influenced by the theory to ensure better personality development. Further, the role of family education has been stressed in the present regard to attracting better effectiveness in personality development.
Autonomy vs Shame and Doubt
As mentioned by Erskine (2019), autonomy versus shame and doubt occurs during toddlerhood from the 18th month of birth to 3 years of age. This stage is introduced by getting influenced by Freud’s annal stage. It is further related to the greater sense of personal control and the child gets independent to some extent. The pedagogical context here needs to offer the children flexibility to develop independence. With the absence of independence, the children struggle and get ashamed due to the lack of personal control. The teachers while performing the pedagogical approaches, need to offer to make their own choices regarding food, toys, and clothing selection. As argued by Sun and Sun (2021), mastering the basic skills through own will is influenced by proper pedagogical approaches. During this period, the schools focus on potty training, making choices to eliminate the self-doubt to shape a personality with independency. During my Preschool days, I was lacking potty training skills which made me ashamed during the class. This scenario was developing self-doubt in me that has been carried till my adulthood and this affected my personality. I used to doubt myself whenever I was offered to choose something. As proposed by Bergee and Grashel (2021), in this stage the pedagogical approaches can follow some instruction types such as presence and absence of choice to condition the teaching and learning process in an effective way. Further, the teacher can use different attractive foods and shapes to perform the teaching and learning activities by gearing up autonomy and independence to avoid the attributes of self-doubt. Musical instructions, interactive instructions concerning student and teacher choice are effective in this stage to attract better self-dependency (Bergee & Grashel, 2021). This will further benefit the personality development of the child by focusing on autonomy and avoiding self-doubt and shame. The pedagogical scenario is further attracting better effectiveness in building one’s personality from early childhood by following the present theory. Therefore, it can be said that there is a close relationship between child development and pedagogy as pedagogy guide the child throughout its developmental stages to build the personality in a better way.
Once the child has developed autonomy, the child starts to take initiative to accomplish the task. Apart from that, in the absence of autonomy, the children at this stage are not able to take initiative on their own which further resulted in guilt. This further portrays the understanding of power and control over the world. As critically evaluated by Priyadarshini (2019), Erikson’s theory majorly deals with educational psychology. The development crisis in this stage is regarding developing assertiveness to take initiatives. The pedagogical contribution in the present regard that the initiative must not be forced. The forceful initiatives are needed to be avoided, as the guilt feelings are encouraged through the forced initiatives. Linking with my childhood experience, I was encouraged by my teachers to overcome this dilemma through a reward strategy. The teachers used to praise me as a positive reinforcement to encourage me to take initiative to lead a team for performing tree planting in the early childhood stages. This scenario has further developed my personality in terms of improving my social relationships. As argued by Maree (2021), Erikson in the present theory, not only concentrated on the educational development of a student but also focused on the social influences and relationships. Thus, the teachers performing pedagogical activities to facilitate the child’s development, are needed to focus on engaging the children in the social interactions to build social relationships to encourage initiatives by the children. As evidenced by Lopez (2021), Erikson’s psychosocial developmental theory is helpful to assist children and parents to deal with ASD issues among children. It is further observed by the study initiative vs guilt stage introduced by Erikson, is attracting autism challenges among the children (Lopez, 2021). These challenges are being carried throughout the lifespan that is needed to be recognized through effective pedagogical practices in the preschool stage.
Taking Initiative
As opined by Priyadarshini (2019), during 6 to 12 years children face dilemmas regarding industry versus inferiority as described by Erikson. In this stage, the children learn new social and psychological skills. In the absence of skill development, the risk of inferiority, failures and incompetence occurs and is further reflected throughout the personality development. As argued by Mikolaj (2019), productivity, recognition, and social interaction is the major concern for the present development stage. Thus, the pedagogical concepts are needed to be ensured by the teachers encouraging the new skills development, social interaction, and productivity among the c children to shape their personality development in a proper manner. As previously mentioned by the study I was not that social person during the childhood developmental stages and further grew some extent of inferiority. I faced difficulties in initiating interactions due to the inferiority concern. My school teacher helped me in this stage to attract better outcomes in terms of personality development. The teacher arranged a quiz context and encouraged me to participate in the context. I won the contest and was further recognized by the class by rewarding me with a storybook. This scenario helped me a lot to overcome the inferiority complex that was negatively affecting my social interaction skills. In this regard, an example presented by Timm et al. (2022), a child who was facing difficulties in completing the developmental attributes in this stage, he grew sensitive regarding negative comments and peer comparisons. Due to the dilemma, the child can further grow a negative self-image and this ego strength will be carry forward for the rest of his life (Timm et al., 2022). The pedagogical assistance is crucial at this stage to attract desired personality traits at this stage to shape the personality wisely.
This conflict occurs during the adolescence period (13 to 18 years) and further, the teenagers at this stage expect recognition from their peers in terms of gender role, occupation, and religion. The pedagogical responsibilities are high at this stage. As evaluated by Kolbert et al. (2021), the adolescents, at this stage seek their purpose and place in society. Lacking in this domain, the identity crisis occurs and further carries this dilemma throughout the life span. Self-questioning, moral values, abilities, interests, and priorities help this stage to avoid confusion. Further, at this stage, the pedagogical concern should be on developing the morals, values, and interests to shape the personality in a proper way. Reflecting on own experiences, I was encouraged to study moral science. Apart from that, the teacher used to encourage rationality during this stage. As argued by Delia (2021), a sense of belongingness get priority at this developmental stage suggested by Erikson. The pedagogical approaches are needed to attract team or group activities where social interaction among the children is emphasized to attract better personality development. Debates and group discussions can encourage self-identity avoiding the risk of confusion and concentrating on the pedagogical contribution to the child’s development. Further, the present online teaching and learning scenario is attracting a risk of occurring duelling identities due to the present socio-cultural issues of the Covid pandemic (Delia, 2021). As criticized by Leung (2021), gender confusion among adolescents is developed at this stage which can further affect adulthood. Thus, the pedagogical concerns should consider sex education at this stage to attract better self-identity avoiding confusion and false knowledge. Any trauma or dilemmas are needed to be resolved at this stage in an effective manner to attract better performances through the pedagogical initiatives at this stage (Leung, 2021).
Conclusion
In conclusion, it can be said that pedagogical assistance is essential in teaching and learning as well as in personality development during childhood. The present study has focused on childhood development, thus, focusing on the first five stages of Erickson’s Psychosocial development that reflects childhood development and associated dilemmas. It is interpreted that in the first stage children grow trust in the people who take care of them. It is analysed that the development at this stage depends on the care, either mistrust is generated that can affect the other developments afterward. It is found by the study that autonomy is needed to be focused on during early childhood to avoid self-doubt and shame in the personality attributes. Apart from that, the pedagogical effectiveness encourages initiatives by children during preschool to eliminate guilt from the personality attributes of the child that can hamper their further development. It is also understood by the study that during school the pedagogical concern should be on encouraging confidence by optimizing inferiority dilemmas among the children to shape their personality. It is concluded by the identity vs confusion that the pedagogical initiatives are there to avoid confusion and to promote rationality and group recognition among the adolescents to encourage the development.
References
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