THE ERIKSONIAN APPROACH

BY
AHMAD NAZRI BIN AB KHORID PGA 070042

ZAINON BINTI ABDUL HAMID PGA 070137

 IN T R O D U C T IO N
-1.During

the past half-century in the
United Stated , major innovative
educational program were launched to
break intergenerational cycles of social
distress.


2. Some programs were centre based,



some home based , some served

children for a season, some for several
year.


3. Most provided cognitive enrichment

for presschoolers, but some programs
worked primarily to enhance parents-
infant interactions as the foundation for
later competence and resiliency in child
functioning.
4. Another applied goal has been to


discover educationally facilitative

methods to provide group care for poor
children to support parents, so that
school-dropout mothers could return to
classes or enter job training.


5. Other projects have tried carefully to

implement theoretical principles in
constructing curricula and staff goal and
training caregivers to create learning
environment for young children.


6. Children’s Centre with programmatic



changes in group-care delivery via an

open-education model and with an
expended parent involvement
component.
DESCRIPTION OF FAMILY DEVELOPMENT
RESEACH PROGRAM (FDRP)

FDRP was an omnibus

model that served family
low income, low
education families and
their first or second born
child from the last
trimester of pregnancy
until the child entered to
elementary
school.


DESCRIPTION OF FAMILY DEVELOPMENT
RESEACH PROGRAM (FDRP)

a. Home Visit Component.

The home visitors known

as CDTs (Child
development trainers)
served as teachers,
friends, family advocated
and partners of parents in
promoting the learning
career of each child .
During the years that the

family was in the project,

CDTs visited the home
weekly.
THE ROLE OF THE CDTs.

1. Building a trusting


relationship with mother.

CDTs offered positive
support and
encouragement to
mother as they carried
out a given activity with
their own children.
THE ROLE OF THE CDTs.

2. Modeling for parents

positive discipline
techniques. Children
could enhance the
growth of basic trust,
autonomy, initiative and
task persistence.
3. Providing prenatal

and child nutrition

information and
explanations to families.
THE ROLE OF THE CDTs.

4. Developing maternal

skills in providing
Piagetian sensorimotor
games, language
interactions and learning
task.
- Learning games with

parents in the context of

warm and loving
interactions with
children in daily routines
and care situations.
THE ROLE OF THE CDTs.

5. Helping mothers to

learn ways to modify
games and activities so
that children were more
apt to maintain interest
in an activity and learn
to work industriously
and cheerfully at task.
THE ROLE OF THE CDTs.

6. Serving as liaisons

between available
community support
services (e.g, pediatric
clinic, food stamp
programs, legal
counseling services)
- The community

liaisons function
expanded and varied as
the needs of the families
were clarified.
THE ROLE OF THE CDTs.

7. Encouraging family

members to take an
active role as facilitators
of children’s
development.
8. Helping mothers to

observe their children’s

development and to
devise their own
appropriate learning
games and activities.
THE ROLE OF THE CDTs.

9. Aiding parents to

fulfill their aspirations for
themselves. Feelings of
self-confidence and self-
competence generated
by mothers undertaking
a job or job training.
10. Encouraging

mothers to take active

role when the children
were ready to enter
public school.
B. CHILDREN CENTER COMPONENT

The Children’s Center

was organized to serve
younger infants 6-14
month in half-day care,
with full-day care for 15-
18 month old toddler in
a transition group and
full-day care for 19-60
month old preschoolers
in open education
mixed-age classroom.
i. Infant -Fold

Play materials were



devised, emphazing the

use of home-made toys,
to help children develop
means-end
relationships, object
permanence, spatial
concepts, causality
understanding and
receptive and
expressive skills.
i. Infant-Fold

Younger infants were

cared for in the “infant-
fold”.
Four infants were

assigned to one caregiver

for special tender
attention.
i. cognitive

ii.Social games

iii.Piagetian sensorimotor

activities.
iv. Language stimulation.
i. Infant -Fold

Two key concepts

infused program
provision.
One, in paraphrasing

Piagetian equilibration :
offering new tasks and
challenges just slightly
new or more difficult or
discrepant from the
child’s present
capabilities and
understanding.
i. Infant -Fold

Two. The adult



constantly adjusts to
the child’s pace,
understanding and
knowledge base in
making lessons easier
or more difficult in each
developmental area
i. Infant -Fold

The third key to

successful
implementation of
curriculum was the
conscious use of
“homey” routines, such
as diapering,
shepherding, and
dressing situations to
promote secure
emotional learning, turn
taking, language
ii. Family Style Setting.

Preschoolers attended
a full-day multiage
group experince in four
distinct activity rooms,
which they could freely
choose to enter and
leave
ii. Family Style Setting.

Four available areas:

. Small-muscle games

(pegboards,puzzles,etc)
. Sensory experiences

(touching,smelling,viewin
g film ,etc)
. Creative expression

(clay,Pay-Doh,
housekeeping,etc)
. Large-musle activities

(tumbling, climbing,
balancing, etc)
 The family style setting were spatially
structured rather than time bound. Two
teachers supervised each setting for a
week and rotated to a new setting the
next week. Setting structure and
accompanying limits were defined mainly
by the area materials and concept.
 Because concepts to be learned
transcended areas, teachers applied
concept link to each area.
 Likes, no running was allowed in the
sensory perception area, yet the concepts
of faster or slower could be used
appropriately in relation to materials and
activities in that area as well as in large-
 The first rule for use of space was
that materials were to stay in their
appropriate area. Older preschoolers had a
great influence on younger children in
helping them to remember these rules.
 Choices were given to children if an
activity they wanted to do was not
appropriate for the area , they would be
given the choice of going to the another
room.
 The second and third rules had to do
with caring for and respecting other
children’s rights to play and with
respecting materials. For example books
could not be walked on or put into water
play tub. Doll s could not be banged with
hammer.
 The children were to use language
rather than hitting as a medium for
establishing social justice. Likes if the
children do not want to sharing, the
teacher moved quickly to the table and
restated sharing rules in a firm, caring
fashion. Staff persistently promoted the
use of verbal methods to redress conflict
situations and increase prosocial
resolutions
A BIOGRAPHICAL SKETCH


OF ERIKSON’S LIFE.


1.He was born of Danish

parents in Frankfurt,
Germany, in 1902.
2.His father died soon
after his birth: his
mother remarried
and his stepfather,
Homburger. For this
reason . His early
paper bear the name
Homburger.

3. When he became an
American citizen in 1939,
he chose to be known by
his original name.
4. His first link with this

continent, when he was

asked to teach with
Dorothy Burlingham and
Peter Blos at small
American school in Vienna.

5. He acquired his
psychoanalytic training
under Anna Freud and
August Aichhorn at the
Vienna Psychoanalytic
Institute.
6. This comprised his only

formal academic career,

aside from obtaining a
certificate from the ‘Maria
Montessori School’ as
probably one of the few men
with a membership in the
Montessori Lehrerinnen
Verien.
7. He also made the
personel acquaintance of
Sigmund Freud. He taught
and practiced
psychoanalytic and wrote
his articles.
8. Erikson was introduced

to American first by
marrying an American
(Joan Mowat Serson an
occupational therapist and
writer.)
8. He served as Research
Fellow in Psychology in the
Department of
Neuropsychiatry of the
Harvard Medical School.
9. Periodically, he has

taken time out for special

studies for Advanced
Studies of the Behavioral
Sciences at Palo
Alto,California.
10. In 1965 his goes to
India for studies of
generational issues
including Mahatma
Gandhi’s childhood years.
11. Erikson died May 12,

1994 at the age of 92.

ERIKSON THEORY AND FRUEDIAN
PSYCHOANALYTIC THEORY.
I’m
as a
t
Freuheoris
d’ s t
ERIKSON’S THEORY teac who ap
hing plie
. d

BUILD SOLIDLY UPON

FREUDIAN ANALYTIC
THEORY
 Erikson’s
Theory

Erikson Introduces anew To prove the

fundamental matrix. The existence and
emphasis on the individual in his operation of the
continuity of relationship to his unconscious.
experience parents within the
involves the context of the
function of the family
ego
Components of Healthy
Personality
Only the first three nuclear conflicts will be
discussed, because they pertain to the
preschool period during which the Children
cared for children.
ERIKSONIAN THEORY
Components of Healthy Personality
 Stage 1
Birth to 1 year

A basic sense of trust rather than

mistrust as an attitude toward the world
( Parents and caregivers initially) and

toward the self is the positive outcome

of the first nuclear conflict.
ERIKSONIAN THEORY
Components of Healthy Personality
 Stage 2
1 year to 3 years
Outcome of the second nuclear conflict

for toddlers in the second and third year

of life. Caregivers need to nurture a
sense of self-control without loss of self-
esteem. Otherwise a lasting sense of
doubt or shame can be the legacy of
either overcontrol by caregivers or a
sense of loss of control by the child.
This may be difficult unless adults are

well trained to respect the personhood of

a small child.
ERIKSONIAN THEORY
Components of Healthy Personality
 Stage 3
3 – 6 years
Outcome of the second nuclear conflict

for toddlers in the second and third year

of life. Caregivers need to nurture a
sense of self-control without loss of self-
esteem. Otherwise a lasting sense of
doubt or shame can be the legacy of
either overcontrol by caregivers or a
sense of loss of control by the child.
This may be difficult unless adults are

well trained to respect the personhood of

a small child.
 CAREGIVER INTERACTIONS:
AN ERIKSONIAN APPROACH

 Caregivers in the Children’s Center

nurtured the child’s development of basic
trust and pleased sense of self. They
supported in a secure environment with clear
rules, toddlers, growing sense of will, ability
to make responsible choise, and capacity to
take initiatives freely.



Eriksonian prescriptions for ensuring
positive emotional, social, and intellectual
development of the children.
 RESPONSIVE ATTUNEMENT
OF CAREGIVERS

 In the “infant-fold”, babies were held

in arms frequently. Each caregivers had
charge of four infants and each of those
infants had one specific nuturing person who
“belonged” to that infant.



Building basic trust was not easy for
some of the infants. One infant, with a
veiled, impassive face, spent several weeks
at the center entirely unresponsive to the
caregiver’s ministrations .
RESPONSIVE ATTUNEMENT OF
CAREGIVERS.
Thank you for listening