The Eriksonian Approach

8/9/2019 The Eriksonian Approach

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THE ERIKSONIAN APPROACHBYAHMAD NAZRI BIN AB KHORID PGA 070042

ZAINON BINTI ABDUL HAMID PGA 070137


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IN T R O D U C T IO N

-1.During the past half-century in theUnited Stated , major innovativeeducational program were launched tobreak intergenerational cycles of socialdistress.

2. Some programs were centre based,some home based , some servedchildren for a season, some for severalyear.

3. Most provided cognitive enrichmentfor presschoolers, but some programsworked primarily to enhance parents-infant interactions as the foundation forlater competence and resiliency in childfunctioning.


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4. Another applied goal has been todiscover educationally facilitativemethods to provide group care for poor

children to support parents, so thatschool-dropout mothers could return toclasses or enter job training.

5. Other projects have tried carefully toimplement theoretical principles in

constructing curricula and staff goal andtraining caregivers to create learningenvironment for young children.

6. Childrens Centre with programmaticchanges in group-care delivery via anopen-education model and with anexpended parent involvementcomponent.


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DESCRIPTION OF FAMILY DEVELOPMENTRESEACH PROGRAM (FDRP)

FDRP was an omnibusmodel that served familylow income, low

education families andtheir first or second bornchild from the lasttrimester of pregnancy

until the child entered toelementaryschool.


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DESCRIPTION OF FAMILY DEVELOPMENTRESEACH PROGRAM (FDRP)

a. Home Visit Component.

The home visitors knownas CDTs (Child

development trainers)served as teachers,friends, family advocatedand partners of parents in

promoting the learningcareer of each child .

During the years that thefamily was in the project,

CDTs visited the homeweekly.


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THE ROLE OF THE CDTs.

1. Building a trustingrelationship with mother.CDTs offered positive

support andencouragement tomother as they carriedout a given activity with

their own children.


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2. Modeling for parentspositive disciplinetechniques. Children

could enhance thegrowth of basic trust,autonomy, initiative andtask persistence.

3. Providing prenataland child nutritioninformation andexplanations to families.


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4. Developing maternalskills in providingPiagetian sensorimotor

games, languageinteractions and learningtask.- Learning games with

parents in the context ofwarm and lovinginteractions withchildren in daily routines

and care situations.


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5. Helping mothers tolearn ways to modifygames and activities so

that children were moreapt to maintain interestin an activity and learnto work industriously

and cheerfully at task.


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6. Serving as liaisonsbetween availablecommunity support

services (e.g, pediatricclinic, food stampprograms, legalcounseling services)

- The communityliaisons functionexpanded and varied asthe needs of the families

were clarified.


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7. Encouraging familymembers to take anactive role as facilitators

of childrensdevelopment.8. Helping mothers toobserve their childrens

development and todevise their ownappropriate learninggames and activities.


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9. Aiding parents tofulfill their aspirations forthemselves. Feelings of

self-confidence and self-competence generatedby mothers undertakinga job or job training.

10. Encouragingmothers to take activerole when the childrenwere ready to enter

public school.


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B. CHILDREN CENTER COMPONENT

The Childrens Centerwas organized to serveyounger infants 6-14

month in half-day care,with full-day care for 15-18 month old toddler ina transition group and

full-day care for 19-60month old preschoolersin open educationmixed-age classroom.


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i. Infant -Fold

Play materials weredevised, emphazing theuse of home-made toys,

to help children developmeans-endrelationships, objectpermanence, spatial

concepts, causalityunderstanding andreceptive andexpressive skills.


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i. Infant-Fold

Younger infants werecared for in the infant-fold.Four infants were

assigned to one caregiverfor special tenderattention.i. cognitive

ii.Social gamesiii.Piagetian sensorimotoractivities.iv. Language stimulation.


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i. Infant -Fold

Two key conceptsinfused programprovision.

One, in paraphrasingPiagetian equilibration :offering new tasks andchallenges just slightly

new or more difficult ordiscrepant from thechilds presentcapabilities andunderstanding.


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i. Infant -Fold

Two. The adultconstantly adjusts tothe childs pace,

understanding andknowledge base inmaking lessons easieror more difficult in each

developmental area


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i. Infant -Fold

The third key tosuccessfulimplementation of

curriculum was theconscious use ofhomey routines, suchas diapering,

shepherding, anddressing situations topromote secureemotional learning, turn

taking, language


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ii. Family Style Setting.

Preschoolers attendeda full-day multiagegroup experince in four

distinct activity rooms,which they could freelychoose to enter andleave


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ii. Family Style Setting.

Four available areas:. Small-muscle games(pegboards,puzzles,etc). Sensory experiences(touching,smelling,viewing film ,etc). Creative expression(clay,Pay-Doh,

housekeeping,etc). Large-musle activities(tumbling, climbing,balancing, etc)


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The family style setting were spatiallystructured rather than time bound. Twoteachers supervised each setting for a

week and rotated to a new setting thenext week. Setting structure andaccompanying limits were defined mainlyby the area materials and concept. Because concepts to be learnedtranscended areas, teachers appliedconcept link to each area.

Likes, no running was allowed in thesensory perception area, yet the conceptsof faster or slower could be usedappropriately in relation to materials and

activities in that area as well as in large-


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The first rule for use of space wasthat materials were to stay in theirappropriate area. Older preschoolers had a

great influence on younger children inhelping them to remember these rules. Choices were given to children if anactivity they wanted to do was not

appropriate for the area , they would begiven the choice of going to the anotherroom. The second and third rules had to do

with caring for and respecting otherchildrens rights to play and withrespecting materials. For example bookscould not be walked on or put into waterplay tub. Doll s could not be banged with

hammer.


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The children were to use languagerather than hitting as a medium forestablishing social justice. Likes if the

children do not want to sharing, theteacher moved quickly to the table andrestated sharing rules in a firm, caringfashion. Staff persistently promoted the

use of verbal methods to redress conflictsituations and increase prosocialresolutions


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A BIOGRAPHICAL SKETCHOF ERIKSONS LIFE.

1.He was born of Danishparents in Frankfurt,Germany, in 1902.

2.His father died soonafter his birth: hismother remarriedand his stepfather,

Homburger. For thisreason . His earlypaper bear the nameHomburger.


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3. When he became anAmerican citizen in 1939,

he chose to be known byhis original name.4. His first link with thiscontinent, when he was

asked to teach withDorothy Burlingham andPeter Blos at smallAmerican school in Vienna.


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5. He acquired hispsychoanalytic training

under Anna Freud andAugust Aichhorn at theVienna PsychoanalyticInstitute.6. This comprised his only

formal academic career,aside from obtaining acertificate from the MariaMontessori School as

probably one of the few menwith a membership in theMontessori Lehrerinnen

Verien.


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7. He also made thepersonel acquaintance of

Sigmund Freud. He taughtand practicedpsychoanalytic and wrotehis articles.8. Erikson was introducedto American first bymarrying an American(Joan Mowat Serson anoccupational therapist andwriter.)


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8. He served as ResearchFellow in Psychology in the

Department ofNeuropsychiatry of theHarvard Medical School.9. Periodically, he has

taken time out for specialstudies for AdvancedStudies of the BehavioralSciences at PaloAlto,California.


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10. In 1965 his goes toIndia for studies of

generational issuesincluding MahatmaGandhis childhood years.11. Erikson died May 12,

1994 at the age of 92.

ERIKSON THEORY AND FRUEDIAN


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ERIKSON THEORY AND FRUEDIANPSYCHOANALYTIC THEORY.

ERIKSON S THEORY

BUILD SOLIDLY UPONFREUDIAN ANALYTIC

THEORY

Im

as a theorist who applied

.

Freuds teaching


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Erikson sTheory

Eriksonfundamental

emphasis on thecontinuity ofexperience

involves thefunction of the

ego

Introduces anew.matrix The

individual in hisrelationship to his

parents within thecontext of the

family

To prove theexistence andoperation of the

.unconscious


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Components of Healthy


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Components of HealthyPersonality

Only the first three nuclear conflicts will bediscussed, because they pertain to thepreschool period during which the Children

cared for children.


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ERIKSONIAN THEORYERIKSONIAN THEORY

Components of Healthy PersonalityComponents of Healthy Personality


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A basic sense of trust rather thanmistrust as an attitude toward the world( Parents and caregivers initially) andtoward the self is the positive outcomeof the first nuclear conflict.

Stage 1

Birth to 1 year


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Outcome of the second nuclear conflictfor toddlers in the second and third yearof life. Caregivers need to nurture a

sense of self-control without loss of self-esteem. Otherwise a lasting sense ofdoubt or shame can be the legacy ofeither overcontrol by caregivers or asense of loss of control by the child.This may be difficult unless adults arewell trained to respect the personhood of

a small child.

Stage 2

1 year to 3 years


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Outcome of the second nuclear conflictfor toddlers in the second and third yearof life. Caregivers need to nurture a

sense of self-control without loss of self-esteem. Otherwise a lasting sense ofdoubt or shame can be the legacy ofeither overcontrol by caregivers or asense of loss of control by the child.This may be difficult unless adults arewell trained to respect the personhood of

a small child.

Stage 3

3 6 years


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CAREGIVER INTERACTIONS:

AN ERIKSONIAN APPROACH

Caregivers in the Childrens Centernurtured the childs development of basic

trust and pleased sense of self. Theysupported in a secure environment with clearrules, toddlers, growing sense of will, abilityto make responsible choise, and capacity totake initiatives freely.

Eriksonian prescriptions for ensuringpositive emotional, social, and intellectualdevelopment of the children.


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RESPONSIVE ATTUNEMENT

OF CAREGIVERS

In the infant-fold, babies were heldin arms frequently. Each caregivers had

charge of four infants and each of thoseinfants had one specific nuturing person whobelonged to that infant.

Building basic trust was not easy forsome of the infants. One infant, with aveiled, impassive face, spent several weeksat the center entirely unresponsive to thecaregivers ministrations .

RESPONSIVE ATTUNEMENT OF


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RESPONSIVE ATTUNEMENT OF

CAREGIVERS.


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The Eriksonian Approach

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