1. Elliott, Kratochwill, Littlefield Cook, and Travers, Educational Psychology: Effective Teaching, Effective Learning, Third Edition. Copyright © 2000 The McGraw-Hill Companies, Inc. All rights reserved. Erik Erikson’s Psychosocial Theory Development Table 3.1 1 2-3 4-5 6-11 12-18 18-35 35-65 Over 65 Stage 1: Infancy Stage 2: Early childhood Stage 3: Preschool, nursery school Stage 4: Middle childhood Stage 5: Adolescence Stage 6: Young adulthood Stage 7: Middle age Stage 8: Old age Trust vs. Mistrust Autonomy vs. shame, doubt Initiative vs. guilt Industry vs. inferiority Identity vs. identity confusion Intimacy vs. isolation Generativity vs. stagnation Integrity vs. despair Hope Willpower Purpose Competence Fidelity Love Care Wisdom Maternal Both parents or adult substitutes Parents, family, friends School Peers Partners: spouse/ lover, friends Family, society All humans Adapted from Childhood and Society by Erik H. Erikson, with the permission of W.W. Norton & Company, Inc. Copyright 1950, © 1963 by W. W. Norton & Company, Inc., renewed © 1978, 1991 by Erik H. Erikson. Age (Years) Psychosocial Crisis Stage Psychosocial Strength Environmental Influence 8

2. Elliott, Kratochwill, Littlefield Cook, and Travers, Educational Psychology: Effective Teaching, Effective Learning, Third Edition. Copyright © 2000 The McGraw-Hill Companies, Inc. All rights reserved. Types of Play Table 3.2 Functional play Constructive play Make-believe play Games with rules 1-2 years 3-6 years 3-7 years 6-11 years Simple, repetitive motor movements with or without objects Creating or constructing something Acting out roles Understanding and following rules in games Running around, rolling a toy car back and forth Making a house out of toy blocks, drawing a picture, putting a puzzle together Playing house, school or doctor; acting as television character Playing board games, cards, baseball, etc. Based on Berk, 1997 Play Type DefinitionExamplesAge 9

3. Elliott, Kratochwill, Littlefield Cook, and Travers, Educational Psychology: Effective Teaching, Effective Learning, Third Edition. Copyright © 2000 The McGraw-Hill Companies, Inc. All rights reserved. Psychosocial Strengths and Teaching Strategies Table 3.3 Hope Willpower Purpose Competence Fidelity Arrange a nurturing environment; provide appropriate, but stimulating, objects. Establish a stable and secure environment that encourages children to exercise their developing skills. Guide activities in a way calculated to enhance students’ feelings of mastery. Devise methods that teach children to interact effectively with their environment under all circumstances. Help adolescents know and understand themselves by providing a positive learning atmosphere in which the classroom give-and-take leads to personal insight and realistic self-esteem. StrengthStrategy 10

4. Elliott, Kratochwill, Littlefield Cook, and Travers, Educational Psychology: Effective Teaching, Effective Learning, Third Edition. Copyright © 2000 The McGraw-Hill Companies, Inc. All rights reserved. Kohlberg’s Stages of Moral Development Table 3.4 Level I. Preconventional (about 4 to 10 years) During these years children respond mainly to cultural control to avoid punishment and attain satisfaction. There are two stages: Stage 1. Punishment and obedience. Children obey rules and orders to avoid punishment; there is no concern about moral rectitude. Stage 2. Naive instrumental behaviorism. Children obey rules but only for pure self-interest; they are vaguely aware of fairness to others but obey rules only for their own satisfaction. Kohlberg introduces the notion of reciprocity here: “You scratch my back, I’ll scratch yours.” Level II. Conventional (about 10 to 13 years) During these years children desire approval, both from individuals and society. They not only conform, but actively support society’s standards. There are two stages: Stage 3. Children seek the approval of others, the “good boy—good girl” mentality. They begin to judge behavior by intention: “She meant to do well.” Stage 4. Law-and-order mentality. Children are concerned with authority and maintaining the social order. Correct behavior is “doing one’s duty.” Source: Based on L. Kohlberg, “A Cognitive-Developmental Analysis of Children’s Sex-Role Concepts and Attitudes” in The Development of Sex Differences, edited by E. Maccoby, Stanford University Press, Stanford, Calif., 1966. 11

5. Elliott, Kratochwill, Littlefield Cook, and Travers, Educational Psychology: Effective Teaching, Effective Learning, Third Edition. Copyright © 2000 The McGraw-Hill Companies, Inc. All rights reserved. Kohlberg’s Stages of Moral Development Table 3.4 (Continued) Level III. Postconventional (13 years and over) If true morality (an internal moral code) is to develop, it appears during these years. The individual does not appeal to other people for moral decisions; these decisions are made by an “enlightened conscience.” There are two stages: Stage 5. An individual makes moral decisions legalistically or contractually; that is, the best values are those supported by law because they have been accepted by the whole society. If there is conflict between human need and the law, individuals should work to change the law. Stage 6. An informed conscience defines what is right. People act, not from fear, approval, or law, but from their own internalized standards of right or wrong. Source: Based on L. Kohlberg, “A Cognitive-Developmental Analysis of Children’s Sex-Role Concepts and Attitudes” in The Development of Sex Differences, edited by E. Maccoby, Stanford University Press, Stanford, Calif., 1966. 12

6. Elliott, Kratochwill, Littlefield Cook, and Travers, Educational Psychology: Effective Teaching, Effective Learning, Third Edition. Copyright © 2000 The McGraw-Hill Companies, Inc. All rights reserved. The Impact of Homelessness on Development l Health Problems l Hunger and Poor Nutrition l Developmental Delays l Psychological Problems l Poor Parenting l Educational Underachievement 13

7. Elliott, Kratochwill, Littlefield Cook, and Travers, Educational Psychology: Effective Teaching, Effective Learning, Third Edition. Copyright © 2000 The McGraw-Hill Companies, Inc. All rights reserved. Factors Contributing to a Sense of Self Table 3.5 Health Coordination Appearance Representation Evaluation Problem solving Speech Referents Labeling Attachment Separation Relationships Identity Role Stereotypes PhysicalCognitiveLanguagePsychosocialGender 14