L3 Notes: Emotional development and School
- Pupils as individuals: no ‘blank slates’ in the classroom. Each child has his own
history, recent experiences, current experiences, ongoing or temporary
- Social and environment factors(permanent/temporary effects): neglect, abuse,
witnessing abuse, parent mental health, bullying, language, social isolation, basic
needs unfulfilled etc.
1. Two methods to consider emotions as school
A. Erikson’s theory of
emotional development
(1968)
- Stages of emotional
development throughout the
lifetime: continuous
development throughout the
lifetime.
- Bio-psycho-social model:
ego development (your characteristics are a result of the society and of yourself)
- 8 stages through life, characterised by age range, developmental task, virtue
arising (each is defined by an age specific crisis, with age specific concerns; each
stage builds on the earlier stages and influences the following stages; not
categorically different). With age, the duration and start of later stages become a bit
blurred, as there are individual differences in the earlier stages of emotional
development. (biological, social, psych. Influences)
- Erikson’s stages of childhood, as shown in table: attachment to primary caregiver –
others should be considered too
- Stages of emotional development: Hope -> will -> purpose -> competence ->
identity
- A ‘healthy emotional development ‘should look like this & we need to emphasise the
opportunities that children need to develop these emotional stages:
• Hope (baby)
, – Cared for, cuddled, fed, kept clean = adults are responsive and
trustworthy
• Will (toddler 1 +)
– Supported, allowed to explore and investigate = confidence
and independence
• Purpose (young child 3+)
– Encouraged, given tasks, given choices (essential, leads to
cooperation) = a sense of purpose, skills, abilities
– dialectic?
• Competence (child, 5+)
– Learn, find and use areas of strengths, structured play,
understanding rules = sense of competence and
industriousness, trying, learning
– Dialectic: high self-esteem, or inferiority
– healthy sense of self-esteem involves the understanding that you cannot
do some things yet, which shouldn’t be critiqued.
– Persistence is an essential virtue at this age
• Identity (older child, 9+)
– Opportunities to develop own ideas, ideals and goals, allowed to “test out”
different selves = a positive sense of individual identity
– We don’t want either extreme type of identity: non-flexible self-image /
confusion about who they are.
– They can test out multiple group identities at this age, temporarily, which
helps the formation of their self-identity
With negative experiences…. (crises resolutions are negative)
• Hope : Mistrust, fearfulness, insecurity
• Will : Passivity, shame, fear, impulsivity
• Purpose : Guilt, fearfulness, dependence, reluctance,
restricted play and imagination,
• Competence : Inferiority, sense of defeat, doubts
- Pupils as individuals: no ‘blank slates’ in the classroom. Each child has his own
history, recent experiences, current experiences, ongoing or temporary
- Social and environment factors(permanent/temporary effects): neglect, abuse,
witnessing abuse, parent mental health, bullying, language, social isolation, basic
needs unfulfilled etc.
1. Two methods to consider emotions as school
A. Erikson’s theory of
emotional development
(1968)
- Stages of emotional
development throughout the
lifetime: continuous
development throughout the
lifetime.
- Bio-psycho-social model:
ego development (your characteristics are a result of the society and of yourself)
- 8 stages through life, characterised by age range, developmental task, virtue
arising (each is defined by an age specific crisis, with age specific concerns; each
stage builds on the earlier stages and influences the following stages; not
categorically different). With age, the duration and start of later stages become a bit
blurred, as there are individual differences in the earlier stages of emotional
development. (biological, social, psych. Influences)
- Erikson’s stages of childhood, as shown in table: attachment to primary caregiver –
others should be considered too
- Stages of emotional development: Hope -> will -> purpose -> competence ->
identity
- A ‘healthy emotional development ‘should look like this & we need to emphasise the
opportunities that children need to develop these emotional stages:
• Hope (baby)
, – Cared for, cuddled, fed, kept clean = adults are responsive and
trustworthy
• Will (toddler 1 +)
– Supported, allowed to explore and investigate = confidence
and independence
• Purpose (young child 3+)
– Encouraged, given tasks, given choices (essential, leads to
cooperation) = a sense of purpose, skills, abilities
– dialectic?
• Competence (child, 5+)
– Learn, find and use areas of strengths, structured play,
understanding rules = sense of competence and
industriousness, trying, learning
– Dialectic: high self-esteem, or inferiority
– healthy sense of self-esteem involves the understanding that you cannot
do some things yet, which shouldn’t be critiqued.
– Persistence is an essential virtue at this age
• Identity (older child, 9+)
– Opportunities to develop own ideas, ideals and goals, allowed to “test out”
different selves = a positive sense of individual identity
– We don’t want either extreme type of identity: non-flexible self-image /
confusion about who they are.
– They can test out multiple group identities at this age, temporarily, which
helps the formation of their self-identity
With negative experiences…. (crises resolutions are negative)
• Hope : Mistrust, fearfulness, insecurity
• Will : Passivity, shame, fear, impulsivity
• Purpose : Guilt, fearfulness, dependence, reluctance,
restricted play and imagination,
• Competence : Inferiority, sense of defeat, doubts
