NAMA JABATAN / UNIT: JABATAN ILMU PENDIDIKAN

INSTITUT PENDIDIKAN GURU KAMPUS BAHASA ANTARABANGSA

LEMBAH PANTAI, 59200 KUALA LUMPUR
TUGASAN KERJA KURSUS
(INDIVIDU)

Nama : GRACE ANGEL GEORGE

Angka Giliran : 2020212350046

Nombor Kad Pengenalan : 011008120060

Kumpulan/Unit : PISMP TESL C AMBILAN JUN 2020

Kod dan Nama Kursus : EDUP3023 CHILD DEVELOPMENT

Nama Pensyarah : DR LOW SUET FIN ([email protected])

Tarikh Hantar : 26.10.2020

Tarikh Diterima :
(Diisi Oleh Pensyarah)

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dan ringkasan yang setiap satunya saya jelaskan sumbernya.

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fahami.

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Tarikh :

Catatan : Pastikan pensyarah telah memberi maklum balas di dalam tugasan kerja
kursus pelajar.
INTRODUCTION

Erik Erikson is best known for his well-known theory of psychosocial development
and the concept of the identity crisis. His theories marked a significant shift in thinking
on personality instead of focusing merely on early childhood events, his psychosocial
theory looks at how social influences contribute to our personalities throughout our
entire lifetimes. According to Erik Erikson’s eight development stages, two conflicting
ideas will be introduced in each development stages. Successful accomplishment of
each stage results in a healthy personality as well as gaining the basic virtues. Basic
virtues are characteristic strengths which can be used to overcome the following
crises. Failure to successfully complete a stage can result in a reduced ability to
complete further stages and therefore will promote an unhealthier personality and
sense of self. These stages, however, can be resolved positively at a later time.
According to Erik Erikson (1958, 1963), these crises are psychosocial nature because
they involve psychological needs of the individual conflicting with the needs of society.
Erik Erikson’s eight stages of psychosocial development include trust vs. mistrust,
autonomy vs. shame/doubt, initiative vs. guilt, industry vs. inferiority, identity vs. role
confusion, intimacy vs. isolation, generativity vs. stagnation, and integrity vs. despair.

From the early years, children are born with the essential and desire to connect
with those around them. Parents or teacher who establish positive relationships with
children from birth until their adult years, value their diverse cultures and languages,
they will feel safe and secure which is the foundation for healthy social and emotional
development. This process affects how children understand the world, express their
thoughts, manage their emotions as well as creating positive relationships with others.

As Jordan’s teacher, developing social and emotional development is important for

a positive grow in him. This is because, children’s social and emotional development
affects their overall health and learning. Research indicates that children who are
mentally healthy tend to be happier, show greater motivation to learn, have a more
positive attitude toward school, more eagerly participate in class activities, and
demonstrate higher academic performance than less mentally healthy peers (Hyson
2004; Kostelnik et al. 2015). However, in Jordan cases, he exhibits social and
emotional difficulties as he is facing some trouble following directions and participating
in learning activities in the school compared with the other healthier peers. As a result,
this likely lead to suffer rejection by classmates, have low self-esteem, do poorly in
school, and be suspended (Hyson 2004; Kostelnik et al. 2015). Thus, as his teacher,
I must find an initiative that could help him build and foster his social-emotional
development relating to Erik Erikson’s theory and help him to accomplish the stage
that he is facing to overcome his crises.

BODY OF CONTENT

Jordan, a 9-year-old boy, begins to compare himself with his other peers to see
how he measure up. He always feels inferior and inadequate because he is easily
intimidated as the number of the other children makes his life more dejected by teasing
him. This made him don’t get along with them as he enjoyed to do work alone and
would never open up to any discussion when he is in a group work. Other than that,
he also hides himself at the canteen alone and does not answer teacher’s questions.
Based on Erik Erikson’s theory, Jordan is facing the task of industry vs. inferiority stage
4.

Based on Jordan’s behaviour, he probably did not receive the proper social-
emotional development bonding with his parent at the early years which relates to Erik
Erikson’s theory trust vs mistrust psychosocial stage 1. This stage is the most
important period of child’s life as it begins at birth until the child age is around 18
months old. At this age, the child shapes their view of the world as well as their overall
personality. They are almost entirely dependent on their parents. Hence, it should
come as no surprise that how parents interact with their babies has a profound effect
on both of their physical and mental health. Failed to proceed the first stage of Erik
Erikson’s theory of development occurs to Jordan’s behaviour.

In stage 4 of industry vs inferiority, a child begins to work hard academically

and gain competence in various areas of activity. This is also a time when the child is
praised reaching for achievement. As Jordan’s teacher, I must acknowledge clearly
his behaviours that would indicate positive outcomes of stage 4 industry vs inferiority.
One of the things that I can help him to attain positive social-emotional development
is to promote student’s recognition by giving him a praise when he tries to be involved
in a group discussion. This is because, praise has the ability to improve students’
academic or behavioural performance but only if the students finds it reinforcing (Akin-
Little et al., 2004). Unlike Jordan, who is having an issue to connect with his peers
during group discussion, he is probably lacks of confidence which makes him easily
to feel intimidated. An example of a positive praise to say to him during group
discussion are “I'm proud of the way you worked today” or “Keep working on it, Jordan.
You're good”. At the same time, showing him positive body language, such as smiling,
looking directly at him, standing close, listen to him carefully, and assisting when
needed will let him know that his work is recognized and valued. Therefore, praising
him will develop his sense of competence and confidence which leads to industry.
Through industry, Jordan will feel good about itself and his ability to succeed as well
as it gives him motivation to pursue opportunities to learn resulting in increased effort,
more practice, faster skill development and ultimately higher achievement (Aunola et
al, 2006).

Other than that, providing Jordan with assistance and encouragement will also
help him to overcome his struggles. This is because, encouragement is a process that
focuses on the individual’s resources and potential in order to enhance self-esteem
and self-acceptance (Dinkmeyer and Eckstein, 1996). Jordan who is currently facing
the stage 4 industry vs inferiority looks up to the others opinion which makes him barely
answers the teacher’s questions as he is scared that his answers might be wrong and
his peers will make fun of him. By providing him with assistance and encouragement,
he will begin to feel industrious and confident in his ability to answer any question that
is given to him. An example to provide assistance and encouragement to Jordan is by
having a small learning targets as well as involve him to participate fun activities in the
class that promote communication such as turn-taking reading sections out loud.
When doing this activity, always make his opinions valuable to make him feel his
participation in the class is important. Hence, being motivated through collaboration,
teacher enthusiasm, and encouragement will make him value himself for his
achievements alone (David, 2007) as well as making him feel that he can pursue his
task very well which may promote sense of industry in him.

However, a crisis could also happen while trying to deal with Jordan’s
behaviour. One of the instances that could occurs which makes me unable to help
Jordan grow positive social and emotional development is by having a high
expectation on him. Having high expectations provide tasks that are engaging and of
high interest enables students build self-esteem, increase confidence and improve
academic performance (Brophy, 2008; 2010). However, If I set the expectations too
much or out of control, Jordan would not be able to develop the specific skills as he
feels it is too demanding. As a result, if he failed to perform task that is given, he will
feel that he is not capable enough and may develop a sense of inferiority. Through
inferiority, Jordan will feel less than the other children in the class and may cause him
to overcompensate his perceived weaknesses.

CONCLUSION

Erik Erikson’s theory offers a great insight into how the development in child
works by stages. The industry vs. inferiority stage is as important as any previous
stage, especially since it draws the child out into self-exploration and makes him relate
to other people. As Jordan’s teacher, I must understand that the key to successfully
passing through this stage of psychosocial development is to have balance in praising,
provide assistance and encouragement as well as setting expectation in him. Praising
students for reaching for achievement as well as providing assistance and
encouragement are important to promote as it attains positive social-emotional
development. However, I must be aware to not set too much high expectation as it
could lead to inferiority. It is an important duty for me as his teacher to be able to
managed his crisis properly. By this, it will encourage Jordan to build his confidence
as well as capable of making his own decisions and does that according to his abilities
which lead him to industry.
REFERENCES

1. Gary W Ladd. (2007). Social Competence: An Important Educational Objective.

Asia Pacific Journal of Research in Early Childhood Education. Vol 1. No 1 Pp 3-37.

2. Damon E. Jones et all. (2015). Early Social-Emotional Functioning and Public

Health: The Relationship Between Kindergarten Social Competence and Future

Wellness. American Journal of Public Health 105(11): 2283-2290.

3. Boyd, Judi & Barnett, William & Bodrova, Elena & Leong, Deborah & Gomby,

Deanna. (2005). Promoting Children's Social and Emotional Development Through

Preschool Education.

4. Malti, Tina & Noam, Gil. (2019). Social-emotional development: From theory to

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5. Hawkins, S. M., & Heflin, L. J. (2011). Increasing secondary teachers’ behavior

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