ncy to old age. Three of these stages occur during early childhood. These three stages are learning to trust others outside their families; learning to gain independence and self-control; and learning to take initiative and assert themselves in socially acceptable ways (Dodge and Colker 5). The Creative Curriculum uses teachers to guide and encourage children's development through these stages.
Erikson's theory on the socio-emotional development of children generates the following conclusions. Children can be expected to learn to trust others (their teachers) when the teachers follow a consistent schedule (which still allows for some flexibility), are consistent in keeping their promises and plans which they have announced to the children, have contact with each child during the time the child is in school, and find and make positive comments to each child about their play and activities (Dodge and Colker 6). Children will increase their self-esteem and become confident individuals when their teachers support and value their play activities, allow them developmentally appropriate objects to play with and manipulate, give them materials which will challenge and support their ability levels, give praise for each child's efforts, help to control and direct the children's frustrations, and encourage the children to complete the projects they have begun. If the teachers provide each child with enough opportunities for creative expression, allow for the free exploration of the child's environment, allow the child to interact with "messy" materials (sand, water, paint) without being concerned with the mess which the child makes of himself, allow the child to work independently, and encourage make-believe play, problem-solving, and risk-taking then each child will develop self-motivation and initiative.
The authors base their philosophy on Erikson's stages of socio-emotional development. Erikson was a student of Piaget. Piag...