If the class works well together, split it into triads and do a value clarification exercise called “Value focusing”. Each student completes these two sentences: I trust people in groups when . . . . I mistrust people in groups when . . . . While Student A is sharing her/his feelings and ideas, Student B is responsible for drawing her/him out. Student C acts as recorder. All three switch roles until each student has played each part. (Note: there are dozens of trust activities that would be appropriate to introduce the stage.)
After the initial warm-up students should read aloud the Erikson material (see bibliography for suggested readings). Talk about the importance of building a consistent, dependable relationship with a parent and the consequences for the infant if that is missing. Explain the development that occurs during the period of infancy—walking, talking, and the inherent separation fears that go hand-in-hand with each accomplishment. Show how important both sides of the polarity are so that the child resolves the conflict.
When students understand what Erikson is stating, invite several parents and infants (one-year olds) to class in order to give the kids a chance to see infants in action and to question parents about the behaviors they have learned about in order to more fully understand the parent-child relationship at this age. It never fails that at least one of the little kids will charm the big kids and break the ice between the parents and students. Students can then try several experiments with a child: What happens when a parent leaves the room? What captures a child’s interest? How long does a child relate to a stranger before returning to a parent?
Another important component of this course is literature. A short story, novella, or play can be used to illustrate the conflict within each stage. I have used Anais Nin’s “The Mouse” in connection with the “Trust-Mistrust” stage. It shows the results of extreme mistrust by presenting a character who is helpless, passive, and fearful. Through her relationships with her employer, boyfriend and neighbors, the Mouse effectively demonstrates how easily mistrust can cripple a person.
In teaching this story have students outline the incidents that occur so that they can examine the relationships. Why does the Mouse end up where she does? What happens to the Mouse? Why do you think that? What social factors contribute to her situation? What evidence is there of the Mouse attempting to trust? An essay idea that integrates the story and the Erikson material is to have the students re-write one aspect of the story as if the Mouse had resolved her trust-mistrust conflict.
Having gone into some detail for the first stage I will give briefer accounts of how to teach the remaining seven stages. What I tried to do for each stage was to give students a variety of activities to illustrate the materials and then integrate it:
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1. an opening warm-up that draws from their own experiences that introduces the concepts of the stage
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2. a reading of Erikson identifying vocabulary and major points
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3. an opportunity to interact with people of the age group connected to the stage
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4. a reading that illustrates the emotional issues
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5. an assignment that integrates all the material.
