This stage, according to Erikson in Chapter II of
Identity:
Youth and Crisis
, is characterized by the crisis that occurs due to an emerging autonomous will, more often referred to as the “terrible twos”. One of the issues, therefore, is what kinds of limits to put on a toddler without inhibiting his/her sense of autonomy. Stifling a child will lead to a restrained, uncomfortable person.
Activities
Possible “sharing circles” topics that I can suggest are: “A time when you were punished and did not deserve it”; “A time when you were punished and should have been”; “A time when you were not punished and should have been . . . ”
Another way to get kids to think about autonomy and doubt is to talk about why we have rules. Give them the types of rules: traffic and safety laws, protection of moral standards, rituals and traditions, and taboos and then have them supply examples. Students can then discuss how rules protect and also inhibit their behavior. This could be done as a journal also.
Finally have students think about what rules they would set down for a 2 year old. What things would you insist upon? Would you spank and when? Have students put these ideas on newsprint so that students can exchange papers and write their reactions to each other’s rules. Make sure they think about what kinds of rules would either be too strict or too loose. Keep the newsprint pages for the day that parents come in to talk about two year olds and discipline.
Readings
Trio for Three Gentle Voices
. Harold Brodkey
This story depicts two very different child-rearing styles and brings up the issues of limit-setting. It could easily lead to a discussion of spanking/beating.
A&P.
John Updike
A clerk in a supermarket walks off his job in defense of a principle, sacrificing his job and his parents’ approval without gaining any heroic rewards.
