Children try to do things themselves and start learning about rules (Erikson, 1950).
Let children make small choices; praise effort; play together often (Erikson, 1950; Vygotsky, 1978).
Use play-based learning; let children choose activities; give positive feedback (Piaget, 1952; Vygotsky, 1978).
Erikson: Autonomy vs Shame (1–3), Initiative vs Guilt (3–6) (1950); Piaget: Preoperational (1952); Vygotsky (1978); Kohlberg: Pre-Conventional (1981).
Children want to succeed in school and with friends. Success builds confidence (Erikson, 1950).
Support hobbies and chores; give praise; help solve problems calmly (Erikson, 1950; Piaget, 1952).
Teach with real-life examples; use teamwork; praise progress not just results (Piaget, 1952; Kohlberg, 1981).
Erikson: Industry vs Inferiority (1950); Piaget: Concrete Operational (1952); Kohlberg: Conventional (1981).
Children want to succeed in school and with friends. Success builds confidence (Erikson, 1950).
Support hobbies and chores; give praise; help solve problems calmly (Erikson, 1950; Piaget, 1952).
Teach with real-life examples; use teamwork; praise progress not just results (Piaget, 1952; Kohlberg, 1981).
Erikson: Industry vs Inferiority (1950); Piaget: Concrete Operational (1952); Kohlberg: Conventional (1981).
Adults form close relationships and build careers. Success brings love and purpose (Erikson, 1968).
Support building strong relationships and independence; give emotional and practical support (Erikson, 1968; Arnett, 2000).
Use real-world projects; support career learning; treat learners as equals (Arnett, 2000; Knowles, as cited in Merriam & Bierema, 2014).
Erikson: Intimacy vs Isolation (1968); Arnett: Emerging Adulthood (2000); Kohlberg: Post-Conventional (1981).
Adults care for others and want to help the next generation (Erikson, 1968).
Encourage mentoring roles; support career changes; maintain health habits (Erikson, 1968; Levinson, 1978).
Allow flexible learning; respect experience; connect learning to work and mentoring (Levinson, 1978; Erikson, 1968).
Erikson: Generativity vs Stagnation (1968); Levinson (1978); Kohlberg: Post-Conventional (1981).
Older adults reflect on life. Feeling proud brings peace; regrets bring sadness (Erikson & Erikson, 1997).
Talk about memories; encourage sharing stories; support social contact (Erikson & Erikson, 1997; Peck, 1968).
Provide easy access classes; allow story sharing; use peer and group learning (Erikson & Erikson, 1997; Carstensen, 1992).
Erikson: Ego Integrity vs Despair (1997); Peck (1968); Carstensen: Socioemotional Selectivity Theory (1992).
This website contains an evolving group of small projects; some are organized here, like Teaching Jobs Taiwan and Educator Reflections. While others that are available, like Lifetime Development and the Climate Clock(below), are included for their potentially extraordinary positive educational impacts.
As many of us know, from research and real-world examples, small changes can lead to big impacts.