Cherry Kendra contends that “Erikson's eight-stage theory of psychosocial development describes growth and change throughout the lifespan, focusing on social interaction and conflicts that arise during different stages of development”. Addressing stages 4, 5, and 6 with relation to classroom management and discipline strategies and techniques that will help to positively address the issues children encounter during the middle childhood and early adolescences years will help educators provide positive experiences that will assure positive development for children. In Erikson’s view, these conflicts are centered on either developing a psychological quality or failure to develop that quality, thereby creating a potential for personal growth that is high or the possibility for failure. Cherry Kendra indicates that “Erikson held that each stage of development involves the skill of overcoming of a conflict. Accomplishment or failure in dealing with conflicts can impact overall functioning”. She further states that, “Erikson believed that development of personality is accomplished within a series of stages” and that “within each stage, people experience a conflict that will serve as a turning point in development”. Kendra further contends that “each stage in Erikson’s theory is concerned with becoming competent in an area of life and if the stage is handled well, the person will feel a sense of mastery, which he sometimes referred to as ego strength or ego quality”. Accordingly, if the stage is managed badly, the person will come out with a sense of failure”.
Educators also need to understand and use instructional strategy such as scaffolding, and curriculum designs approaches like product, process, praxis, and context. Once they have a strong understanding of how the implementation of these approaches will affect classroom practices, they will begin to make an impact