sk at school or in her extra curricular actives, which enforces her to resolve her psychosocial crisis in the way of industry. This encourages her to do well in school and at her physical activities because she knows she will be acknowledged and rewarded for her hard work and achievements.In Megan’s’ last developmental stage of Early School Age, as defined by Erikson, she has seemed to have resolved her psychosocial crisis of initiative vs. guilt towards the positive of initiative. A child in this stage should continue to become more assertive and to take more initiative, but may be too forceful, leading to guilt feelings. She is always trying to discover new things and never fails to ask for explanation of something if she doesn’t understand it. There are many a times that Megan will be very egger and anxious to do something or get somewhere, from going to school to playing a game or completing her homework. She can be very motivational when there is something she wants accomplished. She is very goal oriented when the goal involves a positive outcome for her.Megan also completed her last stage with a strong grasp on the prime adaptive ego quality of purpose. She demonstrates her sense of purpose in many of her daily activities, not only in her school activities where she follows directions to complete assignments, but also in her recreational activities, like tag or hide-n-seek for example. In those games there is a direct goal, not get tagged or found, which would result in losing the game and becoming the “it” or person in which then must tag or find someone else to fulfill the position. Another example of Megan’s success in the previous stage is her ability to work well with playmates and compromise, as she demonstrated so well while playing jump rope with other girls in her class. They began to argue over who would turn the rope and who would be the first to jump, Megan offered to turn the rope, ...
