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Avery was given the opportunity to learn a skill (playing piano) at a very young age while living in a loving and nurturing home. In Erikson's stage of second stage of development, autonomy verses shame and doubt, the child was hesitant to learn a new skill from a piano teacher and did not have any confidence that the skill would be learned. The crisis is between courage to learn a skill autonomously (without parental help) and develop a healthy sense of self worth.
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Avery shows independence, confidence and a healthy sense of self worth just after 2 piano recitals. The child's commitment to practice her piano piece was challenging. In Erikson's third stage of development, initiative verses guilt, the child (age 4) learns the importance of taking the initiative and appreciating her piano practice effort. She built rapport with her piano teacher. The crisis is between the circumstances of not practicing and preparing for her performance.
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Avery is asked to learn about the role music has played in our culture, and other musical instruments. She is interested in exploring other musical repertoires appropriate for her age. In Erikson's fourth stage of development, industry vs inferiority,
Avery is starting to apply her basic piano skills and has developed the skills to enhance her cultural experiences. The crisis is between advancing to a higher musical skill or being influenced by other children her age in school. -
Avery has been offered the opportunity to study music upon entering high school. She has 3 close friends that will not be able to join her. In Erikson's fourth stage of development, identity vs identity confusion, Avery finds herself torn between pursuing a musical career at a very young age or enjoying her time with friends. The crisis is choosing between a professional skill that will serve Avery a secure future and the desire to have fun with her friends.
