ABSTRACT
According to Erikson (1982), middle childhood is the period in which children develop a sense of industry versus inferiority. In most cultures in the world, it is the time when children begin to learn the skills needed for survival and gainful adult employment. It is also the time when children learn the skills associated with crafts and other valued activities that individuals will engage in for the rest of their lives. It is the time when habits of behavior critical for health and competence in valued domains are solidified. Finally, it is the time when skills are being learned that will form the basis for personal identities and self-esteem. Many theorists have argued that humans need to feel competent, valued, socially connected, and autonomous. Participation in, and mastery of, the skills associated with success in one’s culture lay the groundwork for these feelings. In many cultures, middle childhood is the time when such participation and mastery moves outside of the family unit and into the larger cultural frame. This is also a time when children begin their formal schooling and start participating in organized skill-based activities outside of the home. In other cultures, this is the time when children begin to participate in “work” of their society-when they begin training for the adult roles they will be expected to move into when they reach adolescence and adulthood.
