标题：埃里克森儿童发展研究院
埃里克森
  爱利克·埃里克森（Erik H Erikson，1902—1994）美国神经病学家，著名的发展心理学家和精神分析学家。他提出人格的社会心理发展理论，把心理的发展划分为八个阶段，指出每一阶段的特殊社会心理任务；并认为每一阶段都有一个特殊矛盾，矛盾的顺利解决是人格健康发展的前提。
著作　1950　《儿童和社会》
1958　《少年路德：精神分析和历史的研究》
1964　《领悟与责任》
1968　《同一性(青少年与危机)》
1969　《甘地的真理：论好战的非暴力根源》
1973　《共同点的研究》
1974　《新的同一性维度》
1975《生命历史与历史时刻》
1977 《玩具和理由:经验仪式化的阶段》
1979 《同一性与生命周期：一种新观点》
1982 《生命周期的完成》
1986 《老年人的重大事件》
著名的人格发展八阶段论
第一阶段 获得基本信任感克服基本不信任感
从出生到十八个月左右是婴儿期。这是获得基本信任感而克服基本不信任感阶段。所谓基本信任，就是婴儿的需要与外界对他需要的满足保持一致。这阶段婴儿对母亲或其他代理人表示信任，婴儿感到所处的环境是个安全的地方，周围人们是可以信任的，由此就会扩展为对一般人的信任。
第二阶段 获得自主感而避免怀疑感与羞耻感
从十八个月到三、四岁是童年期。这是获得自主感而避免怀疑感与羞耻感阶段。个体在第—，阶段处于依赖性较强的状态下，什么都由成人照顾。到了第二阶段，儿童开始有了独立自主的要求，如想要自己穿衣、吃饭、走路、拿玩具等，他们开始去探索周围的世界。这时候，如果父母及其他照顾他们的成人，允许他们独立地去干一些力所能及的事情，并且表扬他们完成的工作，就能培养他们的意志力，使他们获得了一种自主感，能够自己控制自己。
相反，如果成人过分爱护他们，处处包办代替，什么也不需要他们动手；或过分严厉，这也不准那也不许，稍有差错就粗暴地斥责，甚至采用体罚。例如，孩子由于不小心打碎了杯子，尿湿了裤子，成人就对其打骂，使孩子一直遭到许多失败的体验，就会产生自我怀疑与羞耻之感。
第三阶段　获得主动感而克服内疚感
四到五岁是学前期。这是获得主动感而克服内疚感阶段。个体在这阶段的肌肉运动与言语能力发展很快，能参加跑、跳、骑小车等运动，能说一些连贯的话，还能把自己的活动扩展到超出家庭的范围。除了模仿行为外，个体对周围的环境(也包括他自己的机体)充满了好奇心，知道自己的性别，也知道动物是公是母，常常问问这，动动那。这时候，如果成人对于孩子的好奇心以及探索行为不横加阻挠，让他们有更多机会去自由参加各种活动，耐心地解答他们提出的各种问题，而不是嘲笑；禁止，更不是指责，那么，孩子的主动性就会得到进一步发展；表现出很大的积极性与进取心。
第四阶段　获得勤奋感而避免自卑感
从六岁到十一、二岁是学龄初期。这是获得勤奋感避免自卑感阶段。学龄初期儿童的智力不断地得到发展，特别是逻辑思维能力发展迅速，他们提出的问题很广泛，而且有一定的深度。他们的能力也日益发展，参加的活动已经扩展到学校以外的社会。这时候，对他们影响最大的已经不是父母，而是同伴或邻居，尤其是学校中的教师。他们很关心物品的构造、用途与性质，对于工具技术也很感兴趣。这些方面如果能得到成人的支持、帮助与赞扬，则能进一步加强他们的勤奋感，使之进一步对这些方面发生兴趣。 埃里克森劝告做父母的人，不要把孩子的勤奋行为看作为捣乱，否则孩子会形成自卑感，认为自己不如别人，应该鼓励孩子努力获得成功，努力完成任务，激发他们的勤奋感与竞争心，有信心获得好成绩；还要鼓励他们尽自己最大努力与周围人们发生联系，进行社会交往，使他们相信自己是有能力的、聪明的，任何事情都能做得很好，即使是参加赛跑，也会认为自己是跑得很快的。总之，使他们怀有一种成就感。
第五阶段 获得同一感而克服同一性混乱
从十一、二岁到十七、八岁是青春期。这一阶段的核心问题是自我意识的确定和自我角色的形成。
“同一性”这一概念是埃里克森自我发展理论中的一个重要组成部分，它具有非常广泛的含义。它可以理解为社会与个人的统一，个体的主我与客我的统一，个体的历史性任务的认识与其主观．愿望的统一；也可理解为对自己的过去、现在和将来，即在任何情况下都能够全面认识到意识与行动的主体是自己，或者说能抓住自己，亦即是“真正的自我”，也可称为“核心的自我”。
青少年对周围世界有了新的观察与新的思考方法，他们经常考虑自己到底是怎样一个人，他们从别人对他的态度中，从自己扮演的各种社会角色中，逐渐认清了自己。此时，他们逐渐疏远了自己的父母，从对父母的依赖关系中解脱出来，而与同伴们建立了亲密的友谊，从而进一步认识自己，对自己的过去、现在、将来产生 ——种内在的连续之感，也认识自己与他人在外表上与性格上的相同与差别。认识自己的现在与未来在社会生活中的关系，这就是同一性，即心理社会同一感。
埃里克森认为，这种同一感可以帮助青少年了解自己以及了解自己与各种人、事、物的关系，以便能顺利地进入成年期。否则就会产生同一性的混乱。如：怀疑自我认识与他人对自己认识之间的一致性；做事情马虎，看不到努力工作与获得成就之间的关系。同一性混乱，还表现在对领导与被领导之间的共同点与差异看不清，要么持对立情绪，要么盲目顺从等。在两性问题上也会发生同一性的混乱，认识不到两性之间的同一与差异等。
第六阶段 获得亲密感而避免孤独感
从十七、八岁至三十岁是成年早期。这是建立家庭生活的阶段，这是获得亲密感，避免孤独感阶段。亲密感，是人与人之间的亲密关系，包括友谊与爱情。亲密的社会意义，是个人能与他人同甘共苦、相互关怀。亲密感在危急情况下往往会发展为一种互相承担义务的感情，它是在共同完成任务的过程中建立起来的。
如果一个人不能与他人分享快乐与痛苦，不能与他人进行思想情感的交流；不相互关心与帮助，就会陷入孤独寂寞的苦恼情境之中。
第七阶段 获得创造力感，避免“自我专注”
这是中年期与壮年期，是成家立业的阶段。这是获得创造力感，避免“自我专注”阶段
这一阶段有两种发展的可能性，一种可能是向积极方面发展，个人除关怀家庭成员外，还会扩展到关心社会上其他人，关心下一代以至子孙后代的幸福。他们在工作上勇于创造，追求事业的成功，而不仅是满足个人需要；另一种可能性是向消极方面发展，即所谓“自我专注”，就是只顾自己以及自己家庭的幸福，而不顾他人的困难和痛苦，即使有创造，其目的也完全是为了自己的利益。
第八阶段 获得完美感而避免失望感
这是老年期，亦即成熟期。这是获得完美感，避免失望感阶段。如果前面七个阶段积极的成分多于消极的成分，就会在老年期汇集成完美感，回顾—生觉得这一辈子过得很有价值，生活得很有意义。相反，如果消极成分多于积极成分，就会产生失望感，感到自己的一生失去了许多机会，走错了方向，想要重新开始又感到为时已晚，痛不胜痛，于是产生了—．种绝望的感觉，精神萎靡不振，马马虎虎混日子。
埃里克森在分析每个阶段肘，都提出一些积极的建议。例如，他认为，一个人不应该对任何人都信任，不信任感也有一点用处，有了不信任感后，对于外界的危险会有一种准备，对于外界不愉快的事情可有一种预期，否则一遇社会挫折就感到不可思议或束手无策，不利于自我的成长。但埃里克森认为，在人际关系中信任与不信任感要有一定的比例，信任感应该多于不信任感，以有利于心理发展。
他还认为，自主感也不能无限制地发展，也必须有—定的怀疑感与羞耻感，如果过分相信自己，以后就不容易适应社会准则，变得独断孤行。埃里克森认为，自主感应强于怀疑感与羞耻感。儿童的勤奋感中也应该有一点失败的经验，以便今后能经受住失败的挫折，但又不能过分地经常地遭受失败，经常失败就会产生自卑感。
埃里克森儿童发展研究院
英文名Erikson Institute，因为其专注于儿童发展方面的研究，故在其中文译名为“埃里克森儿童发展研究院”。它的专业性体现在其官网上的一句话'graduate school in child development'
关于埃里克森学院
  在我们所做的一切事情中，埃里克森学院-----我国（美国）杰出的儿童发展方面的研究生院------致力于改善从出生到八岁的孩童的教育和护理！
1、我们培养早期儿童专业人员帮助孩子们丰富他们的潜能并帮助他们的家长；
2、我们评价并正确对待儿童的发展、行为、社会情感和学习方面的问题；
3、我们给有压力的家长以支持，并帮助他们树立信心；
4、我们改善芝加哥的学校；
5、我们提高学前学校和幼儿园的数学教育；
6、我们致力于关注婴儿和早期儿童的精神健康需要；
7、我们研究早期儿童项目区了解什么在发生作用及其原因
这只是我们致力于改善儿童和各个家庭生活所做的努力中的个案。我们通过以下行动来实现我们的使命：
1、学术项目：他们提供了有关早期儿童生长和发展的广博知识，这些知识对于有效地与年幼儿童相处是极为必须的；流畅的专业发展来增强在早期儿童领域工作的技能和有效性；
2、在线教育项目：扩展了高等教育的大门
3、直接的上门指导；
4、应用研究：正确定位了有效的早期儿童项目、实践和政策；
5、社区伙伴关系和行动：改善和拓展了在以下机构和地方的服务：学校、社会服务机构、儿童福利系统和健康服务中心、法庭以及更多的其他地方。
每年在全国，学院的教师、研究者们、校友和学生大约为四百万儿童提供服务。我们的使命  埃里克森学院（埃里克森儿童发展研究院）是一个独立的高等教育机构，它培养儿童发展专业人员的领导力。通过其学术项目，应用性研究，以及社区服务及参与，埃里克森（学院）能提高专业从业人员、研究者和决策者改善儿童及其家庭生活的能力。研究院是发现和变革的催化剂，它不断地将最新的儿童发展的科学知识及理论带进课堂，并传播给社区，使得服务于儿童和家庭的专业人员变得广闻博识、更用灵感、反应更灵敏。我们的价值观  从1966年成立以来，埃里克森（学院）就一直遵守非常稳固和凝聚力强价值观系列，这些价值观被理事会、教职员和学生所分享。
1、关系为基础的教育 埃里克森（学院）着力于使其教育能辨别所有学习中关系的重要性
2、对社会公正的决心 埃里克森（学院）寻求教育的平等和公正，并为所有的儿童和家庭呼吁
3、多元化 埃里克森（学院）培养专业人员能够与不同的种族、民族以及身体和精神能力不同的人共事
4、复杂性 研究院致力于理解和珍视生物学、心理学、文化的、历史的以及社会的因素之间的交互作用对孩子的影响
5、高标准、精益求精 研究生们一直抱怨说埃里克森（学院）的功课太折磨人，但是没有什么比这个更值得的了我们的影响力  从1966年成立以来，埃里克森（学院）就一直遵守非常稳固和凝聚力强价值观系列，这些价值观被理事会、教职员和学生所分享。
1、关系为基础的教育 埃里克森（学院）着力于使其教育能辨别所有学习中关系的重要性
2、对社会公正的决心 埃里克森（学院）寻求教育的平等和公正，并为所有的儿童和家庭呼吁
3、多元化 埃里克森（学院）培养专业人员能够与不同的种族、民族以及身体和精神能力不同的人共事
4、复杂性 研究院致力于理解和珍视生物学、心理学、文化的、历史的以及社会的因素之间的交互作用对孩子的影响
5、高标准、精益求精 研究生们一直抱怨说埃里克森（学院）的功课太折磨人，但是没有什么比这个更值得的了
我们的影响力
1、1400多名早期儿童专业人员在埃里克森（学院）获得了硕士学位和相应的证书
2、每年大约有2500名从业人员在我们的证书培训项目和专业发展项目进行培训。单在伊利诺伊州，他们所服务的儿童就有大约60000名
3、埃里克森（学院）员工们测评库克县教养中心的每一个五岁以下儿童，对儿童生活的主要给予者进行仔细的访谈，包括生物学上的父母、养父母和他们的伙伴。这些评价和面访谈用语决定孩子的治疗和放置及未来的法律地位
4、至少9000名4-5岁的芝加哥公立学校的儿童将受惠于他们老师所提供的更优质的数学课程，因为未来三年这些老师将参加埃里克森（学院）的早期数学教育项目
5、自从2003年以来，问题儿童工作网络（Fussy Baby Network）帮助了婴儿有啼哭、进食和睡眠问题的3000多个家庭，这个网络的服务和干预模式已被在五个州的六个不同的地方复制
6、我们的双学位实习项目—在儿童发展领域获取硕士学位，并在Loyola University 获取MSW 学位（硕士学位的一种）--------在每年服务超过20000名儿童和家庭的机构工作
7、我们在杜庞县（DuPage County）的第一个校外硕士项目正逐渐形成一个州立的学前-幼儿园教师证书项目，它每年在西部的市郊服务400多名高危儿童
8、12所芝加哥公立学校（至少服务于3500名学前期到三年级的学生）在我们的新学校工程（New School Project）接受专业训练。另外两所学校也将要加入这个工程
9、埃里克森（学院）的哈利儿童与社会政策研究中心（Herr Research Center for Children and Social Policy）提供了相关有价值的研究，它是关于五大湖及其以外地区的早期儿童问题对决策者和资助者的影响
10、我们拥有与伊利诺伊州教育局独一无二的联系，为州内所有的1300多个幼儿园前期项目提供精神卫生咨询服务
研究院快览
Established: 1966
Alumni: 1,770
Our graduates are leaders who serve children and families in every capacity. They head social service agencies, advocacy organizations, museums, hospital programs, and parent support initiatives. They are principals, Golden Apple Award-winning teachers, program directors, social workers, therapists, and researchers. They teach at every level from preschool to graduate school. They are working in these areas:  These are just a few examples of alumni leading efforts to improve early education, care, and childhood experiences.
Louise Beem, cofounder, DuPage Children’s Museum, and founder, early childhood care and education program at College of DuPageCarol Brunson Day, president, National Black Child Development Institute and former executive director, Council for Early Childhood Professional RecognitionLeon Denton, manager of Head Start, Salvation Army Child Care ProgramChipo Dyanda, deputy vice chancellor, University of ZimbabweToby Herr, founder and director of Project Match, a community-based employment program that recently won a MacArthur Award for Creative and Effective InstitutionsPat Manning, director of Child Life and Family Education, University of Chicago Children’s HospitalMolly McGrath, director of Baltimore City Department of Social Services Academic programs
The amazing physical, cognitive, and social-emotional development that takes place in the first eight years sets the foundation for success in learning and life. That’s why all Erikson programs instill a deep, interdisciplinary knowledge of all aspects of that growth. Our students focus on how family, culture, and community shape development—and how their own culture influences relationships with the children they serve. They learn to continually reflect on their interactions, making them more effective practitioners.
Programs offered
Master of science degrees
child developmentwith optional specializations in infancy, administration, infancy and administration, or child lifechild development/master of social work(dual degree program in collaboration with Loyola University Chicago)early childhood educationleading to Type 04 teacher certification, with optional bilingual/ESL specializationonline master's in early childhoodeducation for experienced educatorsCertificate programs
Irving B. Harris infant specialist certificate, with specializations in prevention/early intervention and infant/toddler child careIrving B. Harris infant mental health certificateBilingual/English as a second language certificateDoctorate in child development(in collaboration with Loyola University Chicago)
See programaccreditation information &raquo;
Students by the numbers
In fall 2010, Erikson enrolled approximately 225 masters, 15 doctoral, and 70 certificate students. Together, they present the following profile:
Women: 97% Students of color: 34% Average age: 30 Age range: 21–62 States represented: 20 Countries represented (outside U.S.): 9 Professional development
Erikson’s broadest impact is throughprofessional development opportunities. Each year nearly 2,500 early childhood professionals sharpen their skills and enhance their effectiveness in courses, workshops, seminars, and customized on-site staff development offered throughout the greater metropolitan Chicago area. These research-based learning opportunities focus on
· teaching and learning
· early intervention
· leadership and supervision
· infancy
Faculty
Ourprofessorsare recognized scholars and respected voices for children. Our faculty includes advisers to the U.S. Department of Education, a Fulbright senior scholar, award-winning researchers, pioneers of the infant mental health movement in Illinois, and more.
While actively teaching courses, they also bring their expertise to community through dozens of projects and community partnerships that support and enhance early childhood programs. These projects generate new knowledge and provide students with opportunities for hands-on experience in different areas of the field.
See experts guide &raquo;
Research
These scholars study important questions that shape the care and education of children. Some topics include:
early childhood assessment tools and methods after-school program effectiveness Early Head Start effectiveness preparing teachers to meet the needs of culturally, economically, and racially diverse students vocabulary acquisition among second-language learners impact of teachers’ math knowledge and language on children’s learning literacy development, particularly among urban students technology training for early childhood teachers parent support and efficacy parent-child psychotherapy effectiveness of services to families of children with special needs impact of excessive crying on infants’ development TheHerr Research Center for Children and Social Policyconducts original research and disseminates knowledge that that informs, guides, and supports effective early childhood policy in the Great Lakes region.
Community engagement
Putting knowledge about child development to work in the community is a vital part of Erikson’s mission. We do so through an ever-growing variety of projects and partnerships. A few are listed here:
Center for Children and Families
A multidisciplinary team provides comprehensive, family-centered assessment and treatment for children birth to age eight with behavioral, social-emotional, learning, and developmental issues.
Early Mathematics Education Project
Young children get a better grounding in math concepts as this project coaches 100 preschool and kindergarten teachers to bolster their proficiency and help them weave math's big ideas into classroom activities.
Illinois Department of Children and Family Services Early Childhood Unit
DCFS contracted with Erikson to administer developmental screenings for all children ages birth through five entering the foster care system and assess their biological parents and foster caregivers, to determine required services.
Infant and Early Childhood Mental Health Consultation Project
This project enhances the capacity of Prevention Initiative (birth to three) and state pre-K program staff to promote infant's and young chldren's mental health and school readiness.
Herr Research Center for Children and Social Policy
The center informs, guides, and supports effective early childhood policy in the Great Lakes region with original research regional and dissemination of knowledge that promotes the well-being of young children.
New Schools Project
This project brings Erikson’s early childhood expertise directly into pre-K through third grade classrooms in the Chicago Public Schools. Consultants partner with schools to establish positive learning environments so children experience school success.
See more research and community projects &raquo;
See experts guide &raquo;
Services for children and families
Center for Children and Familiesprovides comprehensive, family-centered assessment and treatment for children birth to age eight with behavioral, social-emotional, learning, and developmental issues.
Fussy Baby Networkprovides telephone support and home visits for parents struggling to cope with an infant that cries inconsolably. The network also Spanish-language support and services to parents in immigrant communities.研究院历史Erikson Institute, a private graduate school and research center, was established in 1966 in response to the critical need for early childhood professionals to staff the nation’s expanding programs for young children.
Three prominent child advocates—child psychologist Maria Piers, social worker Lorraine Wallach, and educator and activist Barbara Taylor Bowman—launched the institute with the support of businessman and philanthropist Irving B. Harris.
Each believed that a comprehensive understanding of child development was fundamental to the task of helping children reach their potential. They recognized a demand for well-trained early childhood teachers to work in newly launched Head Start programs. Harris and Piers went to Washington D.C. in late 1965 to seek funding for the school they had in mind. The response they received was promising but for months, no funds were forthcoming. Ultimately, Harris told Piers and her colleagues that he would cover costs if they went ahead.
The school—originally known as the Chicago School for Early Childhood Education—enrolled its first class of 16 student in the fall of 1966. Classess were held in the Hyde Park Bank building. In 1967, the school formed an affiliation with Loyola University Chicago to grant a master’s degree. In 1969, it was renamed forErik Erikson(1902–94), the German-born psychoanalyst and former colleague of Piers who first proposed that children are not simply biological organisms but also products of society’s expectations, prejudices, and prohibitions.
A unique approach
To prepare students to understand the whole child, the founders recruited faculty from early childhood education, administration, cultural anthropology, clinical and developmental psychology, pediatrics, and social work. The curriculum emphasized developmental psychology, biology, and social science in addition to more traditional disciplines.
Their vision was to create a multiethnic, interdisciplinary group of early childhood practitioners, educators, administrators, and community leaders committed to delivering the very best care and early education to young children and their families. These leaders would work as advocates for children at risk for school failure and developmental harm.
The method Erikson’s founders chose for preparing these leaders was unique, and it remains so today: relationship-based, theory-driven, self-reflective practice. From the start, Erikson emphasized the centrality of relationships in all learning and in successful intervention with families and community and institutional systems. Through small-group seminars and faculty mentoring, the Institute led students to examine their own responses to children, families, and professionals, instilling the habit of professional self-reflection. Internships are required so students hone their skills and see how lessons apply in the field. This intensive approach linking theory and knowledge to practice has become the gold standard in the field.
Following the same rigorous approach, Erikson added a Ph.D. program and dual degree program in child development with Loyola, as well as several certificate programs and master’s degree options. After several years of granting master’s degrees independently, Erikson received full accreditation from the North Central Association in 2000.
Community initiatives and applied research
From its earliest days, Erikson Institute has worked well beyond the classroom walls. Faculty trained Native American teaching staff in Head Start programs on reservations, consulted with inner-city day care centers, helped develop child life and family education programs at local hospitals, and produced educational videos, articles, and booklets for a wide range of audience. Today Erikson continues to provide professional development, consultation, and direct service to schools, service agencies, courts and lawyers, medical clinics, and many other community settings.
Erikson’s applied research programs also address community needs and focus on systems change. Faculty and researchers have established a literacy initiative to explore the preschool origins of reading and writing; examined the efficacy of early childhood intervention programs; researched the impact of violence on children and developed prevention programs to help children cope with violence; and measured the unmet need for mental health services among infants.
In an era of declining quality of urban public education, teacher education and curriculum change have been a major focus for the Institute. For nearly 20 years, Erikson has teamed with the Chicago Public Schools on many initiatives to improve teaching and learning and create an educational bridge between the preschool and elementary grades.
In 2005, theHerr Research Center for Children and Social Policywas launched with new support from Jeffrey Herr and several foundations to channel Erikson’s applied research into the policy arena. TheFussy Baby Network—Erikson's first program to directly serve families—was launched in 2003 and joined in 2009 by theCenter for Children and Families.学术项目Erikson Institute offersmaster’s degreesand graduatecertificate programsas well as adoctoralprogram in conjunction with Loyola University Chicago, all focused exclusively on early childhood development.
Complementing these programs, we offer a wide range ofprofessional developmentopportunities to enhance the skill and knowledge of an equally broad range of professionals who teach, care for, or work with young children.
All of our programs feature: A holistic, multidisciplinary approach that covers all dimensions of child development from birth through age eight, within the context of family, culture, and community; a relationship-based approach to working with children and families; a focus on self-reflection to build your practical skills and professional self-awareness; a faculty nationally known for excellence in teaching, applied research, and community engagement on behalf of children and families; small classes and close relationships among faculty and students; a diverse and experienced student population; a supportive professional network that includes hundreds of contacts in early childhood, public education, social service, legal, and medical communities nationwide; and a convenient location in the heart of Chicago, with ready access to all the cultural and professional amenities of a vibrant city that serves as a rich laboratory for intellectual inquiry in early childhood.师资Our faculty members are respected voices for children; their expertise is sought and heeded by the medical and legal community, state policymakers, national research and advocacy organizations, and Congressional committees.
Visit ourresearch sectionto browse recent facultypresentations, download researchpublications, and see all theprojectswhere they are actively generating and applying child development knowledge in the community.
Administration
Samuel J. Meisels, Ed.D.
President
Aisha Ray, Ph.D.
Senior vice president for academic affairs and dean of faculty
Professors
Barbara T. Bowman, M.A.
Irving B. Harris Professor of Child Development
Jie-Qi Chen, Ph.D.
Professor
Molly Fuller Collins, Ed.D.
Assistant professor
Pamela Epley, Ph.D.
Assistant professor
Jane Fleming, Ph.D.
Assistant professor
Linda Gilkerson, Ph.D.
Professor
Robert Halpern, Ph.D.
Professor
Jon Korfmacher, Ph.D
Associate professor
Gillian Dowley McNamee, Ph.D.
Professor
Luisiana Meléndez, Ph.D.
Clinical assistant professor
Tracy E. Moran, Ph.D.
Assistant professor
Frances Stott, Ph.D.
Barbara T. Bowman Professor of Child Development
Sharon Syc, Ph.D.
Clinical associate professor
Instructors
Victor Bernstein, Ph.D
Instructor
Stephanie Bynum, M.S.
Assistant dean for academic affairs
Jeanna Capito, M.S.
Instructor
Patricia Chamberlain
Instructor
Colette Davison, Ph.D.
Senior Instructor
Isabela Dos Santos Marchi, M.Ed.; M.S.
Instructor
Carey Halsey, M.S.Ed.
Senior Instructor
Megan Hillegass, M.S.
Instructor
Mary Hynes–Berry, Ph.D.
Senior Instructor
Rebeca Itzkowich, M.A.
Senior Instructor
Laurie Kabb, LCSW
Instructor
Pat Manning, M.Ed.
Instructor
Mary Marovich, M.Ed.
Instructor
Ann L Masur, Ph.D.
Instructor
Rebecca Mermelstein, Ph.D.
Instructor
Jennifer Rosinia, Ph.D.
Instructor
Center and program directors
Chip Donohue, Ph.D.
Director of distance learning
Jana Fleming, J.D., Ph.D.
Director, Herr Research Center for Children and Social Policy
Christine Maxwell, Ph.D.
Director, New Schools Project
Margret Nickels, Ph.D.
Director, Center for Children and Families
院长简介
Dr. Meisels has served as president of Erikson Institute since 2002. He holds the Irving and Neison Harris President’s Chair.
He came to Erikson after 21 years at the University of Michigan, where he is now professor and research scientist emeritus. Previously, he was a faculty member in the Department of Child Study and director of the Eliot-Pearson Children's School at Tufts. A former preschool, kindergarten, and first-grade teacher, he also served as senior advisor in early childhood development for the Developmental Evaluation Clinic of Boston's Children's Hospital. He holds a doctorate from the Harvard Graduate School of Education.
One of the nation's leading authorities on the assessment of young children, Dr. Meisels has published over 200 articles, books, and monographs, and is co-author of the Work Sampling System, the Early Screening Inventory Revised, The Ounce Scale and The Handbook of Early Childhood Intervention. To download a summary of the research on the Work Sampling System, click here&raquo;
His research focuses on the development of alternative assessment strategies for young children; the impact of standardized tests on children; and developmental screening in early childhood. Recently, he completed research on the validity of The Ounce Scale, an observational assessment for birth to three-year-olds and their families.
Download curriculum vitae&raquo;
Dr. Meisels is former president of the board of directors of Zero To Three: The National Center for Infants, Toddlers, and Families and is an advisor to the national Head Start Bureau. He was a member of the National Academy of Science's Committee on Early Childhood Pedagogy and has served as a senior investigator for the national Early Childhood Longitudinal Study-Kindergarten Cohort and for the Center for the Improvement of Early Reading Achievement.
Among his honors, Dr. Meisels has received the American Academy of Pediatrics 2005 Dale Richmond/Justin Coleman Lectureship Award; the Chicago Metropolitan Association for the Education of Young Children Outstanding Service to Young Children Award (2005); and the Association of Children's Museums Great Friend to Kids Award.
Areas of Expertise
Developmental assessment of young children; the effect of standardized tests on children; the impact of state and federal policies on the families of children with disabilities; development of alternative assessment strategies; and developmental consequences of high-risk birth.地理位置及联系方式Erikson is located in downtown Chicago's River North area.
Erikson Institute
451 N. LaSalle Street
Chicago, Illinois, 60654-4510
Tel: (312) 755-2250
Fax: (312) 755-0928
芝加哥介绍
芝加哥（Chicago）城市名。位于美国中西部，属伊利诺州，东临密歇根湖。芝加哥及其郊区组成的大芝加哥地区，是美国仅次于纽约市和洛杉矶的第三大都会区。芝加哥地处北美大陆的中心地带，为美国最重要的铁路、航空枢纽。芝加哥同时也是美国主要的金融、文化、制造业、期货和商品交易中心之一。自1833年建市以来，经过一百多年的发展，逐渐成为具有世界影响力的大都市之一。芝加哥常见的别名包括：“第二城”，“风城”，“芝城”等。同名的还有歌剧、电影等。
院长最近动态
该院院长Samuel J. Meisels将于2010年10月15日-10月17 访问南京师范大学，并将与该校学前教育系师生进行学术讲座与交流。
讲座题目：
How Assessments and Standards CanImprove Teaching and Learning
时间：10月15日下午2：30，
地点：随园校区田家炳南楼602室