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In his theory, Erikson does not elaborate on the experiences that would be necessary to complete each
stage of development successfully. There is also no clarity on how a person advances from one stage to
the next. Exact methods for resolving conflicts and progressing to the next stage are therefore not
described or cited.

The theory structure does not consider cultural differences that could affect the time during which an
individual is in one particular stage. Potty training, for example, depending on the culture of the
individual, can begin at a different stage.

“I came to psychology from art, which may explain, if not justify, the fact that at times the reader will find
me painting contexts and backgrounds where he would rather have me point to facts and concepts. I have
had to make a virtue out of a constitutional necessity by basing what I have to say on representative
description rather than on theoretical argument” (Erik Erikson, 1950).

Unlike Erikson, who affirmed that his theory was guided by his artistic sense and not by scientific training
or methodology, Montessori did not begin with theory at all. She acted on what the children revealed to
her through scientific observation of how they learn.

Similarities:

CARE AND TRUST

Erikson: “Infants (0-2) develop a sense of trust in caregivers and world. Children who receive responsive
care are able to develop the psychological quality of hope and those that do not, will become
apprehensive and suspicious around people” (Sharkey, 1997).
Montessori: “The spiritual embryo, therefore, needs the protection of an environment rich in
nourishment and love and a concentrated relationship with his parents to ensure nothing comes to harm
it. Caregivers should take special care of the psychic life of a newborn child, for if his environment is
neglected, the psychic life of the child will be in constant danger” (Montessori, 1967).

PUNISHMENT

Erikson: According to Andrea, 2012, Erikson believed that when children experiment they should not be
punished for trying something that may turn out differently than the teacher planned.
Montessori: Montessori considered punishment as the desk of the soul, which aims to enslave a child’s
spirit and is better suited to provoke than to prevent deformities (Montessori, 1972).

INTEREST

Erikson: “The teacher should find out what students are interested in and create projects that incorporate
their area of interest” (Santrock, 2004).
Montessori: “A teacher should make an almost timid attempt to approach the child whom she believes is
ready to learn the lesson. She sits down by his side and picks up an object which she thinks will interest
him. The teacher will note whether or not the child is interested in the object, how he shows his interest,
how long he is interested in it” (Montessori, 1972).

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