Supporting Children’s Development and Identity
NORA
One of the most influential theories in this context comes from Erik H. Erikson, who, with his model of psychosocial development, describes not only childhood but the entire human lifespan as a sequence of developmental crises.
Erikson distinguishes eight successive stages of development, each marked by a specific psychosocial conflict.
Each of these crises represents a central task that is dominant during a particular life stage, though it may re-emerge at later points in life.
Trust vs. Mistrust (0–1 year)
Autonomy vs. Shame/Doubt (1–3 years)
Initiative vs. Guilt (3–6 years)
Industry vs. Inferiority (6–12 years)
Identity vs. Role Confusion (12–18 years)
Intimacy vs. Isolation (young adulthood)
Generativity vs. Stagnation (middle adulthood)
Integrity vs. Despair (late adulthood)
Successfully resolving each crisis results in the development of a core ego strength—a positive psychological trait that supports the individual throughout their life.
This work focuses specifically on stages 3 and 4.
Introduction
Who am I? Where do I belong? And what makes me unique?
These fundamental questions form the foundation of human identity, an individual construct that evolves, solidifies, is questioned, and reshaped over the course of a lifetime.
In childhood, these processes are particularly intense, as this is the phase when not only the basis for one’s future self-image is established, but also the framework within which it can grow.
During this time of growth, exploration, and wonder, children need space: to create, to play, to fail, and to rediscover.
The Third Stage: Initiative vs. Guilt (Approx. Ages 3–6)
Between the ages of three and six, children enter a key phase Erik Erikson described as the conflict between initiative and guilt. In this stage, they begin to see themselves as active agents, exploring the world through play, imagination, and role-taking. Children ask “why?”, invent games, and test social and moral boundaries.
The Fourth Stage: Industry vs. Inferiority (Approx. Ages 6–12)
As children enter school, they face new challenges tied to achievement and comparison. Erikson describes this as the stage of industry vs. inferiority.
Children strive to be productive to draw, build, solve problems and take pride in effort and accomplishment. Success here builds competence and self-worth.
Yet failure, rejection, or repeated negative feedback can lead to feelings of inferiority. If a child sees themselves as incapable, it may undermine motivation and self-esteem, affecting both learning and social life long-term.
The Transition: Ages 4–8
This work centers on the developmental transition between ages four and eight, a phase that bridges Erikson’s third and fourth psychosocial stages: initiative vs. guilt and industry vs. inferiority.
The period between ages four and eight bridges the stages of initiative and industry, combining elements of creativity and growing responsibility.
Children still crave imaginative, self-initiated action, while also learning to plan, persist, and complete tasks.
They begin to compare themselves with peers, seek belonging, and navigate social expectations, forming early aspects of their self-image and social identity.
Spaces: Thematic Modules
This is where the developed play-and-learn system comes into play:
A modular, screw-together cylinder system that allows children to explore different areas of interest through play.
Each cylinder represents a specific theme or hobby. Whether it’s art, music, sports, fun and games, or building in the sandbox.
The modules can be screwed together from both the top and bottom, creating a wide variety of combinable objects: tools, figures, instruments, or containers for pens, paint, or water.
Each individual cylinder may have a simple or more complex function.
To give children the broadest possible access to playful, hands-on experiences, the modular system is organized into different thematic categories.
These not only reflect typical childhood hobbies but also offer targeted opportunities for identity development.
Each category speaks to different skills and interests, while the modular design allows for smooth transitions between them. Children can freely combine and experiment.
Creating their own imaginative worlds.
Fun – Playful Discovery and Wonder
The "Fun" category is all about joy, curiosity, and spontaneous experiences. It includes modules with classic play elements like bubble containers, little spinning or clicking gadgets, noise-makers, or small surprises.
These modules spark children's curiosity and encourage them to explore freely without the need for a specific goal or outcome. Especially for children aged four to eight, open-ended play that focuses on experience rather than achievement is essential. "Fun" modules create moments of laughter, wonder, and discovery, igniting the spirit of exploration.
Tune – Experiencing Music and Sound
The "Tune" category introduces children to the world of sounds, rhythms, and music. Modules in this series may include small drums, rattles, or other sound-making objects that playfully encourage musical exploration.
For children at this age, music is a fundamental way to express emotions, move, and connect with others. By simply drumming, shaking, or rattling, they discover how their own actions produce sound and how music brings people together. Especially in group activities, rhythm becomes a means of communication, helping children experience themselves as part of a whole. In this way, "Tune" fosters not only creativity but also a strong sense of community.
Build – Creative Construction and Design
"Build" is for all children who love to construct, create, and shape their environment. This includes modules such as sandbox tools, small shovels, molds, sieves, or building elements.
Building with sand or other materials supports the development of essential motor skills, strengthens spatial awareness, and gives children the chance to act with purpose and autonomy. Along the way, they playfully gain first insights into physical principles: What holds together? What collapses? How can I bring my ideas to life? These experiences boost self-confidence and nurture the ability to work toward long-term goals.
Art – Expression Through Color and Form
The "Art" category gives children access to artistic forms of expression. Modules in this series might include paint containers, brush holders, stamps, or stencils.
The focus is on experimenting with colors, creating images, and assembling figures from the modules in imaginative ways. Art is a powerful tool that allows children to express their emotions, tell stories, and share their unique view of the world.
Many children develop a strong desire for creative expression, and activities like painting or crafting together can strengthen friendships and help them explore new social roles.
Yum – Sensory Experiences Through Taste
"Yum" encompasses everything related to taste, eating, and drinking. Modules in this category might include small snack containers, straw attachments, or delightful little surprises.
Eating and drinking are not only basic needs but also rich sensory experiences tied to emotions and memories. Sharing a snack or a drink during play strengthens social bonds and creates moments of closeness and connection
Fostering Industry and Self-Efficacy
By combining, building, and inventing with the cylinder modules, children experience productive action. They create something functional and tangible, an act that boosts confidence and nurtures a sense of industry. This hands-on success builds resilience, persistence, and frustration tolerance, all key skills for both academic and social development.
Identity Formation through Exploration
The modular cylinder system encourages this process: children invent characters, tools, or objects freely without rigid rules. Today they’re musicians, tomorrow builders, on the weekend artists.
Through this play, they discover what truly resonates with them, beyond external expectations. The system becomes a safe stage for identity exploration.
Social Identity and Belonging
Henri Tajfel's research showed how even random groupings can create a strong sense of belonging. Children naturally seek community. This system supports that by encouraging sharing, trading, and co-building. "You have the musical piece, I have the colors, let’s create together." These shared creative experiences build friendships and a sense of group identity founded not on competition or status, but on collaboration and play.
From Concept to Prototype
To bring the play-and-learn system into practice, an initial prototype was developed to demonstrate the core functions and modular design principles.
Digital modeling was carried out using the 3D CAD software Rhino (Rhinoceros 3D), which is particularly well-suited for precise geometric shapes and freeform surface modeling. Thanks to Rhino’s flexible modeling tools, the cylindrical modules could be constructed with precision and simulated in various versions. This digital phase allowed for early adjustments in terms of proportions, interlocking mechanisms, and structural stability before moving on to physical production.
The physical prototype was created using 3D printing technology. PLA filament (polylactic acid) was used—a biodegradable plastic derived from renewable raw materials such as corn starch. PLA is especially suitable for prototyping, as it can be processed at relatively low temperatures (approx. 190–220 °C), has low warping tendencies, and is safe for use in environments involving children.
During development, various diameters were tested to determine the best size for child-friendly handling. After several test runs, a diameter of 7 to 8 centimeters proved most effective: large enough to be easily grasped and twisted by small hands, yet compact enough to allow for flexible combinations and constructions.
3D printing enabled the fast and cost-efficient production of individual modules. Special attention was given to the functionality of the screw connections and the stability of the components under stress. Initial testing of the prototype confirmed the basic functionality of the plug-and-screw system.
