How do schooling years impact children's lives, in rural and urban settings? Why do some children have lower self-esteem than others? What kinds of conflicts do adolescents experience in their search for identity? Why are some teachers able to understand the importance of ensuring the well-being of children while others do not? Does the emotional health of children have an impact on classroom participation? In what ways are new technologies influencing interpersonal relationships amongst young people? Insights into these questions have emerged through the work of developmental psychologists, sociologists, anthropologists, medical professionals, counsellors and educators. Central to the work of most theorists is the search for greater social order (Èmile Durkheim, August Comte, Margaret Mead) and happier, more contented self-development (Carl Rogers, Abraham Maslow, Howard Gardner). Erik H. Erikson, thinker, clinician and cultural anthropologist, proposed a unique theoretical framework for establishing connections between the various stages of human development, the growth of maturity in an adult, and the relationship between the individual and society. Erikson built his theory based on Sigmund Freud's theory of psycho-sexual development and his own work with children and families. For Erikson, the social aspects that influence human development are more significant in shaping the identity of the human personality. Although rooted in the psychoanalytic paradigm and clinical experience, Erikson's theoretical framework has major implications for teachers, parents, curriculum developers, special educators, school counsellors, school leaders and policy-makers.