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DOUBLE TAP TO ZOOM WITH PHONE OR TABLET 16 Part 1 tency, and sameness of experience. Erikson stresses that emerging iden- tity bridges the stages of childhood: “Identity gains real strength only from wholehearted and consistent recognition of real accomplishment—i.e., of achievement that has meaning in the culture” (Erikson 1963, 235–236). This means that both culture and genuine acknowledgment from others have a strong influence on a person’s identity. Oh, How the Wind Blows Mastering Challenges As the children walk outside near the air conditioning unit they notice air blowing from it. Colter stops and puts his face close. He laughs when his hair blows with the air’s force from the unit. Attracted by the sound of his laughter, other children approach him. They start to get close and let the air blow on their faces and hair. Colter picks up a leaf from the ground and releases it in front of the unit. The leaf swirls away from the air’s power. Teacher Crystal approaches the children. Colter: Wind, Crystal, wind. Crystal smiles at Colter’s fascination. Crystal: What else can the wind blow? The children begin to bring different items and watch mesmerized as some objects float in the air and others drop to the ground. Colter runs inside and returns with a feather. He tests to make sure that it too floats in the wind. After observing the children’s interest in how certain items float with the wind, Crystal researches different opportunities for them to explore. She gives the children various objects to blow on using straws. The children test different ways to make objects move with their blowing. The children: Which blows farther, a balloon or Ping-Pong ball? Ryder: Oh, that is how the wind blows. As the children’s interest continues, Crystal sets up a hair dryer to blow Ping- Pong balls. COPYRIGHTED MATERIAL