Erikson's Stages of Development If you've ever perused parenting magazines, you'll be familiar with Erik Erikson's name in connection with psychosocial development.
As a developmental psychologist, Erikson was well known in child psychoanalysis and is best known for Erikson's eight stages of life theory of psychosocial development.
The term psychosocial development refers to how a person's individual (psychological) needs meet the demands or needs of society (social). These are the stages everyone goes through from infancy to adulthood, and as you continue reading, you will learn about them from your own personal experience.
Erik Erikson's Eight Stages of Psychosocial Development. Following Sigmund Freud, Erikson postulated that personality development occurred in stages. However, unlike Freud's psychosexual theory, Erikson's theory revolves around the social experiences throughout life that influence people's development.
His interest was in how people's personality development is influenced by social interactions and relationships. He postulated that personality development occurs in a predetermined order consisting of eight stages of psychosocial development from infancy to adulthood.
Each stage of Erikson's development builds on the previous stage and lays the foundation for future developmental periods. The transition from one stage to the next is marked by a "conflict" or "crisis" that serves as a pivotal point for the next stage.
It is important to remember, however, that a crisis can have either positive or negative outcomes for personality development. According to Erikson, conflicts either develop a psychological quality or fail to develop it.
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Erik Erikson's Stages Chart
Stage 1 of Erikson's development:
Childhood: Trust vs. Mistrust
Erikson's first stage begins at birth and continues until the child's first birthday. Needless to say, at this stage, they are completely dependent on their mother for food, comfort, warmth, and security.
Babies are born vulnerable and uncertain about the world and expect parents to provide constant care and stability. Age: Birth to 18 months. The cardinal virtue: Thanks to predictable and consistent care, babies develop trust and, with it, the cardinal virtue of hope.
Desired outcome: The trust built here is carried forward later in life in relationships with people who provide a sense of security in times of threat.
If caregiving is inconsistent, unreliable, or unpredictable, infants feel anxious, mistrustful, and suspicious. In the long run, they lose trust in the people around them and in themselves.
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Stage 2 of Erikson's development:
Childhood: Independence vs. Shame and Doubt
When it starts children Asserting their independence or preferring to do things on their own and insisting on them is a sign of independence. At this stage, they will show preferences regarding the food, clothing, and even shoes they want. Age range: 18 months to 3 years. The basic virtue: Success at this stage will lead to the development of the virtue of willpower.
With adequate support and encouragement, they become more independent, confident, and secure in their ability to navigate their environment. The desired outcome of physical and cognitive development refers to this stage as they begin to become partially independent from their parents. They are able to feed themselves, go to the potty without assistance, and even dress themselves. They have confidence and a sense of self-awareness, relying more on their own judgment.
Stage 3 of Erikson's development:
Preschool Years: Initiative vs. Guilt
Preschool years when children learn Play Socialize and cooperate with others to play group games. This is when they learn to control outcomes and take initiative. At this stage of development, children learn to be more assertive in any negotiating environment. Ages 3 to 5. The basic virtue: When children have the opportunity to balance their initiative with a willingness to work with others, the virtue of ego-objectivity emerges.
Success at this stage helps children feel confident and capable of leading others to achieve a collective goal. Failure to acquire the virtues of this stage leaves them with feelings of self-doubt, guilt, and a lack of motivation. Desired outcome: With success at this stage, children can play in groups, socialize, form games, and adhere to play rules.
Stage 4 of Erikson's development:
Early School Years: Industry vs. Deficit
The fourth stage of development occurs during the early school years, when children are more competitive and engage in the same activities as their peers. They also learn how to read, write, and do math, with teachers playing a significant role in their learning outcomes.
Ages 5 to 12. The basic virtue: With proper guidance from parents and teachers, children develop the virtue of competence, which also reflects their belief in their ability to handle the difficult tasks before them. If they don't develop any skills, they begin to feel inadequate.
Desired Outcome: At this stage, peer groups begin to gain greater importance, and their competencies help them gain a sense of self-esteem. They also compare themselves to their peers and develop a need to validate their competence. Competence is demonstrated by building and applying skills to create things and obtaining results.
level 5:
Adolescence: Identity vs. Confusion
The fifth stage is adolescence, during which children search for a sense of self and personal identity by examining their values, beliefs, and goals and adopting new values that better align with their sense of self. The transition from childhood to adulthood, both physically and mentally, pushes children to become more independent and gain a sense of identity.
Age group 12–18 years. The key virtue for success at this stage relates to developing a strong sense of identity and their ability to face challenges while adhering to their ideals, principles, and beliefs. Failure to establish an identity at this stage can leave a young person confused about their future and vulnerable to the ideas of influential people. Success at this stage leads to the virtue of loyalty.
Desired outcome: The individual is able to successfully adhere to societal norms and expectations. Personal identity is acquired and a sense of self is created that lasts a lifetime.
level 6:
Teenagers: Intimacy vs. Isolation
This is the stage most people are familiar with, have a strong sense of identity, and then search for a romantic partner to share their lives with. This stage presents a more rigorous challenge than all the previous ones, as individuals need to invest their time and emotions in committed relationships.
Age group 18-40 years. The primary virtue of successfully completing this stage is building the virtues of love and commitment. Young adults also settle into this stage and make concessions for long-term family goals. Without completing the previous stage and possessing a strong sense of identity, strong, committed relationships cannot be built. The lack of identity and security, along with the absence of warmth and intimacy, leads to isolation.
Desired Outcome: The virtue of love developed during this stage helps young people offer emotional and physical love and receive the same in return. They also become adept at forming healthy, reciprocal relationships with others.
level 7:
Midlife: Success vs. Stagnation
During adulthood, people continue to build their lives, focusing primarily on career and family. Those who are able to do this successfully feel a need to contribute to the world, starting with their community.
Age Group 40-65. The primary virtue: After their careers and lives in the system, individuals tend to seek to leave a legacy. The desire to contribute leads them to become active in religious, humanitarian, or environmental causes to make the world a better place for future generations. When successfully addressed, the advanced virtue of this stage is caring. Individuals also experience a sense of accomplishment regarding their careers and personal lives. Important milestones include raising their children to adulthood. The desired outcome: When major life milestones are achieved, they are able to provide strong support to their children, community, and society. Failure to complete the stage leads to a midlife crisis and the struggle to find a new purpose in life, which can lead to stagnation.
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level 8:
Late Adulthood: Integrity vs. Despair
The final stage marks the beginning of old age, dominated by reflection on life. People often look back on their lives and feel a sense of joy or regret depending on how successful they have been in all aspects of their lives.
Age group over 65. The primary virtue: Those who have reached this stage after successfully completing all the stages will feel a sense of pride and a strong sense of integrity. The virtue developed at this stage is wisdom, as they view their lives with an overall sense of contentment and few regrets.
Those who have failed so far will feel despair about wasting their lives and will have many regrets. The desired outcome: After successfully resolving the crisis from the previous stage, individuals in this stage possess the wisdom to guide the younger generations. They are also characterized by broad-mindedness, calmness, and peace of mind. They are also able to think positively about their lives in the face of death.
Erik Erikson's stages of development are the theory that personality development occurs in a predetermined order. They build on the success of the previous stage and are a fundamental component of people's psychosocial development. Each stage builds on a core virtue that helps people navigate life's complexities.
To learn more details about Ericsson's development stages, you can watch the following video:
Article source: Erikson's Stages of Development That Parents Should Know
Video source: Erikson's theory of psychosocial development
