HAVIGHURST`S DEVELOPMENTAL TASKS DURING THE LIFE SPAN

Robert J. Havighurst elaborated on the Developmental Tasks Theory in the most systematic and extensive manner. His main assertion is that
development is continuous throughout the entire lifespan, occurring in stages, where the individual moves from one stage to the next by means of
successful resolution of problems or performance of developmental tasks. These tasks are those that are typically encountered by most people in the
culture where the individual belongs. If the person successfully accomplishes and masters the developmental task, he feels pride and satisfaction, and
consequently earns his community or society’s approval. This success provides a sound foundation which allows the individual to accomplish tasks to
be encountered at later stages. Conversely, if the individual is not successful at accomplishing a task, he is unhappy and is not accorded the desired
approval by society, resulting in the subsequent experience of difficulty when faced with succeeding developmental tasks. This theory presents the
individual as an active learner who continually interacts with a similarly active social environment.
Havighurst proposed a bio psychosocial model of development, wherein the developmental tasks at each stage are influenced by the individual’s
biology (physiological maturation and genetic makeup), his psychology (personal values and goals) and sociology (specific culture to which the individual
belongs).

INFANCY AND EARLY CHILDHOOD (0 – 5)
 Learning to walk
 Learning to take solid foods
 Learning to talk
 Learning to control the elimination of body
wastes
 Learning sex differences and sexual
modesty
 Acquiring concepts and language to
describe social and physical reality
 Readiness for reading
 Learning to distinguish right from wrong
and developing a conscience
MIDDLE CHILDHOOD (6 – 12)
 Learning physical skills necessary for
ordinary games
 Building a wholesome attitude toward
oneself
 Learning to get along with age-mates
 Learning an appropriate sex role
 Developing fundamental skills in reading,
writing, and calculating
 Developing concepts necessary for everyday
living
 Developing conscience, morality, and a
scale of values
 Achieving personal independence
 Developing acceptable attitudes toward
society
ADOLESCENCE (13 – 18)
 Achieving mature relations with both sexes
 Achieving a masculine or feminine social role
 Accepting one’s physique
 Achieving emotional independence of adults
 Preparing for marriage and family life
 Preparing for an economic career
 Acquiring values and an ethical system to
guide behavior
 Desiring and achieving socially

EARLY ADULTHOOD (19 – 30) MIDDLE ADULTHOOD (30 – 60)
 Selecting a mate  Helping teenage children to become happy
 Learning to live with a partner and responsible adults
 Starting a family  Achieving adult social and civic responsibility
 Rearing children  Satisfactory career achievement
 Managing a home  Developing adult leisure time activities
 Starting an occupation  Relating to one’s spouse as a person
 Assuming civic responsibility  Accepting the physiological changes of
middle age
 Adjusting to aging parent
LATER MATURITY (61 – )
 Adjusting to decreasing strength and health
 Adjusting to retirement and reduced income
 Adjusting to death of spouse
 Establishing relations with one’s own age
 group
 Meeting social and civic obligations
 Establishing satisfactory living quarters
Source: Gazzingan, Leslie B., Francisco, Joseph C., Aglubat, Linofe R., Parentela, Ferdinand O., Tuason, Vevian T. (2013). Psychology: Dimensions of the Human Mind. Mutya
Publishing House, Inc.
ERIKSON`S PSYCHOSOCIAL STAGES OF DEVELOPMENT

Erik Erikson’s Theory of Psychosocial Development described the impact of social experience across the whole lifespan. Erikson was
interested in how social interaction and relationships played a role in the development and growth of human beings. Each stage builds on the
preceding stages and paves the way for following periods of development. In each stage, Erikson believed people experience a conflict that serves as
a turning point in development. In Erikson's view, these conflicts are centered on either developing a psychological quality or failing to develop that
quality. During these times, the potential for personal growth is high but so is the potential for failure.
If people successfully deal with the conflict, they emerge from the stage with psychological strengths that will serve them well for the rest of their
lives. If they fail to deal effectively with these conflicts, they may not develop the essential skills needed for a strong sense of self.

STAGE BASIC VIRTU IMPORTANT KEY QUESTIONS OUTCOME

CONFLICT E EVENTS TO BE ANSWERED
INFANCY Trust vs. Hope Feeding/ Is my world safe? Children develop a sense of trust when caregivers provide
(0 – 18 months) Mistrust Comfort reliability, care and affection. A lack of this will lead to
mistrust.
EARLY Autonomy vs. Will Toilet Can I do things by Children need to develop a sense of personal control over
CHILDHOOD Shame and Training/ myself or need I physical skills and a sense of independence. Success leads
(18 months – 3) Doubt Dressing always rely on to feeling of autonomy, failure results in feelings of shame
others? and doubt.
PRESCHOOL Initiative vs. Purpos Exploration/ Am I good or bad? Children need to begin asserting control and power over the
(3 – 5) Guilt e Play environment. Success in this state leads to a sense of
purpose. Children who try to exert too much power
experience disapproval, resulting in a sense of guilt.
SCHOOL AGE Industry vs. Are School/ How can I be good? Children need to cope with new social and academic
(5 – 12) Inferiority Activities demands. Success leads to a sense of competence, while
failure results in feeling of inferiority.
ADOLESCENCE Identity vs. Fidelity Social Who am I and where Teens need to develop a sense of self and personal identity.
(12 – 18) Role Relationships/ am I going? Success leads to an ability to stay true to yourself, while
Confusion Identity failure leads to role confusion and a weak sense of self.
YOUNG ADULT Intimacy vs. Love Intimate Am I loved and Young adults need to form intimate, loving relationships with
(18 – 40) Isolation Relationships wanted? other people. Success leads to strong relationships, while
failure results in loneliness and isolation.
MIDDLE Generativity Care Work and Will I provide Adults need to create or nurture things that will outlast them,
ADULTHOOD vs. Parenthood something of real often by having children or creating a positive change that
(40 – 65) Stagnation value? benefits other people. Success leads to feelings of
usefulness and accomplishment, while failure results in
shallow involvement in the world.
MATURITY Ego Identity Wisdo Reflection on Have I lived a full Older adults need to look back on life and feel a sense of
(65 – death) vs. Despair m life life? fulfillment. Success at this state leads to a feeling of wisdom,
while failure results in regret, bitterness, and despair.
Source: https://www.simplypsychology.org/Erik-Erikson.html