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

EARLY ADULTHOOD (19 – 30) MIDDLE ADULTHOOD (30 – 60) LATER MATURITY (61 – )
 Selecting a mate  Helping teenage children to become happy and responsible  Adjusting to decreasing strength and health
 Learning to live with a partner adults  Adjusting to retirement and reduced income
 Starting a family  Achieving adult social and civic responsibility  Adjusting to death of spouse
 Rearing children  Satisfactory career achievement  Establishing relations with one’s own age group
 Managing a home  Developing adult leisure time activities  Meeting social and civic obligations
 Starting an occupation  Relating to one’s spouse as a person  Establishing satisfactory living quarters
 Assuming civic responsibility  Accepting the physiological changes of
middle age
 Adjusting to aging parent

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 CONFLICT VIRTUE IMPORTANT KEY QUESTIONS TO OUTCOME

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