ERIK ERIKSON'S STAGES OF

PSYCHOSOCIAL DEVELOPMENT
Erik Homburger Erikson
◦ 15 June 1902 – 12 May 1994
◦ German-born American developmental psychologist and psychoanalyst
◦ Father of Psychosocial Development
◦ Psychosocial represents both internal (mind, brain and personality) and external
(relationships and environment)
◦ The Psychosocial Development Theory provides insights on individuals’ personality,
behaviour and personal development.
◦ Erikson believes that people have the chance to grow when conflicts/crises arise.
◦ Identify Crises : no negative connotation but simply a state that indicates further
development, a turning point in one’s life.
◦ There are eight stages of development that a healthily developing human should go
through from infancy to late adulthood.
Basic Biographical Details
◦ His mother (Karla Abrahamsen) was a member of a wealthy Jewish family from
Copenhagen
◦ Erikson was born of an extra-marital affair; his mother never disclosed the identity of
Erikson’s biological father
◦ To avoid a potential scandal, Karla moved to Frankfurt and gave birth to Erikson. Erikson
was born in Frankfurt on 15/6/1902
◦ Karla later married Theodor Homburger, who raised Erik as his own son
◦ The whole family later moved to USA and adopted the surname Erikson (meaning “son
of Erik”)
Basic Biographical Details
◦ Although Homburger treated Erik well, from an early age everyone knew Erik
was not his son (because of his appearance)
◦ Erik was called a ‘goy’, a non-Jew, in the Jewish community, he was
considered “a Jew” in the Christian community  insecurity and identity
confusion in young Erikson’s mind
◦ His early years may have laid the foundation of the key themes of his writings
◦ The sense of his mother and himself having been let down by important
others
◦ Uncertainty about who his father was
◦ His identity crisis
 Erickson's Theory's Significance
◦ Erickson's psychosocial development model has been a leading theory on the stages of
human development since 1963.
◦ Erikson was a student of Anna Freud (daughter of Sigmund Freud), studying to become a
psychoanalyst.
◦ However, his view of psychosocial development diverged from psychoanalysis, and he
concluded that development is influenced not only by inner conflicts, but also by the
social world.
◦ He examines how identity is formed and the extent of social and environmental
influences in shaping individual development.
◦ Erikson's theory revolutionized the field of development and identity, leading to
pioneering work such as James Marcia's identity status model, which focused on
adolescent development. (Bishop & Keth, 2013)
https://shope.off75.tk/ProductDetail.aspx?iid=281647678&pr=86.88
Stage 1 Infancy
◦ Psychological crisis: Trust vs Mistrust
◦ Age: From birth to 2-year-old
◦ Major question: “Can I trust the people around me?”
◦ Goal: trust and hope development
◦ Aspects of development: Sense of familiarity, consistency and continuity (i.e.
development of the feeling that the world is safe and people are reliable and
loving.
◦ Important factors/people involved: Quality of the caregivers of the infants
◦ warm and consistent caregiver  infants gain trust, and people are reliable and
dependable  form trusting relationships with others
◦ neglectful and inconsistent caregiver  infants learn mistrust and perceive the
world as an undependable, unpredictable and dangerous place
◦ Important event: Feeding

https://www.shutterstock.com/search/infancy
Stage 1 Infancy
◦ Basic virtue : HOPE

Trust Mistrust
• Optimistic • Pessimistic
• believing in caregivers • Distrusting caregivers
vs
• hopeful attitude to the word • Disturbing
• trusting that the word is safe • Fearing the world
• knowing that needs will be met • Unsure if their needs will be met

https://www.shutterstock.com/search/infancy
Stage 2 Early Childhood
◦ Psychological crisis: Autonomy vs Shame & Doubt
◦ Age: 2 to 3 years old https://www.learningtreede.com/teaching-toddlers-early-
learning-2-3-year-olds/

◦ Major question: “Can I do things myself or am I reliant on the help of others?”

◦ Goal: Make choices and express own will
◦ Aspects of development: a sense of personal independence and control
◦ Factors/people involved: Patience and encouragement
◦ Caregivers should be patience and show encouragement when toddlers is trying to satisfy
their own needs
◦  give room for the toddlers to try on their own pace
◦  let them feel that they are in charge of the events
o a feeling of mastery, i.e. child can perform tasks to satisfy their own needs
o e.g. learn to feed themselves and do things on their own
o a sense of autonomy of choice, i.e. child is making his/her own decisions
o Parents demand too much/too soon, or with ridicule or criticism  child feels shame
about one’s desire to act, doubt about one’s ability
◦ Important events: Toilet training, food choices and clothing selection
Stage 2 Early Childhood

◦ Basic virtue: WILL POWER or DETERMINATION

Autonomy Shame & Doubt

• Confident • Feelings of shame

vs
• secure • sense of inadequacy
• Freedom of choice • self-doubt

https://www.learningtreede.com/teaching-toddlers-early-
learning-2-3-year-olds/
Stage 3 Play Age/preschool
◦ Psychological crisis: Initiative vs Guilt
◦ Age: 4 to 5 years old
◦ Major question: “Am I good or bad?” https://raisingchildren.net.au/preschoolers/develo
pment/development-tracker/4-5-years

◦ Goal: explore social and physical world, and discover what the child can accomplish
◦ Aspects of development:
◦ Sense of initiative or a positive attitude of personal accomplishment
◦ Awareness of social roles
◦ Factors/people involved: Family members
◦ Children’s family members help the children learn to be responsible for their behaviours and actions.
◦ Parents’ responses to children: guidance and patience
• Guide with love and understanding
• child understand what is permissible and what is not  prepare development of adult
responsibility and morality
• child is confident in planning and doing activities
• Restrain and punish
• child feel guilt about asking or doing things
• Important events: Playing and exploring the environment
Stage 3 Play Age/preschool

◦ Basic virtue: PSYCHOSOCIAL STRENGTHS OF PURPOSE

Initiative Guilt

• Courage to try new activities • Poor self-esteem

• willingness to pursue goals • Inhibition
vs
• Respect the privileges of others • Feeling embarrassed to
• Learning what they can or attempt a task
cannot control • Resist trying new things
• Have fear of failing

https://raisingchildren.net.au/preschoolers/development/development-tracker/4-5-years
Stage 4 School Age
◦ Psychological crisis: Industry vs Inferiority
◦ Age: 6 to 11 years old https://www.bakingo.com/blog/15-reasons-why-teachers-deserve-
more-recognition/

◦ Major question: “How can I be good?”

◦ Goal: Achieve the balance of industry and inferiority
◦ Aspects of development: Understand social roles and instructions, and act with socially
acceptable manners
◦ Factors/people involved: Attitudes and behaviours of parent and teachers
◦ Parents and teachers give approval and recognition to children when the kids do
jobs well, and are able to follow rules, respect others, cooperate with team mates
and consider others’ feeling.
• Encourage & praise child’s accomplishment  feeling of usefulness diligent and
preserving at tasks (industry) and wanting to success
• Harsh expectation/ punish child’s effort  doubt about one’s ability and have little
desire to success
• Important events: School
Stage 4 School Age

◦ Basic virtue : COMPETENCY

Industry Inferiority

• Sense of competence • Poor self-esteem

• Feeling capable to vs • Feeling inadequate to
handle things do things
• Autonomy • Inertia

https://www.bakingo.com/blog/15-reasons-why-teachers-deserve-more-recognition/
Stage 5 Adolescence

◦ Psychological crisis: Identify vs Role Confusion

◦ Age: 12 to 17 years old
https://www.laitimes.com/en/article/3k37i_40s8a.html

◦ Major question: “Who am I?”

◦ Goal: Formation of self identify
◦ Aspects of development: integrating a sense of self and an inner assuredness of
anticipated recognition from those who count
◦ Factors/People involved: Peers, models of leadership
◦ Rebel against parental control is necessary (separate their own identity from that of
their family)
◦ Peers (a role model and personal feedback)
◦ Important event: social relationships
Stage 5 Adolescence
◦ Basic virtue : FIDELITY

Identity Role confusion

• Self-directive: make deliberate • Indecisiveness

decisions & choices about life • Lack of confidence
• Self-confidence: sense of trust in • Difficulties with
their abilities, qualities and vs commitment
judgements • Weak sense of self
• Sense of self duty & commitment • Apathy: no longer care
• Sense of independence what others think
• Sincerity

https://www.laitimes.com/en/article/3k37i_40s8a.html
Stage 6 Young Adulthood

◦ Psychological crisis: Intimacy vs Isolation https://depositphotos.com/stock-photos/attractive-teen-

couple.html

◦ Age: 18 to 40 years old

◦ Major question: “Will I be loved or will I be alone?”
◦ Goal: To build intimacy
◦ Finding a partner with an emotional and psychological closeness
◦ Building up close and enduring friendships
◦ Aspects of development: closeness, honesty and love
◦ learn to commit with self-disclosure and open to others’ disclosure;
◦ Factors/People involved: Partners in friendship and sexual relationship
◦ Important event: romantic relationships
Stage 6 Young Adulthood
◦ Basic virtue : LOVE
Intimacy
• Empathy
• Willingness to share
• Have deep and
meaningful connections
with people
• Positive relationships with
friends and family
• Strong relationships
Isolation
• Manipulative
• Calculating
vs • Isolated (self-protection)
• No deep intimacy and have
poor romantic relationships
• Poor or no relationship with
friends and family
• Weak social support
https://depositphotos.com/stock-photos/attractive-teen-couple.html
Stage 7 Adulthood

◦ Psychological crisis: Generativity vs Stagnation https://www.educationandcareernews.com/the-future-of-

education/why-family-literacy-is-the-key-to-educational-

◦ Age: 40 to 65 years old recovery/#

◦ Major question: “How can I contribute to the world?”

◦ Goal: promote future generation
◦ Aspects of development: Sense of contributions to one’s family
and to society
◦ Factors/relationship involved: caring, mentoring, nurturing and
guiding the younger generation at home, at work and in the
community
◦ Important events: parenthood and work
Stage 7 Adulthood

◦ Basic virtue : CARE

Generativity Stagnation

• Healthy relationships • Self-indulgent concerns

with family • Self-centered
• Making commitments to vs • Failing to get involved
others with others
• Unselfish guidance & • Unwilling to share and
supports to young mentor the next
people generation

https://www.educationandcareernews.com/the-future-of-education/why-family-literacy-is-the-key-to-educational-recovery/#
Stage 8 Old Age/Maturity/Late adulthood
◦ Psychological crisis: Ego Integrity vs Despair
◦ Age: 65 to death
◦ Major question: “Did I live a meaningful life?” https://www.wise-geek.com/what-is-ego-integrity.htm

◦ Goal: life fulfillment and culmination

◦ Aspects of development: Sense of coherence and wholeness
◦ Factors involved: Self-reflection on life:
◦ Fulfilled life vs. wasted life?
◦ No regret vs. many regrets?
◦ Accept one’s life story vs. wishing one had done things differently?
◦ Important event: Reflection on life
Stage 8 Old Age/Maturity/Late adulthood

◦ Basic virtue: WISDOM

Ego Integrity Despair

• Life-satisfaction • Anger and bitterness

vs
• Acceptance • Regret
• A sense of wholeness • Feeling that one’s life
• Feeling at peace was unproductive

https://www.wise-geek.com/what-is-ego-integrity.htm
Psychosocial Development Summary Chart

Stage Basic Important Virtue Successful outcome Unsuccessful outcome

crisis/conflict events
Infancy Trust vs. Feeding Hope Children develop a sense of trust when Failure at this stage will lead to mistrust and
(birth to 2 Mistrust caregivers provide reliability, care and do not believe that people are
years) affection. dependable.
Early Autonomy vs. Toilet Will Children need to develop a sense of Failure results in feeling of shame and
childhood Shame & training personal control over physical skills and a doubt over their own abilities.
(2-3 years) Doubt sense of independence.
Play age (4- Initiative vs. Exploration Purpose Children develop the motivation to try new Failure results in feeling of guilt and a lack
5 years) Guilt things and begin asserting control and of initiative.
power over the environment.
School age Industry vs. School Competence Success leads to feelings of competence. Failure leads to feelings of inferiority.
(6-11 years) Inferiority
Adolescenc Identity vs. Social Fidelity Teens develop a strong sense of self. Failure leads to role confusion and a weak
e (12-17 Role relationships sense of self.
years) Confusion
Young Intimacy vs. Romantic Love Young adults are able to form loving and Failure at this stage results in loneliness and
adulthood Isolation relationships long-lasting relationships with others. isolation.
(18-40 years)
Adulthood Generativity Parenthood Care A sense of accomplishment can be Failure may lead people to feel uninvolved
(40-65 years) vs. & Work developed via contributing to the world in the world.
Stagnation and nurturing the young generations.
Old age (65 Ego Integrity Reflection Wisdom Success at this stage lead to feelings of Failure results in regret, bitterness and
– death) vs. Despair on life satisfaction and wisdom. despair.
Erikson's key developmental tasks
◦ In the presence of adequate support, education and guidance, people who are
emotionally and socially healthy can successfully negotiate the many psychological
struggles in their lives.
◦ Any unresolved developmental challenges or problems in any stage will negatively
influence the person and may resurface as problems in later stages.
A shorter video
A Longer Explanation on Khan Academy:
 References：
◦ Bishop, C & Keth, K. (2013). Psychosocial Stages of Development.
10.1002/9781118339893.wbeccp441.
◦ Kendra, C. (2022). Erikson's stages of development: A closer look at the eight
psychosocial stages. Verywell mind. Erikson's Stages of Development
(verywellmind.com)