Erik Erikson developed an 8 stage theory of psychosocial development that spans the entire lifespan. Each stage involves a conflict between opposing forces that influences development. The stages include trust vs mistrust in infancy, autonomy vs shame and doubt in toddlers, initiative vs guilt in preschoolers, and identity vs role confusion in adolescence leading to intimacy vs isolation in young adulthood and generativity vs stagnation in middle adulthood ending with integrity vs despair in late adulthood. Jean Piaget also studied cognitive development and identified 4 stages from sensorimotor in infancy to preoperational, concrete operations, and formal operations.

1. Erik Erickson’s
Psychosocial
Development
BY : CECILLE JUAN

2. Erik Erikson (1902-1996)
 One of the tenets of his theory, that a
person’s social view of self is more important
than instinctual drives in determining the
behavior, allows for more optimistic view of
the possibilities for human growth.
 8 stages covering the entire life span.
 At each stage, there is conflict between two
opposing forces.

3. First Stage:Trust vs. Mistrust
 Infant (birth – 18 mos)
• At this stage, an infant
develops their sense of
trust. With proper care
and attention, the child
will be able to trust.
However, if this does not
happen, it leads to
mistrust in the child’s
life.
• Important events:
Feeding

4. Autonomy vs. Shame and Doubt
 Occurs in the toddler age.
(18 months-3 years).
 Child needs to develop a
sense of personal control
over physical skills and a
sense of independence.
 Or they could start feeling
ashamed and doubt their
abilities, when caregivers
are impatient and do
everything for them.
 Important event: toilet
training

5. Initiative vs. Guilt
 Preschool age (3-5 years
old).
 Using initiative in
planning or carrying out
plans.
 Initiative has discovered
that learning new things
is fun.
 Or develop a sense of
guilt over misbehavior
regarding parents limits
or being criticized of
activities done.

6. Industry vs. Inferiority
 School age (5-11 years
of age).
 Learn to follow the
rules imposed by
schools or home.
 Or the child can start
believing they are
inferior to others.
 Questions competency

7. Identity vs. Role Confusion
 Adolescence (11-18 years of
age).
 Acquire a sense of identity.
Who am I?
 Must need to explore their
independence and
developing sense of self to fit
in the society will emerge a
strong sense of self.
 Or can become confused
about ones role in life once
remain unsure of their beliefs
and desires.
 Important events: Social
Relationship

8. Intimacy vs. Isolation
 Young adulthood (18-40 years
of age).
 Develop a relationship and
joint identity with a partner.
 Or can become isolated and
stay away from meaningful
relationships.
 Questions if the person is
ready for new relationships,
or if there is a fear of
rejection.
 Important events: Romantic
Relationship

9. Generativity vs. Stagnation
 Middle adulthood (40-65
years of age).
 Making use of time and
having a concern with
helping others and
guiding the next
generation. “Making
your Mark” on the world.
 stagnation refers to
failure to find way to
contribute.
 Important events:
Parenthood and Work

10. Integrity vs. Despair
 Late adulthood (60-and
up).
 Moment of reflecting back
on life.
 Understand and accept the
meaning of temporary life.
Those feeling proud of
their achievement will feel
sense of integrity.
 complains about regrets,
not having enough time,
and not finding a meaning
throughout life or life is
wasted will give despair.

11. Jean Piaget’s
Cognitive
Development

12. Jean Piaget (1896-1980)
 Introduced the concepts or the way children
learn and think .
 Defined 4 stages
 Each period is an advance over the previous
one.
 To progress from one period to the next,
children reorganize their thinking process to
bring them closer to adult thinking.

13. The Sensorimotor Period (0-2 yrs.)
1-4 months- hand-mouth,
eye-ear
coordination
(a rattle or tape of
parent’s voice)
4-8mos- learns to initiate,
recognize and repeat to
pleasurable experiences
from environment
- Memory traces
- good game, peek a
boo

14.  8-12 mos.- play activities to attain special goals
-activities of own body separate fine
activity of objects
- experience separation anxiety
- toys most played are colored boxes
12-18 mos.- capable of space and time perception
as well as permanence
- play throw and retrieve (like ball playing)
18-24 mos. – uses memory and imitation to act
- play: blocks, colored plastic ring

15. Preoperational Thought (2-7 yrs.)
 Learns to use language and
to represent objects by
images and words
 Thinking is still egocentric:
has difficulty taking the
viewpoint of others
 Classifies objects by a
single feature: e.g. groups
together all the red blocks
regardless of shape or all
the square blocks
regardless of colour

16. Concrete Operations (7-11 yrs.)
 Can think logically about
objects and events
 Achieves conservation of
number (age 6), mass (age
7), and weight (age 9)
 Classifies objects according
to several features and can
order them in series along
a single dimension such as
size.


17. Formal Operations (11- adult)
 Can think logically
about abstract
propositions and test
hypotheses
systematically.
 Becomes concerned
with the hypothetical,
the future, and
ideological problems.
