This PPT prepared by Teacher Educator from Thiagarajar College of Preceptor-Madurai for B.Ed Trainees.

1. Erikson’s Psychosocial
Theory
K.Thangavel,
Assistant Professor,
Thiagarajar College of Preceptors, Madurai-9.

2. Erik Erikson
• Father abandoned before
born.
• Irregular work in Europe
without an identity.
• Took a job as a teacher for
children of Freud’s patients.
• Trained in psychoanalysis
(i.e. Freud).
• Took name as Erikson (son
of himself) symbolizing full
attainment of sense of
identity.

3. Psychosocial Development
• Psychosocial: Development of self in relationship
to society
– Psycho: Mental processes
– Social: Relating to society
• Developmental changes in behavior result from
the interaction between internal drives and
cultural demands
– Psychosocial development is culturally relative:
• Children in all cultures go through the same sequence of
stages, but each culture has its own way of directing the
child’s behavior
• Social demands change within each culture over time

4. Erikson’s Stages of
Psychosocial Development
• Maturation and culture’s expectations create
eight crises that the individual must resolve for
healthy development
– Cultural demands change as a child ages
• Development continues throughout the lifespan
– Main goal in life is the search for identity
• Identity: Understanding and accepting one’s self and society
• Eight psychosocial stages throughout the lifespan
influences identity

5. Erikson’s Stages of
Psychosocial Development
• Each stage is characterized by a crisis
– Crisis: a psychosocial challenge that presents
opportunities for development
– Positive resolution of crisis leads to growth but
negative resolution (or no resolution) leads to
maladjustment
• Positive resolution: Constructive orientation toward
future events related to that conflict
• Negative resolution: Problems resolving future crises

6. Erikson’s Stages of
Psychosocial Development
Stage Age
(years)
Important
Events
Crisis
Infancy 0-2 Feeding Trust vs. Mistrust*
Early
Childhood
2-3 Toilet training
Autonomy vs. Shame & Doubt
Preschool 3-5 Exploration of the
environment
Initiative vs. Guilt
School Age 6-11 School Industry vs. Inferiority
Adolescence 12-20 Social
relationships
Identity vs. Role Confusion*
Young Adults Mid-20s Relationships Intimacy vs. Isolation*
Adulthood 25-60 Work and
parenthood
Generativity vs. Stagnation*
Old Age 60+ Reflection of
life
Ego Integrity vs. Despair

7. Stage 1:
Trust vs. Mistrust
• Newborns cannot meet their own needs
– Have to trust that their mother meets their needs
– Trust: Essential trustfulness of others and sense of
one’s own trustworthiness
• Positive Resolution: Trust in the world based
on basic needs being met
• Parents’ Role: Provide warmth and
responsiveness to child’s needs to foster a
secure attachment
Age: 0-2 years
Primary Event: Feeding

8. Stage 2:
Autonomy vs. Shame and Doubt
• Failing at toilet training leads to shame and doubt in
abilities
• Autonomy: Determination to exercise free will
• Shame and doubt about one’s self-control and
independence results if:
– Trust crisis was not resolved
– Toilet training was too harsh
– Child’s will is broken by over-controlling parents
• Positive Resolution: Development of self-confidence
based on encouragement and limit setting
• Parents’ Role: Balance the child’s desire for autonomy
and parent’s need to control the child’s behavior
Age: 2-3 years
Primary Event: Toilet Training

9. Stage 3:
Initiative vs. Guilt
• Initiative: Actively seek to impose sense of will on
surroundings
• Must learn balance between acting and controlling impulses
• Guilt results if initiative frequently leads to
punishment or disapproval
• Positive Resolution: Explore the environment
with a sense of purpose
• Parents’ Role: Support the child’s initiative in
appropriate situations
Age: 3-5 years
Primary Event: Independence

10. Stage 4:
Industry vs. Inferiority
• Industry: Doing things that others value
• Successful experiences give sense of industry,
competence, and mastery
– Unsuccessful experiences leads to feelings of
inadequacy, inferiority, and no self-worth
• Positive Resolution: Productive work, success
experiences, and understanding of progress
• Parents’ Role: Help children participate in
activities where they are successful
Age: 6-11 years
Primary Event: School

11. Stage 5:
Identity vs. Role Confusion
• Identity: Integrated sense of self
– Answering: Who am I?
– Integrate beliefs in politics, religion, career, life
purpose, family, etc.
• Identity crisis is the most significant conflict
• Role confusion: Inability to integrate beliefs,
leaving a fragmented personality
• Positive Resolution: Strong sense of identity and
plans for the future
• Parents’ Role: Help the child learn about options
for their identity
Age: 12-20 years
Primary Event: Peer Relationships

12. Stage 6:
Intimacy vs. Isolation
• Intimacy: Close committed relationship with
someone
– Identity is necessary for intimacy with others
• Positive Resolution: Ability to self-disclose
with another person
Age: mid-20s
Primary Event: Loving Relationships

13. Stage 7:
Generativity vs. Stagnation
• Generativity: Desire to create things in the
world that will outlive you
• Stagnation: Self-absorption
• Positive Resolution: Acts of caring beyond the
self
Age: 25-60 years
Primary Event: Parenting

14. Stage 8:
Ego Integrity vs. Despair
• Ego Integrity: View that one’s life has had
meaning and acceptance of one’s choices.
• Despair: Regret for what one has or has not
done with their life
• Positive Resolution: Satisfaction about the
past
Age: 60+ years
Primary Event: Reflection on Life

15. Critique of Psychosocial Theory
• Strengths
– One of first developmental theories to focus on
development across the lifespan
– Logical progression of life stages
• Weakness
– The theory does not explain why development
occurs

16. Implications for Education
• Importance of early relationships with
caregivers
• Illustrates the significance of successful
experiences in school
• Explains that children of different ages have
different social needs

17. Revision
• Describe Erikson’s eight stages.
• Explain what a teacher/parent can do to
support development in each of the childhood
stages