This document discusses human developmental stages from adolescence through late adulthood according to Erik Erikson's psychosocial theory of development and Robert Havighurst's developmental tasks theory. Erikson's theory outlines 8 stages of psychosocial development from infancy to late adulthood, each centered around a conflict or crisis that contributes to personality development. Havighurst identified developmental tasks associated with key life stages from childhood through late adulthood that promote successful adaptation. The document provides details on the expected conflicts, virtues, outcomes, and tasks associated with each developmental period.

1. Developmental Stages in
Middle and Late
Adolescence

2. HUMAN DEVELOPMENTAL STAGES
• Human development focuses on
human growth and changes
across the lifespan, including
physical, cognitive, social,
intellectual, perceptual,
personality and emotional
growth.
• The study of human development
is essential to understanding how
humans learn, mature, and
adapt.

3. • Throughout their lives, humans go through
various stages of development.
• The human being is either in a state of
growth or decline, but either condition
imparts change.
• Some aspects of our life change very little
over time, are consistent.
• Other aspects change dramatically.
• By understanding these changes, we can
better respond and plan ahead effectively.
HUMAN DEVELOPMENTAL STAGES

4. HUMAN DEVELOPMENTAL STAGES
Erik Erikson
STAGES
BASIC
CONFLICT
/ CRISIS
IMPORTAN
T EVENTS
VIRTUES DESCRIPTION OUTCOME
Stage 1
INFANCY
(birth to
18
months)
Trust
Vs.
Mistrust
Feeding Hope
At this stage babies
learn to trust that
their parents will
meet their needs.
If a child’s basic
needs aren’t
properly met at
this age, he/she
might grow up with
a general mistrust
of the world.
Children
develop a sense
of trust when
caregivers
provide
reliability, care,
and affection. A
lack of this will
lead to mistrust.

5. STAGES
BASIC
CONFLICT /
CRISIS
IMPORTANT
EVENTS
VIRTUES DESCRIPTION OUTCOME
Stage 2
EARLY
CHILDHOOD
(18 months to
3 years)
Autonomy
Vs.
Shame and
Doubt
Toilet
Training
Will
As toddlers,
children begin
to develop
independence
and start to
learn that they
can do some
things on their
own (such as
going to the
toilet). If a child
is not
encouraged
properly at this
age, he or she
might develop
shame and
doubt about
their abilities.
Children need to
develop a sense
of personal
control over
physical skills and
a sense of
independence.
Success leads to
feeling of
autonomy, while
failure results in
feelings of shame
and doubt.

6. STAGES
BASIC
CONFLICT /
CRISIS
IMPORTANT
EVENTS
VIRTUES DESCRIPTION OUTCOME
Stage 3
PRESCHOOL
(3 to 5 years)
Initiative
Vs.
Guilt
Exploration Purpose
As preschoolers,
children
continue to
develop more
independence
and start to do
things of their
own initiative. If
a child is not
able to take
initiative and
succeed at
appropriate
tasks, he or she
might develop
guilt over
his/her needs
and desires.
Children need to
begin asserting
control and power
over the
environment.
Success in this
stage leads to a
sense of purpose.
Children who try
to exert too much
power experience
disapproval,
resulting in a
sense of guilt.

7. STAGES
BASIC
CONFLICT /
CRISIS
IMPORTANT
EVENTS
VIRTUES DESCRIPTION OUTCOME
Stage 4
SCHOOL AGE
(6 to 11 years)
Industry
Vs.
Inferiority
School Competence
Throughout
their school
years, children
continue to
develop self-
confidence
through
learning new
things. If they
are not
encouraged
and praised
properly at this
age, they may
develop
inferiority
complex.
Children need to
cope with new
social and
academic
demands. Success
leads to a sense
of competence,
while failure
results in feeling
of inferiority.

8. STAGES
BASIC
CONFLICT
/ CRISIS
IMPORTANT
EVENTS
VIRTUES DESCRIPTION OUTCOME
Stage 5
ADOLESCENCE
(12 to 18
years)
Identity
Vs.
Role
Confusion
Social
Relationships
Fidelity
When they reach
the teenage years,
children stat to
care about how
they look to
others. They start
forming their own
identity by
experimenting
with who they
are. If a teenager
is unable to
properly develop
an identity at this
age, his or her role
confusion will
probably continue
on the adulthood.
Teens need to
develop a sense
of self and
personal identity.
Success leads to n
ability to stay true
to yourself, wile
failure leads to
role confusion
and a weak sense
of self.

9. STAGES
BASIC
CONFLICT
/ CRISIS
IMPORTANT
EVENTS
VIRTUES DESCRIPTION OUTCOME
Stage 6
YOUNG
ADULTHOOD
(19 to 40
years)
Intimacy
Vs.
Isolation
Relationships Love
During early
adulthood, most
people fall in love,
get married and
start building their
own family. If a
person is unable
to develop
intimacy with
other at this age
(whether through
marriage or close
friendship) they
will probably
develop feelings
of isolation.
Young adults need
to form intimate,
loving
relationships with
other people.
Success leads to
strong
relationships,
while failure
results in
loneliness and
isolation.

10. STAGES
BASIC
CONFLICT /
CRISIS
IMPORTANT
EVENTS
VIRTUES DESCRIPTION OUTCOME
Stage 7
MIDDLE
ADULTHOOD
(40 to 65
years)
Generativity
Vs.
Stagnation
Work and
Parenthood
Care
This is the
longest period of
a human’s life. It
is the stage in
which people
are usually
working and
contributing to
society in some
way and perhaps
raising their
children. If a
person does not
find proper ways
to be productive
during this
period, they will
probably
develop feelings
of stagnation.
Adults need to
create or nurture
things that will
outlast them,
often by having
children or
creating a positive
change that
benefits other
people. Success
leads to feelings
of usefulness and
accomplishments,
while failure
results in shallow
environment in
the world.

11. STAGES
BASIC
CONFLICT /
CRISIS
IMPORTANT
EVENTS
VIRTUES DESCRIPTION OUTCOME
Stage 8
MATURITY
(65 to death)
Ego Integrity
Vs.
Despair
Reflection on
Life
Wisdom
As senior
citizens, people
tend to look
back on their
lives and think
about what they
have no
accomplished. If
a person has led
a productive life,
they will develop
a feeling of
integrity if not,
they might fall
into despair.
Older adults need
to look back on
life and feel a
sense of
fulfillment.
Success at this
age leads to
feelings of
wisdom, while
failure results in
regret, bitterness,
and despair.

12. HAVIGHURST’S DEVELOPMENTAL
TASKS DURING THE LIFE SPAN
• Robert Havighurst is a professor and activist.
• He was an incredibly active researcher whose
work spanned the disciplines of education,
psychology, and sociology.
• He elaborated the Developmental Tasks Theory
in the most systematic and extensive manner.
• His 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.

13. • Havighurst theory presents the
individual as an active learner who
continually interacts with a similarly
active social environment.
• He 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).

14. THE DEVELOPMENTAL TASKS
SUMMARY TABLE
INFANCY AND EARLY CHILDHOOD (0 – 5)
•Leaning to walk
•Learning to take solid foods
•Learning to talk
•Learning to control the elimination of body waste
•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

15. 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

16. 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 responsibility
behavior

17. EARLY ADULTHOOD
(19 – 30)
•Selecting a mate
•Learning to live with a partner
•Starting a family
•Rearing children
•Managing a home
•Starting an occupation
•Assuming civic responsibility

18. MIDDLE ADULTHOOD
(30 – 60)
•Helping teenage children to become happy
and responsible adults
•Achieving adult social and civic responsibility
•Satisfactory career achievement
•Developing adult leisure time activities
•Relating to one’s spouse as a person
•Accepting the physiological changes of
middle age
•Adjusting to aging parent

19. LATE 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

20. ACTIVITY: GROUP WORK
Using the Developmental Tasks Summary Table,
assess your own level of development as a
Grade 11 student. Use the worksheet below:
Answer the following Processing Questions:
What are the
expected tasks
you have
successfully
accomplished?
What are the
expected tasks
you have partially
accomplished?
What are the
expected tasks
you have not
accomplished?

21. 1. Being in Grade 11, what are the developmental
tasks expected of you? Rate yourself from 1 – 10
(10 as the highest) whether you have
accomplished those expected tasks.
2. As you are in Grade 11, you are in transition from
high school to college, from being an adolescent
to young adult. How do you feel about this
transition? What is your turning point?
3. Do you think you are ready in this transition which
may mean more responsibilities and greater
accountability? If no, what are the expected tasks
you need to work on? If yes, what are the ways so
you can better plan for the future?
PROCESSING QUESTIONS: