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The 8 Developmental Stages of Human PsychoSocial Development (Ages 0-100 yrs) from the work of Erik Erikson

They teach this developmental information in psychology courses but it is also very important information that everyone should know. Each stage builds on the successful completion of earlier stages.  If the challenges of a particular stage are not mastered successfully, these problems tend to show up in a future stage.

The  Developmental Stages

Birth-1 year –   Hope: Trust vs. Mistrust

This first year centres around the infant’s basic needs being met by the parents.  If the parents show their child warmth, dependable comfort, secure attachment, and meet his/her needs for food and comfort, the infant will feel safe and will therefore view the world as a place of trust.  If the parents are neglectful or even abusive, the infant will view the world as undependable, unpredictable and potentially dangerous.

2-4 yrs – Will:  Autonomy vs. Shame & Doubt

This is the age where your toddler appears to be “strong-willed”.  However, “Will” is a virtue for this age.  It is important for your child to feel a sense of autonomy, to explore his/her surroundings, and to attempt new challenges.  A parent’s patience and encouragement helps develop a child’s sense of autonomy.  At this age, children also develop their first interests, increase physical coordination and gain independence with toileting.  Highly restrictive parents are more likely to create a sense of doubt and reluctance to attempt new challenges.  It is important to not demand too much too soon, or to refuse to let children attempt new challenges of which they are capable, or they may develop shame and doubt about their ability to handle problems.

4-5 yrs – Purpose: Initiative vs. Guilt

At this age and stage, children start to question if they are “good” or “bad”?  A sense of initiative builds on the previous stage of autonomy.  Children at this age want to begin and complete actions for a purpose.  This is the first time that they begin to experience the emotion of guilt.  Guilt is confusing for them and they may feel this if they are unsuccessful with taking initiative.  It is important to provide encouragement and support to your child’s endeavours while helping him/her make reasonable choices about the projects that can be tried.  If a child develops frustration over not reaching a goal, he/she may engage in aggressive behaviours such as throwing objects, hitting or yelling.

7-13 yrs – Competence: Industry vs. Inferiority

At this age, one wonders how to be good? Children in this stage are more aware of how to share and cooperate.  They are keen to learn more complex tasks and they form their moral values.  They work hard at trying to do things “right” and being “good”.  However, they may also express their independence by being disobedient and talking back.  These elementary school years are critical for developing self-confidence.  It is important that they have opportunities to follow their passions and develop their talents.  If they find they are incapable of meeting their parents’ and teachers’ expectations, they may develop feelings of inferiority and develop a lack of self-motivation and low self-esteem.

14-24 yrs – Fidelity: Identity vs. Role Confusion

This is the well-known time of  Identity Crisis – (this term was coined by Erik Erikson).  In this stage adolescents are making the transition from childhood to adulthood.  They are trying to figure out who they are at this point, (from their experiences in the previous stages) and how it fits in to who they will become as expected by society.  This is the stage of fidelity where they have loyalties to their own beliefs and to people with whom they are close, but sometimes there are contradictions of different values.  They may experiement with a wide range of behaviours and activities.  They need to stay close to their families while having input into their lives and the big decisions that they are making.  It often works best for parents to “paint” two pictures of two different scenarios and have their teenager choose the option that he/she thinks will work best.  According to Erikson, once an adolescent has come to terms with discovering and reflecting on the qualities that one has and what one is going to do with them, the identity is then formed.

25-40’s – Love: Intimacy vs. Isolation

Sometimes people don’t establish their identities until they are in their 30’s.  Once they have formed a sense of self, they are ready and capable of forming close, intimate relationships (friendships and marriages).  They are willing to make the compromises that relationships require.  If they don’t form these intimate relationships, they may become isolated.

45-65 yrs – Care: Generativity vs. Stagnation

Generativity is the concern and care of guiding the next generation.  This does not necessarily mean having children, although raising a family with the intention of working towards the betterment of society, gives one this feeling.  The feeling of generativity can also be accomplished by contributing to society through socially-valued work.  The contrast is the feeling of stagnation where one is more self-centered and does not feel willing or able to contribute to society in a productive way.  This person feels dissatisfied and stagnated with the relative lack of results.

65 yrs+  Wisdom: Ego Integrity vs. Despair

As we age we tend to slow down.  We are more reflective and take time to contemplate our accomplishments.  As people look back on their lives, they develop feelings of contentment and integrity, if they believe that they have had a happy and productive life.  If they look back on their life as a series of disappointments they may develop a sense of despair.

I find Erikson’s developmental stages very useful and hope you will too.  I would love to hear how you see yourself or your children fitting into the characteristics of these stages.

Warmly,