Erik Erikson's Psychosocial Theory of Development: Contribution to the Field of Education

Erikson’s theory was largely influenced by Sigmund Freud. But Erikson extended the
theory and incorporated cultural and social aspects into Freud’s biological and sexually oriented
theory. It’s also interesting to see how his ideas developed over time, perhaps aided by his own
journey through the ‘psychosocial crisis’ stages model that supported his work. Erikson’s model
is simple and well-designed. The theory is a basis for broad and complex discussion and analysis
of personality, behavior, for understanding and for facilitating personal development – of self
and others. It can help the teacher in becoming more knowledgeable of and at the same time
understand the various environmental factors that affect his/her own and his/her students’
personality and behavior.
Erikson’s eight stages theory is a greatly powerful mode. It is very accessible and
obviously relevant to modern life, from several different perspectives, for understanding and
explaining how personality and behavior develop in people. It is important to note that if the
conflict occurs during a certain stage and it is not resolved, this same conflict may happen in the
future stage. Past conflicts may also arise during certain life experiences. As such Erikson’s
theory is useful for teaching, parenting, self-awareness, managing and coaching, dealing with
conflict, and generally for understanding self and others.

Erikson’s Eight Psychosocial Stages of Development

Stage one is infancy (birth to 18 months old) . It deals primarily with trust versus
mistrust. Children develop a sense of trust when caregivers provide reliability, care and
affection. A lack of this will lead to mistrust.
Autonomy versus shame and doubt is the key conflict that occurs during stage two. This stage
is the early childhood (2 to 3 years old) and during this stage individuals are focusing on their
mental and motor abilities and how to accomplish certain tasks within their reach regarding
these abilities without the help of others. Success leads to feelings of autonomy, failure results
in feelings of shame and doubt.
Stage three is preschool (3 to 5 years old). It deals with initiative versus guilt. Children need to
begin asserting control and power over the environment. Success in this stage leads to a sense
of purpose and children who try to exert too much power experience disapproval, resulting in a
sense of guilt.
Stage four takes place at the school age (6 to 11 years old) and industry versus inferiority is the
main conflict. Children need to cope with new social and academic demands. Success leads to a
sense of competence, while failure results in feelings of inferiority.
Identity versus role confusion is the conflict that needs to be resolved during stage five.
Individuals are in adolescence stage (12 to 18 years old). Teens need to develop a sense of self
and personal identity. Success leads to an ability to stay true to yourself, while failure leads to a
role confusion and a weak of sense of self.
Young adults need to form intimate, loving relationships with other people. This stage occurs in
young adulthood (19 to 40 years old.) Success leads to strong relationships, while failure
results in loneliness and isolation.
Stage seven occurs during middle adulthood (40 to 65 years old) and generativity versus
stagnation must be resolved at this time. 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 feeling of usefulness and accomplishment, while failure results in shallow
involvement in the world.
Finally, stage eight deals with integrity versus despair and this occurs during the late
adulthood (65 years old to death). Older adults need to look back on life and feel a sense of
fulfillment. Success at this stage leads to feelings of wisdom, while failure results in regret,
bitterness and despair.

Contribution to the Field of Education

Teachers may use Erikson's theory of psychosocial stages in a variety of ways. According
to the research that I read and browsing in the internet, it says that Stage one to five will be the
main stages that teachers must consider. The next few paragraph will discussed some
educational implications related to Stages one to five.
In stage one, teachers or parents can meet physical needs consistently and provide
physical affection at regular intervals. In that case, children will develop the virtue of hope, the
strong belief that, even when things are not going well, they will work out well in the end.
During stage two, teachers can provide consistent, reasonable discipline, opportunities
for students to do for themselves, and positive role models. If you get the proper, positive
balance of autonomy and shame and doubt, you will develop the virtue of will power or
determination.
In stage three, teachers can support efforts to plan and carry out activities and can help
children with realistic choices that consider other’s needs.
During stage four, teachers can give opportunities for children to achieve recognition
and praise by producing things. Success takes on a major role during a student's life at this time.
During stage five, teachers must treat students as adults, challenge them with realistic
goals and address issues of identity. Any teacher can practice what is in Erikson's Psychosocial
Theory of Development and use it in the classroom to produce positive outcomes in a student's
life.
Reference:
Lucas, Maria Rita D. and Brenda B. Corpuz, Ph.D. (2007) Facilitating Learning: A Metacognitive
Process. Lorimar Publishing, Inc.
http://psychology.about.com/library/bl_psychosocial_summary.htm
http://www.education.com/reference/article/erikson-erik-1902-1994/

What are educational implications of Erikson’s theory of psychosocial development?

Erikson showed developmental stages that seamlessly integrate into a comprehensive
theory of personality based on self-organization. Each stage corresponds to access to a
structural level. Our maturation is discontinuous. The trouble is that every child will not access
them the same age and with the same ease. A chance for our diversity? This complicates the
task of educators. Easier to teach a class of children at the same stage than a heterogeneous
class, especially if these children are given the same social status because they belong to the
same generation. Prioritization is pejorative. Things were better in rural classrooms mixing
different generations and different scholar levels: the social position of tall and little ones was
clear, and mutual support could be exercised easily. In a classroom of the same age, the least
developed are “drags” and the most advanced pretentious”.
Since identical educational prerequisites are asked to all students, their different
potentials clearly come, early, from the innate. Of course difficult social ambience complicated
life of some. But it is not insurmountable for a teacher. Method affair. By cons, when
confronted with a real misunderstanding, because the mind circuits are not mature, stress leads
to destroy the confidence of the student.
The construction of personality is the interaction of two streams of solicitations:
instinctive intentions and requests of the environment. It slowly raised the psychic building,
floor by floor, with a structure and means deeply tattooed by innate. When requests far exceed
the capabilities, the simplest protection is to ignore them. Various possible methods, from
introversion to the construction of an illusory universe. Appear neurosis, which are construction
defects related to non-compliance to the specification: the plan ceases to be interactive
between the two streams, instinct and environment. Neurosis is an overly instinctive behavior.
The reverse abuse is equally pathological: an omnipotent, colonialist environment for the child
psyche produces colorless personalities: excessive right-thinking.
So must see Erikson theory not as a series of steps to achieve in order and on time, but
as benchmarks for educators to analyze the personality of their students and adapt their
requests. They can also encourage their flock to be aware of their shortcomings. All this takes
time, energy, is rarely profitable (except empathy from kids). With both parents at work and no
increase in the social budget that would allow a customized education, young minds continue
to bump along on a road full of ruts of life, and produce the great diversity of adults we know.
The society seen by our self-organizational theory can only be a dynamic of conflicts and never
equilibrium.

Erik Erikson was an ego psychologist who developed one of the most popular and influential
theories of development. While his theory was impacted by psychoanalyst Sigmund Freud's work,
Erikson's theory centered on psychosocial development rather than psychosexual development. The
stages that make up his theory are as follows:

Stage 1 - Trust vs. Mistrust

Stage 2 - Autonomy vs. Shame and Doubt
Stage 3 - Initiative vs. Guilt
Stage 4 - Industry vs. Inferiority
Stage 5 - Identity vs. Confusion
Stage 6 - Intimacy vs. Isolation
Stage 7 - Generativity vs. Stagnation
Stage 8 - Integrity vs. Despair

Let's take a closer look at the background and different stages that make up Erikson's
psychosocial theory.

What Is Psychosocial Development?

So what exactly did Erikson's theory of psychosocial development entail? Much like Sigmund
Freud, Erikson believed that personality developed in a series of stages. Unlike Freud's theory of
psychosexual stages,

Erikson's theory described the impact of social experience across the whole lifespan. Erikson
was interested in how social interaction and relationships played a role in the development and growth
of human beings.

Each stage in Erikson's theory builds on the preceding stages and paves the way for following
periods of development.
 In each stage, Erikson believed people experience a conflict that serves as a turning point in
development. In Erikson's view, these conflicts are centered on either developing a psychological quality
or failing to develop that quality. During these times, the potential for personal growth is high but so is
the potential for failure.

If people successfully deal with the conflict, they emerge from the stage with psychological
strengths that will serve them well for the rest of their lives. If they fail to deal effectively with these
conflicts, they may not develop the essential skills needed for a strong sense of self.

Erikson also believed that a sense of competence motivates behaviors and actions. Each stage in
Erikson's theory is concerned with becoming competent in an area of life. If the stage is handled well,
the person will feel a sense of mastery, which is sometimes referred to as ego strength or ego quality. If
the stage is managed poorly, the person will emerge with a sense of inadequacy in that aspect of
development.

Psychosocial Stage 1 - Trust vs. Mistrust

The first stage of Erikson's theory of psychosocial development occurs between birth and one
year of age and is the most fundamental stage in life.

Because an infant is utterly dependent, developing trust is based on the dependability and
quality of the child's caregivers. At this point in development, the child is utterly dependent upon adult
caregivers for everything that he or she needs to survive including food, love, warmth, safety, and
nurturing.

Everything. If a caregiver fails to provide adequate care and love, the child will come to feel that
he or she cannot trust or depend upon the adults in his or her life.

If a child successfully develops trust, he or she will feel safe and secure in the world. Caregivers
who are inconsistent, emotionally unavailable, or rejecting contribute to feelings of mistrust in the
children under their care. Failure to develop trust will result in fear and a belief that the world is
inconsistent and unpredictable.

Of course, no child is going to develop a sense of 100 percent trust or 100 percent doubt.
Erikson believed that successful development was all about striking a balance between the two
opposing sides.

When this happens, children acquire hope, which Erikson described as an openness to
experience tempered by some wariness that danger may be present.

Psychosocial Stage 2 - Autonomy vs. Shame and Doubt

 The second stage of Erikson's theory of psychosocial development takes place during early
childhood and is focused on children developing a greater sense of personal control.

At this point in development, children are just starting to gain a little independence. They are
starting to perform basic actions on their own and making simple decisions about what they prefer. By
allowing kids to make choices and gain control, parents and caregivers can help children develop a sense
of autonomy.

Like Freud, Erikson believed that toilet training was a vital part of this process. However,
Erikson's reasoning was quite different than that of Freud's. Erikson believed that learning to control
one's bodily functions leads to a feeling of control and a sense of independence.

Other important events include gaining more control over food choices, toy preferences, and
clothing selection.

Children who successfully complete this stage feel secure and confident, while those who do not
are left with a sense of inadequacy and self-doubt. Erikson believed that achieving a balance between
autonomy and shame and doubt would lead to will, which is the belief that children can act with
intention, within reason and limits.

Psychosocial Stage 3 - Initiative vs. Guilt

The third stage of psychosocial development takes place during the preschool years.

At this point in psychosocial development, children begin to assert their power and control over
the world through directing play and other social interactions.

Children who are successful at this stage feel capable and able to lead others. Those who fail to
acquire these skills are left with a sense of guilt, self-doubt, and lack of initiative.

When an ideal balance of individual initiative and a willingness to work with others is achieved,
the ego quality known as purpose emerges.

Psychosocial Stage 4 - Industry vs. Inferiority

The fourth psychosocial stage takes place during the early school years from approximately age
5 to 11.

Through social interactions, children begin to develop a sense of pride in their accomplishments
and abilities. Children who are encouraged and commended by parents and teachers develop a feeling
of competence and belief in their skills. Those who receive little or no encouragement from parents,
teachers, or peers will doubt their abilities to be successful.
 Successfully finding a balance at this stage of psychosocial development leads to the strength
known as competence, in which children develop a belief their abilities to handle the tasks set before
them.

Psychosocial Stage 5 - Identity vs. Confusion

The fifth psychosocial stage takes place during the often turbulent teenage years. This stage
plays an essential role in developing a sense of personal identity which will continue to influence
behavior and development for the rest of a person's life.

During adolescence, children explore their independence and develop a sense of self. Those
who receive proper encouragement and reinforcement through personal exploration will emerge from
this stage with a strong sense of self and feelings of independence and control. Those who remain
unsure of their beliefs and desires will feel insecure and confused about themselves and the future.

When psychologists talk about identity, they are referring to all of the beliefs, ideals, and values
that help shape and guide a person's behavior. Completing this stage successfully leads to fidelity, which
Erikson described as an ability to live by society's standards and expectations.

While Erikson believed that each stage of psychosocial development was important, he placed a
particular emphasis on the development of ego identity. Ego identity is the conscious sense of self that
we develop through social interaction and becomes a central focus during the identity versus confusion
stage of psychosocial development.

According to Erikson, our ego identity constantly changes due to new experiences and
information we acquire in our daily interactions with others. As we have new experiences, we also take
on challenges that can help or hinder the development of identity.

Our personal identity gives each of us an integrated and cohesive sense of self that endures
throughout lives. Our sense of personal identity is shaped by our experiences and interactions with
others, and it is this identity that helps guide our actions, beliefs, and behaviors as we age.

Psychosocial Stage 6 - Intimacy vs. Isolation

This stage covers the period of early adulthood when people are exploring personal
relationships.

Erikson believed it was vital that people develop close, committed relationships with other
people. Those who are successful at this step will form relationships that are enduring and secure.

Remember that each step builds on skills learned in previous steps. Erikson believed that a
strong sense of personal identity was important for developing intimate relationships. Studies have
demonstrated that those with a poor sense of self do tend to have less committed relationships and are
more likely to suffer emotional isolation, loneliness, and depression.

Successful resolution of this stage results in the virtue known as love. It is marked by the ability
to form lasting, meaningful relationships with other people.

Psychosocial Stage 7 - Generativity vs. Stagnation

 During adulthood, we continue to build our lives, focusing on our career and family.

Those who are successful during this phase will feel that they are contributing to the world by
being active in their home and community. Those who fail to attain this skill will feel unproductive and
uninvolved in the world.

Care is the virtue achieved when this stage is handled successfully. Being proud of your
accomplishments, watching your children grow into adults, and developing a sense of unity with your
life partner are important accomplishments of this stage.

Psychosocial Stage 8 - Integrity vs. Despair

The final psychosocial stage occurs during old age and is focused on reflecting back on life.

At this point in development, people look back on the events of their lives and determine if they
are happy with the life that they lived or if they regret the things they did or didn't do.

Those who are unsuccessful during this stage will feel that their life has been wasted and will
experience many regrets. The individual will be left with feelings of bitterness and despair.

Those who feel proud of their accomplishments will feel a sense of integrity. Successfully
completing this phase means looking back with few regrets and a general feeling of satisfaction. These
individuals will attain wisdom, even when confronting death.