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CTET & State TET Exam  >  CTET & State TET Notes  >  Child Development and Pedagogy for CTET Preparation  >  Notes: Erikson's Theory of Psychosocial Development

Notes: Erikson's Theory of Psychosocial Development | Child Development and Pedagogy for CTET Preparation - CTET & State TET PDF Download

Erikson maintained that personality develops in a predetermined order through eight stages of psychosocial development, from infancy to  late adulthood. During each stage, the person experiences a psychosocial crisis which could have a positive or negative outcome for personality development.

For Erikson (1958, 1963), these crises are of a psychosocial nature because they involve psychological needs of the individual (i.e., psycho) conflicting with the needs of society (i.e., social). 

Notes: Erikson`s Theory of Psychosocial Development | Child Development and Pedagogy for CTET Preparation - CTET & State TET

According to the theory, successful completion of each stage results in a healthy personality and the acquisition of basic virtues. Basic virtues are characteristic strengths which the ego can use to resolve subsequent crises. 

Failure to successfully complete a stage can result in a reduced ability to complete further stages and, therefore a more unhealthy personality and sense of self. These stages, however, can be resolved successfully at a later time.

Erikson’s Psychosocial Stages of Development

Notes: Erikson`s Theory of Psychosocial Development | Child Development and Pedagogy for CTET Preparation - CTET & State TET

Infancy: Trust vs. Mistrust

Trust vs. mistrust is the first stage in Erik Erikson's theory of psychosocial development. This stage begins at birth and continues to approximately 18 months of age. During this stage, the infant is uncertain about the world in which they live, and looks towards their primary caregiver for stability and consistency of care.

  • If the care the infant receives is consistent, predictable and reliable, they will develop a sense of trust which will carry with them to other relationships, and they will be able to feel secure even when threatened.
  • If these needs are not consistently met, mistrust, suspicion, and anxiety may develop. In this situation, the infant will not have confidence in the world around them or in their abilities to influence events.
  • Success in this stage will lead to the virtue of hope. By developing a sense of trust, the infant can have hope that, as new crises arise, there is a real possibility that other people will be there as a source of support. Failing to acquire the virtue of hope will lead to the development of fear. 
  • This infant will carry the basic sense of mistrust of other relationships. It may result in anxiety, heightened insecurities, and an excessive sense of mistrust in the world around them.

Question for Notes: Erikson's Theory of Psychosocial Development
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What is the first stage in Erik Erikson's theory of psychosocial development?
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Toddlerhood: Autonomy vs. Shame and Doubt

Autonomy versus shame and doubt is the second stage of Erik Erikson's stages of psychosocial development. This stage occurs between the ages of 18 months to approximately 3 years. According to Erikson, children at this stage are focused on developing a sense of personal control over physical skills and a sense of independence.

  • Success in this stage leads to the virtue of will.
  • If children are encouraged and supported in their growing independence, they become more confident and secure in their ability to navigate the world.
  • If children face criticism or excessive control, or if they don’t get chances to assert themselves, they may feel inadequate.
  • This could lead to being overly dependent on others, low self-esteem, and a sense of shame or doubt regarding their abilities.

What Happens During This Stage? 

  • Physical Development: The child grows rapidly and becomes more mobile, typically reaching milestones like crawling, standing, and walking.

  • Discovery of Skills: Children begin developing abilities such as dressing themselves, playing with toys, and making simple choices.

  • Growing Independence: As their confidence grows, they assert independence by making decisions about what to wear, eat, or play with, and may explore their surroundings away from caregivers.

What Can Parents Do to Encourage a Sense of Control?

  • Create a Supportive Environment: Allow children to explore their abilities in a setting that is supportive and accepts failure as a part of learning.
  • Encourage Self-Dressing: Instead of dressing their child, parents should be patient and give them the opportunity to dress themselves or ask for help when needed.
  • Balance Independence and Support: While encouraging independence, parents should also help children learn to cope with failure in a positive manner. Finding a balance is crucial; parents should avoid doing everything for their child.
  • Avoid Criticism: If a child is struggling with a task, parents should refrain from criticising them, especially during challenging situations like toilet training.
  • Promote Self-Control and Self-Esteem: The goal should be to promote self-control without harming the child’s self-esteem.

Early Childhood: Initiative vs. Guilt

Initiative versus guilt is the third stage of Erik Erikson's theory of psychosocial development. During the initiative versus guilt stage, children assert themselves more frequently.

  • These are vibrant and rapidly developing years in a child’s life.
  • According to Helen Bee (1992), it is a “time of vigour of action and of behaviours that the parents may see as aggressive.”
  • Children regularly interact with others at school during this period.
  • Play is central to this stage, allowing children to explore their social skills by initiating activities.
  • Children start to plan activities, create games, and engage with others.
  • If encouraged, children develop a sense of initiative and feel confident in leading and making decisions.
  • If this is stifled by criticism or control, children may feel guilt.
  • Sometimes, children may be overly assertive, and parents might punish them too harshly, limiting their initiative.
  • During this stage, children will ask many questions as their desire to learn grows.
  • If parents dismiss these questions as trivial or annoying, children may feel guilty for being bothersome.
  • Excessive guilt can make children hesitant to interact and may stifle their creativity.
  • A certain amount of guilt is necessary for children to learn self-control and develop a conscience.
  • A healthy balance between initiative and guilt is crucial.
  • Success in this stage leads to the virtue of purpose, while failure results in a sense of guilt.

Question for Notes: Erikson's Theory of Psychosocial Development
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What do children develop if encouraged during the initiative vs. guilt stage?
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Middle Childhood: Industry vs. Inferiority

Erikson's fourth psychosocial crisis, involving industry (competence) vs. Inferiority occurs during childhood between the ages of five and twelve.

  • Teachers play a key role by helping children acquire specific skills.
  • Peer groups become increasingly important and contribute significantly to a child's self-esteem.
  • Children strive for approval by demonstrating abilities valued by society, developing a sense of pride in their achievements.
  • When children are encouraged and supported, they feel competent and confident in reaching goals.
  • If their efforts are discouraged or restricted by parents or teachers, they may feel inferior and start doubting their abilities.
  • A child who fails to meet societal expectations (e.g., in sports or academics) may develop a sense of inferiority.
  • Some failure is helpful, as it teaches modesty and helps balance confidence with humility.
  • Successful resolution of this stage results in the development of the virtue of competence.

Adolescence: Identity vs. Role Confusion

The fifth stage of Erik Erikson's theory of psychosocial development is identity vs. role confusion, and it occurs during adolescence, from about 12-18 years. During this stage, adolescents search for a sense of self and personal identity, through an intense exploration of personal values, beliefs, and goals.

  • This stage marks the transition from childhood to adulthood, with growing independence and thoughts about the future (career, relationships, family, etc.).
  • Adolescents begin to understand the adult roles they will occupy and re-examine their sexual and occupational identities.
  • According to Bee (1992), this stage should end with a reintegrated sense of self and clarity on identity and gender roles.
  • Adolescents may experience body image issues, feeling uncomfortable until they adapt to physical changes.
  • Success in this stage results in the development of the virtue of fidelity – the ability to form lasting commitments while respecting differences in values or beliefs.
  • During this phase, adolescents experiment with various lifestyles (e.g., work, education, politics) to shape their identity.
  • Failure to form a clear identity may lead to role confusion, where individuals are unsure about themselves and their role in society.
  • External pressure to adopt a certain identity can lead to rebellion, the formation of a negative identity, and overall unhappiness.

Early Adulthood: Intimacy vs. Isolation 

Intimacy versus isolation is the sixth stage of Erik Erikson's theory of psychosocial development. This stage takes place during young adulthood between the ages of approximately 18 to 40 years.

  • It emphasises the importance of sharing oneself intimately with others.
  • The focus is on building long-term relationships beyond familial bonds.
  • Successfully navigating this stage leads to happy relationships and a sense of safety and security.
  • A fear of commitment can result in feelings of isolation and loneliness.
  • Success in this stage results in the virtue of love.

Middle Adulthood: Generativity vs. Stagnation

Generativity versus stagnation is the seventh of eight stages of Erik Erikson's theory of psychosocial development. This stage takes place during middle adulthood (ages 40 to 65 years).

  • Individuals feel a strong need to create, nurture, or guide things that will outlast them (e.g., mentoring, parenting, community service).

  • Generativity is expressed by raising children, being productive at work, and actively contributing to society through community involvement.

  • Success leads to a sense of usefulness, purpose, and being part of the larger picture.

  • Failure results in stagnation, feelings of unproductiveness, disconnection, and lack of involvement with society.

  • Positive resolution of this stage leads to the development of the virtue of care.

Question for Notes: Erikson's Theory of Psychosocial Development
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What is the primary focus of Erikson's fourth psychosocial crisis during middle childhood?
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Late Adulthood: Ego Integrity vs. Despair

Ego integrity versus despair is the eighth and final stage of Erik Erikson’s stage theory of psychosocial development. This stage begins at approximately age 65 and ends at death.

  • In late adulthood, we reflect on our life and achievements; seeing our life as meaningful and successful leads to integrity.
  • After 65, as senior citizens, productivity naturally slows, and life is experienced in a more relaxed, retired way.
  • Erikson believed that if people view their life as unproductive, feel guilt about the past, or think they haven’t achieved their goals, they develop despair, which can cause depression, hopelessness, and dissatisfaction.
  • Successfully navigating this stage cultivates wisdom, which allows a person to feel a sense of closure, completeness, and accept death without fear.
  • Late life is not only about integrity; people experience both integrity and despair alternately, and the key is to balance these states.

Erikson’s Ninth Stage of Psychosocial Development

  • Erik Erikson and his wife, Joan, worked together on the theory of psychosocial development.
  • In their later years, they re-examined Erikson’s original eight stages to understand development in the 80s and 90s.
  • After Erikson’s death in 1994, Joan extended the theory by adding a ninth stage, drawing from her own experiences and Erikson’s notes.
  • She suggested that in very old age, individuals revisit the earlier eight conflicts, but these are influenced by the physical and social challenges of aging.
  • In the first eight stages, each conflict is expressed as syntonic (positive) vs. dystonic (negative), e.g., trust vs. mistrust, integrity vs. despair.

  • In the ninth stage, the negative or dystonic aspects tend to dominate:
    i) Greater mistrust (trust vs. mistrust)
    ii) Increased guilt due to declining abilities (initiative vs. guilt)
    iii) Reduced sense of competence (industry vs. inferiority)
    iv) Loss of identity due to dependency (identity vs. role confusion)
    v) Heightened isolation (intimacy vs. isolation)
    vi) Feeling less useful to society (generativity vs. stagnation)

  • The Eriksons noted that those who adapt successfully in this stage move toward gerotranscendence, a term by Lars Tornstam.
  • Gerotranscendence is marked by:
    i) Deeper awareness of one’s life and existence
    ii) Stronger connections to the past
    iii) A more positive, transcendent outlook on life.

Critical Evaluation

  • Lifelong Development Perspective: Erikson’s theory views personality as evolving throughout life, supported by McAdams (2001), who emphasises that personality changes are gradual and ongoing.

  • Focus on Later Life Stages: The model draws attention to middle and late adulthood as important phases for psychological growth, which were previously underexplored in developmental theories.

  • High Face Validity: Many individuals relate to the stages based on personal and observed experiences, adding to the theory’s credibility and practical appeal.

  • Lack of Causal Clarity: The theory does not clearly identify what specific factors or experiences are necessary to resolve psychosocial conflicts, making its explanatory power limited.

  • Acknowledgement of Individual Variation: Erikson recognises that each person may deal with developmental crises differently, but does not provide guidance on how these variations affect outcomes.

  • Descriptive, Not Explanatory: Erikson himself noted that his theory is meant to describe patterns of human growth rather than explain the processes behind them.

  • Unclear Stage Linkages: The relationship between the outcomes of one stage and the influence on subsequent stages remains vague and insufficiently explained.

  • Conceptual Model: Erikson’s work serves more as a conceptual tool to explore human development, rather than a theory that can be tested or applied universally.

  • Lifespan Integration: A major strength is the theory’s ability to connect psychosocial development across the entire lifespan, highlighting how each stage contributes to overall personality.

Strengths and Weaknesses of the Theory

  • Erikson’s stages offer a foundational framework for understanding emotional and social development over time.

  • However, the model assumes a linear progression, even though individuals often revisit unresolved issues later in life.

  • Critics argue that the theory reflects Western cultural norms, especially regarding adolescence and identity, which may not apply in all cultures.

  • Although widely respected, the theory is also critiqued for its male-centred lens and for using broad terms that are hard to measure or empirically validate.

The document Notes: Erikson's Theory of Psychosocial Development | Child Development and Pedagogy for CTET Preparation - CTET & State TET is a part of the CTET & State TET Course Child Development and Pedagogy for CTET Preparation.
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FAQs on Notes: Erikson's Theory of Psychosocial Development - Child Development and Pedagogy for CTET Preparation - CTET & State TET

1. What are the eight stages of Erikson's Theory of Psychosocial Development?
Ans. Erikson's Theory outlines eight stages of development that span from infancy to adulthood: 1. Trust vs. Mistrust (Infancy) 2. Autonomy vs. Shame and Doubt (Early Childhood) 3. Initiative vs. Guilt (Preschool Age) 4. Industry vs. Inferiority (School Age) 5. Identity vs. Role Confusion (Adolescence) 6. Intimacy vs. Isolation (Young Adulthood) 7. Generativity vs. Stagnation (Middle Adulthood) 8. Integrity vs. Despair (Late Adulthood). Each stage presents a conflict that must be resolved for healthy psychological development.
2. How does Erikson's theory differ from Freud's psychosexual stages?
Ans. Erikson's theory emphasizes psychosocial development across the lifespan, whereas Freud's theory focuses on psychosexual stages from infancy to adulthood. Erikson believed that social and emotional development continues throughout life, addressing identity and relationships, while Freud emphasized early childhood experiences and sexual drives. Erikson's model is broader, incorporating societal influences and personal growth beyond childhood.
3. What happens if a stage in Erikson's theory is not successfully resolved?
Ans. If a stage in Erikson's theory is not successfully resolved, individuals may face challenges in later stages of development. For example, failing to develop trust during infancy can lead to difficulties in forming intimate relationships later on. Each unresolved conflict can create a psychological imbalance, potentially leading to issues such as low self-esteem, relationship problems, or identity confusion in adulthood.
4. Can Erikson's stages of development be revisited later in life?
Ans. Yes, Erikson's stages can be revisited later in life. While each stage is typically associated with a specific age range, individuals may encounter similar challenges at different life stages or when facing major life changes. For instance, someone in middle adulthood may reassess their generativity and contributions to society, indicating that psychosocial development is an ongoing process throughout life.
5. How can Erikson's theory be applied in real-world settings, such as education or therapy?
Ans. Erikson's theory can be applied in education by creating supportive environments that promote trust and autonomy in young children. Teachers can encourage initiative and industry in students through engaging activities. In therapy, understanding a client's unresolved conflicts from past stages can guide therapeutic approaches, helping individuals work through issues related to identity, intimacy, or generativity, thus fostering personal growth and healing.
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Document Description: Notes: Erikson's Theory of Psychosocial Development for CTET & State TET 2025 is part of Child Development and Pedagogy for CTET Preparation preparation. The notes and questions for Notes: Erikson's Theory of Psychosocial Development have been prepared according to the CTET & State TET exam syllabus. Information about Notes: Erikson's Theory of Psychosocial Development covers topics like Erikson’s Psychosocial Stages of Development, Infancy: Trust vs. Mistrust, Toddlerhood: Autonomy vs. Shame and Doubt, Early Childhood: Initiative vs. Guilt, Middle Childhood: Industry vs. Inferiority, Adolescence: Identity vs. Role Confusion, Early Adulthood: Intimacy vs. Isolation , Middle Adulthood: Generativity vs. Stagnation, Late Adulthood: Ego Integrity vs. Despair, Erikson’s Ninth Stage of Psychosocial Development, Critical Evaluation, Strengths and Weaknesses of the Theory and Notes: Erikson's Theory of Psychosocial Development Example, for CTET & State TET 2025 Exam. Find important definitions, questions, notes, meanings, examples, exercises and tests below for Notes: Erikson's Theory of Psychosocial Development.
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