🧠 Erikson’s Psycho-social Development
The 8 Stages of the Human Life Cycle
Erik Erikson’s psychosocial theory posits that personality develops through eight stages over the entire human lifespan. At each stage, an individual faces a psychosocial crisis—a conflict between their personal psychological needs and the demands of society. Successfully resolving these crises results in a healthy personality and “virtues,” while failure can lead to negative behavioral outcomes.
| Stage & Crisis | Approximate Age | Virtue/Core Goal | Result of Failure |
|---|---|---|---|
| Trust vs. Mistrust | Birth to 1.5 Years | Security & Hope | Fear, suspicion, and anxiety |
| Autonomy vs. Shame | 1.5 to 3 Years | Self-Control & Will | Low self-esteem and self-doubt |
| Initiative vs. Guilt | 3 to 6 Years | Purpose & Direction | Lack of self-initiative and guilt |
| Industry vs. Inferiority | 6 to 12 Years | Competence | Feelings of inadequacy/unproductive |
| Identity vs. Confusion | 12 to 20 Years | Fidelity & Self-Image | Identity crisis and social withdrawal |
| Intimacy vs. Isolation | 20 to 45 Years | Love & Commitment | Loneliness, isolation, and depression |
| Generativity vs. Stagnation | 45 to 65 Years | Care & Productivity | Feeling unproductive or stuck |
| Integrity vs. Despair | 65+ Years | Wisdom & Satisfaction | Regret, bitterness, and despair |
I. Trust vs. Mistrust
The infant depends entirely on the caretaker. If needs are met consistently, the child develops Trust. If not, a deep sense of Insecurity follows.
Edu Implication: Provide a consistent, nurturing environment to ensure students feel safe and secure in the classroom.
II. Autonomy vs. Shame & Doubt
Toddlers explore their environment. Success in motor skills leads to Independence. Harsh parenting leads to the child doubting their own abilities.
Edu Implication: Allow for choices and independent tasks to build self-reliance and confidence.
III. Initiative vs. Guilt
Preschoolers begin planning activities and asking “Why?”. Encouragement fosters Initiative; punishment for minor failures fosters a Guilty Conscience.
Edu Implication: Encourage creative play and questions; focus on effort rather than just perfect results.
IV. Industry vs. Inferiority
School years. Success in academic and social tasks builds Competence. Failure to keep up with peers results in feeling “less than” or inferior.
Edu Implication: Provide diverse opportunities for success so every student can find a “win” and feel capable.
V. Identity vs. Role Confusion
Adolescence. The search for “Who am I?”. Success leads to a clear Personal Identity. Failure results in bewilderment about future roles and career.
Edu Implication: Support self-expression and career exploration; provide diverse role models for students to identify with.
VI. Intimacy vs. Isolation
Early adulthood. The focus is on forming Deep Relationships. Failure to commit or merge identities with another leads to loneliness and self-absorption.
Edu Implication: Foster collaborative learning and healthy peer interactions to build social bonds.
VII. Generativity vs. Stagnation
Middle age. A concern for Guiding the Next Generation. Lack of productivity or creative outlet leads to personal impoverishment and “Stagnation.”
Edu Implication: Offer opportunities for mentorship and leadership to help adults feel they are contributing value.
VIII. Ego-Integrity vs. Despair
Old age. Reflecting on life. A sense of Fulfillment leads to integrity and peace with death. Regret over the past leads to deep despair.
Edu Implication: Encourage reflection and sharing of life experiences to find meaning in one’s life journey.
⚖️ Kohlberg’s Moral Development Theory
Understanding the “Right and Wrong” in Human Reasoning
1. The Foundation
- Inspired by Piaget: Kohlberg extended Jean Piaget’s cognitive theory to focus specifically on moral reasoning.
- Cognitive Maturity: He believed moral maturity is based on cognitive maturity.
- Moral Dilemma: A “no-win” situation where you have to choose between two options, but both choices have something right and something wrong about them.
The Heinz Dilemma: A man named Heinz steals a life-saving drug for his dying wife because he cannot afford it and the pharmacist refused to lower the price. Kohlberg’s theory is built on how people justify Heinz’s actions.
2. The Three Levels & Six Stages
Level 1: Pre-Conventional (Ages 4-10)
Morality is based on external consequences (rewards and punishments).
Stage 1: Obedience & Punishment
Rules are followed to avoid trouble.
“Stealing is wrong because you will get punished”.
Stage 2: Personal Reward / Individualism
“You help me, I help you”. Right is what benefits the individual.
Level 2: Conventional (Ages 10-13)
Morality is based on social rules and expectations.
Stage 3: Good Boy / Nice Girl Orientation
Actions are judged by the need for approval and maintaining relationships.
“Heinz should steal because he’s a good husband”.
Stage 4: Maintaining Social Order (Law & Order)
The focus is on obeying laws to avoid social chaos.
“Heinz shouldn’t steal because it is illegal”.
Level 3: Post-Conventional (Ages 13+)
Morality is based on abstract principles and personal values.
Stage 5: Social Contract & Individual Rights
Laws are seen as social agreements that can be changed for the greater good.
“Laws should be amended for human welfare”.
Stage 6: Universal Ethical Principles
Actions are guided by a self-chosen inner voice of conscience, emphasizing justice and equality.
“Saving a life is more important than the law”.
3. Critical Analysis
Criticism by Carol Gilligan:
- Gender Bias: Research was based mostly on boys/men.
- Voice of Care: The theory ignores the ethics of “care,” which is common in women.
- Cultural Bias: May not apply to all cultures.
- Hypothetical: Based on imaginary situations, not real-life behavior.
4. Educational Implications
- Teachers should use dilemma discussions to encourage moral growth.
- Focus on reasoning rather than just memorizing rules.
- Helps teachers understand how students justify their actions.