8 stages of development Erickson

Margo Moriarty
8 Stages of Development
Classroom Psychology

According to Erikson, the socialization process consists of eight phases - the "eight stages of man." Formulated through wide - ranging experience in psychotherapy, His eight stages of man were formulated, rather than through experimental work, therefore it is more accurate. These observations created off unbiased extensive experience with children and adolescents from low - as well as upper - and middle - social classes, were formulated by Erikson. These eight stages were each individually viewed as a "psychosocial crisis," requiring the resolution of one stage before the next stage can begin to be analyzed. The creation of these developmental stage processes are said to be similar to how an architectural project is conceived. For instance, it is necessary that each stage crisis be learned and comprehended. They must first come to some type of resolution in order for the child to be able to apply the concepts from one stage to the next and subsequent ones satisfactorily. Each stage is the foundation for the one following it therefore it must be equivalent to structure of a house. Just as the foundation of a house is essential to the first floor, and the second floor relies on the formation of the second floor, these stages rely on support of strength from the one before. These stages act as building blocks of the developmental mind of a human being.
Erikson 's Eight Stages of Development

Chronologically, Learning Basic Trust Versus Basic Mistrust (Hope) is considered the first this period. Many believe it begins during infancy through the first one or two years of life. This is the time when children need to be developing bonding attaching behaviors with parents and family members. When faced with positive experiences and in healthy environment, the well - treated, nurtured, and loved, child begins to develop trust and security. When forced to be in bad environments, the wrongly treated, child becomes insecure and mistrustful, due to the negative experiences he endured.

Secondly, the second psychosocial crisis is known as the Learning Autonomy Versus Shame (Will). Erikson believes, early childhood between eighteen months to two or three years, three and a half to four years. When the child is “well - parented" the positive experiences help the child emerges from this stage being. Sure of himself. This is how a child learns to proud rather than ashamed. When most children begin discovering their own will and independence this occurs, they start to learn how to take things upon themselves, such as potty training. When faced with positive experiences, children begin by discovering their own will. If faced with negative experiences, children tend to develop a sense of shame and doubt within themselves. Autonomy does not entirely always coincide with assured self - possession, initiative, and independence. For the most part though, children in the early stages of this psychosocial crisis, display behaviors such as stormy self - will, throwing tantrums, displaying stubbornness, and having an outlook on life based around negativism.( Stevens, Richard) For example, a child in day care that misses their mom or is deprived of their attention will act out and become defiant in order to receive negative attention. The neglect created a negative experience and environment therefore resulting in the child acting out and refusing to part take in class activities. They learned the meaning of no to be a word that when reinforced with negative behavior or refusal to partake in activities with classmates gets them one on one attention or interaction with an adult,
In addition, Learning Initiative Versus Guilt (Purpose) is the third psychosocial crisis stage.Erikson refers to as the "play age," which takes place in the later preschool years. This is said to be the time a child ranges from about 3½ to 4 ½. This stage is primarily about purpose, children will begin to create their social groups, form friendships, and achieve academic success in there to challenge them. A child begins to learn to imagine therefore enhancing his skills through active play of all sorts, during this developing period. One of these activities is fantasy, which teaches children to cooperate with others. When faced with positive environments and experiences is when this event is an effective way of experimental socializes learning. During this type of play they learn to lead as well as to follow. In instances where faced with negative experiences or environments, a. Child Immobilized by guilt becomes fearful, changes on the fringes of groups, stays dependent on adult interaction relying on them for security due to lack of self confidence. Therefore, the child becomes restricted both in the development of play skills and in imagination, but without adult constant interaction and reassurance, children start feeling uncomfortable or experience guilt. On top of that, they tend to become extremely anxious that gets increasingly worse over time.

Next, Erikson believes that the fourth psychosocial crisis, Industry Versus Inferiority (Competence) is said to be viewed as,” for better or worse, “ during what he refers to as the "school age." This stage takes place during the period in a child’s life where they are attending grade school, the grades leading up to and sometimes early on in junior high school. In this stage, it is important for positive experiences to happen in order for children develop social confidence and friendship networks. This is a crucial time in a child’s life, especially when forming bonds with classmates. Children begin to learn to formal life skills which may include, "relating with peers according to rules, progressing from free play to play that may be elaborately structured by rules, and mastering social studies, reading, and arithmetic.” (www.childdevelopmentinfo.com) In this stage children begin to master more formal skills of life including relating with peers according to rules and learning the importance of team work. This is the time in a child 's life where homework becomes extremely important. It is a necessity for reinforcing information taught during school to ensure complete comprehension of curriculum. It also helps reinforce the need for self-discipline that needs to increase yearly. When a child becomes successive and successful their earlier psychosocial crisis results in them becoming more trusting, autonomous, and full of initiative. They will begin to learn easily enough to be industrious. However, when faced with negative experiences, the mistrusting child will continue live with doubt and insecurity in their future. The shame and guilt induced child will experience defeat and inferiority while continuing to struggle throughout these crucial years in their development. Low confidence and not having self security or assurance results in having a lower drive to be successful and less achievement in these children is reached or encouraged at home,

Fifthly, During the fifth psychosocial crisis, Learning Identity Versus Identity Diffusion (Fidelity) takes place during adolescence, from about 13 or 14 to about 20. The child grows into an adolescent. This is where children experience identity versus identity confusion. In this teenage children discover who they are, what they are about, and what they want to be or where they are going in life. It has been proven that even the best adjusted of adolescent’s experiences some role identity diffusion. Although most common among males and it is said probably most girls experiment with minor delinquency, rebellion flourishes, self - doubts, insecurities, and so on.( Wright, Jr, J. Eugene)

In accordance with the stages above, stage six is where children face Learning Intimacy Versus Isolation (Love).As children grow into young adults, they will experience many situations that will mold them into the adults they will become. . As children mature they will learn from these past experiences they endure. They will fall love, maintain their friendships they have formed, and discover who they truly are. This is where their manhood or womanhood is developed. Also, Loyalty is also explored with children in their peers and a very important concept they will face. The successful young adult, for the first time, can experience true intimacy - the sort of intimacy that makes possible good marriage or a genuine and enduring friendship. If a child is faced with a series of negative effects, this can put a damper on their ability to build romantic and or social relationships. A lot of times, this causes one to become isolated and alone. They feel different and as if they are not accepted by others. This not only affects their relationships with peers changing their view from that perspective but affects how they view themselves, damaging their confidence and make them insecure with themselves.
Erickson believed that in our culture, adolescence go through "psychological moratorium," particularly in middle cause. They do not have to "play for keeps, "can experiment, trying various roles, and find one that is suitable for them.

In stage seven, Learning Generatively Versus Self-Absorption (Care) is explored. This is the time in an individual’s life where they are in their middle if their adult hood when psychosocial crisis demands generatively. This is experienced either when marriage and parenthood are what one chooses by starting families of their own or when one established their true independent life with the security of living with jus themselves. This results in the sense of working productively and creatively creating and securing the rest of their live.

Last but not least, Stage eight, Integrity Versus Despair (Wisdom), is based off the idea that if the other seven psychosocial crises have been successfully resolved, then the mature adult forms their personal sense of integrity. They learn the importance and true meanings of trusts, within themselves and others based on past experiences. Their secured independence develops a curiosity and urges them to explore the new and unknown. Their work ethic is now becoming what they find to be well - defined role in life. Therefore, when faced with positive experiences, a newly developed self-concept forms creating a sense of contentment within oneself. Ones past events affect how they will reflect on their lives in the last years of life. When one lived with integrity and is confident that their personal relationships reflect their character to be a respectable human being, one then can be intimate without strain, guilt, regret, or lack of realism. One is able to live with pride of the person and life they created. A person creates a legacy whether it is their children, work, accomplishments or Hobbies. If one or more of the earlier psychosocial crises have not been resolved, he may view himself and his life with disgust and despair. Past event can leave them reflecting back on life feeling guilty and unfulfilled. This can cause one to live out their later years living in despair while suffering from depression and despair.

As mentioned above, these eight stages of man, or the psychosocial crises, are well thought out descriptions of how ones brain and personality develops throughout the different stages of life. Nowadays, we have obtained the knowledge necessary allowing us to know how different environments will result in either a positive or negative influence on a person’s life. By being aware of this knowledge we can create an ideal environment for ourselves and our students. For example, clear personal identity versus diffusion is very important stage in our student’s lives. Therefore, as educators by building positive environments we help the children through the various stages of their influential lives. In conclusion, the stages of social development will play a role in creating my personal classroom environment and teaching methods. Most importantly, I will be aware of what children are going through developmentally and recognize how their maturity is affected by this. Their view on the world will change as they get older and experience life. In order to promote a sense of self in the classroom, I will create a safe warm and inviting environment for my students to learn. They will begin to trust me as we work as a team to create social relationships and work on positive bonding techniques. . This will teach them social skills they will take with them throughout their lifetime. I will encourage them to do well academically and use positive reinforcement to praise them for their academic achievement and success. This will help uplift them socially and help them build their self-esteem. Educator’s role in moral and for social development in the classroom and my experience has been based on the above. Also, I feel that educators need to be encouraging their student to find themselves and be proud of who they are, is extremely important. My classroom environment will be culturally diverse and appropriate for all students. Each child will be encouraged to be independent. In order to become the best educator possible, I will be attentive to my students needs, promote consistent structure, use curriculum required by the state, as well as hold children accountable for their responsibilities and conduct.

Work Cited
University Press of America. p. 39. Wright, Jr, J. Eugene (1982). Erikson: Identity and Religion. New York, NY: Seabury Press. p. 73. Stevens, Richard (1983). www.childdevelopmentinfo.com, Oct.3,2014. Erik Erikson: An Introduction. New York, NY: St. Martin 's Press. pp. 48–50. ]

Cited: University Press of America. p. 39. Wright, Jr, J. Eugene (1982). Erikson: Identity and Religion. New York, NY: Seabury Press. p. 73. Stevens, Richard (1983). www.childdevelopmentinfo.com, Oct.3,2014. Erik Erikson: An Introduction. New York, NY: St. Martin 's Press. pp. 48–50. ]