Child and Adolescent Learners & Learning Principles (ProfEd-III)

Module 5
Erikson’s Psychosocial Theory of Development

INTRODUCTION
Erikson's stages of psychosocial development is a very relevant, highly regarded and
meaningful theory. Life is a continuous process involving learning and trials which help us to
grow. Erikson's enlightening theory guides us and helps to tell us why.

Introduction to the 8 Stages:

1. Erikson's 'psychosocial' term is derived from the two source words - namely
psychological (or the root, 'psycho' relating to the mind, brain, personality, etc) and social
(external relationships and environment), both at the heart of Erikson's theory.
Occasionally you'll see the terextended to bio psychosocial, in which "bio" refers to life,
as in biologica.
2. 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.
3. 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 underpinned his work.
4. Like other influential theories, Erikson's model is simple and well designed. The theory is
a basis for broad or complex discussion and analysis of personality and behaviour, and
also for understanding and for facilitating personal development - of self and others. It
can help the teacher in becoming more knowledgeable and at the same time
understanding of the various environmental factors that affect his own and his students'
personality and behavior.
5. Erikson's eight stages theory is a tremendously powerful model. It is very accessible and
obviously relevant to modern life, from several different perspectives for understanding
and explaining how personality and behavior develops in people. 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.
6. Various terms are used to describe Erikson's model, for example Erikson's
biopsychosocial or bio-psycho-social theory (bio refers to biological, which in this context
means life): Erikson's human development ment cycle or life cycle, and variations of
these. All refer to the same eight stages psychosocial theory, it being Erikson's most
distinct work and remarkable model.
7. The epigenetic principle. As Boeree explains, This principle was that we develop through
a predetermined unfolding of our personalities in eight stages Our progress through each
stage is part determined by our success, or lack of success in all the previous stages a
little like the unfolding of a rose bud, each petal opens up at a certain time in a certain
order which nature through its genetics, has determined. If we interfere in the natural
order of development by pulling a petal forward prematurely or out of order, we ruin the
development of the entire flower Erikson's theory delved into how personality was
formed and believed that the earlier stages served as a foundation for the later stages.

Notes compiled by: Marites L. Choycawen

First Semester_SY: 2023-2024
Child and Adolescent Learners & Learning Principles (ProfEd-III)

The theory highlighted the influence of one's environment, particularly on how earlier
experiences gradually build upon the next and result into one's personality.
8. Each stage involves a psychosocial crisis of two opposing emotional forces. A helpful
term used by Erikson for these opposing forces is 'contrary dispositions. Each crisis
stage relates to a corresponding life stage and its inherent challenges. Erikson used the
words 'syntonic’ for the first-listed ‘positive’ disposition in each crisis (e.g.. Trust) and
dystonic' for the second-listed 'negative' disposition (e.g., Mistrust). To signify the
opposing or conflicting relationship between each pair of forces or dispositions, Erikson
connected them with the word “versus".
9. If a stage is managed well. we carry away a certain virtue or psychosocial strength which
will help us through the rest of the stages of our lives. Successfully passing through each
crisis involves achieving a healthy ratio or balance between the two opposing
dispositions that represent each crisis.
10. On the other hand, if we don't do so well, we may develop maladaptations and
malignancies, as well as endanger all our future development. A malignancy is the worse
of the two. It involves too little of the positive and too much of the negative aspect of the
task, such as a person who can't trust others. A maladaptation is not quite as bad and
involves too much of the positive and too little of the negative, such as a person who
trusts too much.
11. The crisis stages are not sharply defined steps. Elements tend to overlap and mingle
from one stage to the next and to the preceding stages It's a broad framework and
concept, not a mathematical formula which replicates precisely across all people and
situations.
12. Erikson was keen to point out that the transition between stages is overlapping. Crisis
stages connect with each other like interlaced fingers not like a series of neatly stacked
boxes. People don't suddenly wake up in morning and be in a new life stage .Changes
don't happen in regimented clear steps. Changes are graduated, mixed-together and
organic. 13/
13. Erikson also emphasized the significance of mutuality and creativity in his theory. The
terms are linked. Mutuality reflects the effect of generations on each other, especially
among families, and particularly between parents and children and grandchildren.
Everyone potentially affects everyone else's experiences as they pass through the
different crisis stages. Generativity, actually a named disposition within one of the crisis
stages (Generativity v Stagnation, stage seven), reflects the significant relationship
between adults and the best interests of children one's own children, and in a way
everyone else's children - the next generation, and all following generations.

THE EIGHT PSYCHOSOCIAL STAGES OF DEVELOPMENT

1. TRUST VS. MISTRUST- (1-2 YEARS OLD)

 The goal is to develop trust without completely eliminating the capacity for
mistrust. If the primary caregivers can give the baby a sense of familiarity,
consistency and continuity, then the baby will develop the feeling that the world is
a safe place to be, that people are loving and reliable. If parents are unreliable an

Notes compiled by: Marites L. Choycawen

First Semester_SY: 2023-2024
Child and Adolescent Learners & Learning Principles (ProfEd-III)

inadequate , if the reject the infant or harm it, the infant will develop mistrust. He
will be apprehensive and suspicious around people.
 Maladaptation: Sensory maladjustment- overly trusting, even gullible, this
person cannot believe anyone would harm them, and will use all the defenses at
their command to find an explanation or excuses for the person who did him
wrong.
 Malignancy: Worst is when balanced is tipped way over on the mistrust side.
They will develop the malignant tendency of WITHDRAWAL, characterized by
depression, paranoia, and possibly psychosis.
 VIRTUE: If properly balance is achieve , the child 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.
2. AUTONOMY VS. SHAME- ( 18 MONTHS- 4 YEARS OLD)
 If primary caregivers, permits the child, now a toddler to explore and manipulate
his/her environment, the child will develop a sense of autonomy or
independence. The parents should not discourage the child, but neither should
they push. If parents come down hard on any attempt to explore and be
independent the child will soon give up with the belief that he/she cannot act on
his/her own.
 Maladaptation: Impulsiveness- sort of shameless willfulness that leads you in
later childhood, and even adulthood, to jump into things without proper
consideration of your abilities.
 Malignancy : Too much shame and doubt will lead to malignancy which Erikson
calls Compulsiveness- a compulsive person feels as if their entire being rides
on everything they do and so everything must be done perfectly. Following all the
rules precisely keeps you from mistake, and mistakes must be avoided at all
costs.
 Virtue-if you get the proper positive balance of autonomy and shame an doubt
you will develop Willpower or Determination. 3. INITIATIVE VS. GUILT (3-6
YEARS OLD)
 The task is to learn initiative without too much guilt.
 Initiative means a positive response to the world’s challenges, taking on
responsibilities , learning new skills, feeling purposeful.
 We should accept and encourage fantasy and curiosity and imagination. This is
the time for play not for formal education.
 A parent has the responsibility , socially , to encourage the child to “grow up”. But
if this process is done too harshly and too abruptly , the child learns to feel guilty
about his feelings.
 Maladaptation: Too much initiative and too little guilt means a maladaptive
tendencies Erikson calls Ruthlessness. To be ruthless is to be heartless or
unfeeling or be “without mercy”. The extreme form of ruthlessness is sociopathy.
 Malignancy: Inhibition –The inhibited person will not try things because
“nothing ventured, nothing lost” and particularly nothing to feel guilty about. They

Notes compiled by: Marites L. Choycawen

First Semester_SY: 2023-2024
Child and Adolescent Learners & Learning Principles (ProfEd-III)

are so afraid to take a lead on a project, The fear that if it fails, they will be
blamed.
 VIRTUE: Courage- the capacity for action despite a clear understanding of your
limitations and past failings.
4. INDUSTRY VS. INFERIORITY ( 6-12 YEARS OLD)
 Children must “tame the imagination” and dedicate themselves to education and
to learning the social skills the society requires of them.
 Children must learn that there is pleasure not only in conceiving a plan, but in
carrying it out. They must learn the feeling of success, whether it is in school or
on the playground, academic or social.
 If the child is allowed too little success because of harsh criticism, he will develop
a sense of inferiority or incompetence. Additional sources of inferiority are
racism, sexism and other forms of discrimination. If a child believes that success
is related to who you are rather than how hard you try, then why try?
 Maladaptation: Narrow virtuosity- Children who aren’t allowed to “be children”,
the ones that parents or teachers push in one area of competence, without
allowing the development of broader interests.
 Malignancy: Intertia- this includes those who suffer from the “inferiority
complexes”. For example, others never developed social skills-the most
important skills of all- and so they never go out in public.
 Virtue: Competency- a balance of industry and inferiority to keep us sensibly
humble.
5. EGO IDENTITY VS. ROLE CONFUSION ( 13- 20 YEARS OLD)
 Ego Identity means knowing who you are and how you fit in the society. It
requires that you take all you’ve learned about life and yourself and mold it into a
unified self-image, one that your community finds meaning.
 Psychosocial moratorium- a “little time out”
 Maladaptation: Fanaticism- its when a person is too involved in a particular role
in a particular society or subculture that there is no room left for tolerance. A
fanatic believes that his way is the only way. They will gather others around them
and promote their beliefs and life-styles without regard to others’ right to
disagree.
 Malignant: Repudiation- to repudiate is to reject. They reject their membership
in the world of adults and even, more, they reject their need for identity.
 Value: Fidelity- means loyalty. The ability to live by societies standards despite
their imperfections and incompleteness and inconsistencies. It means that you
have found a place in the community, a place that will allow you to contribute.
6. INTIMACY VS. ISOLATION ( 18-30 Years Old)
 Intimacy is the ability to be close to other, as a lover, a friend, and as a participant
in the society. Because you have a clear sense of you are, you are no longer
need to fear “losing yourself”, as many adolescents do.
 The “fear of commitment is an example of immaturity in this stage.
 Maladaptation: Promiscuity- the tendency to become too freely, too easily, and
without any depth to your intimacy. This can be true of your relationships with
friends and neighbors and your whole community as well as with lovers.
Notes compiled by: Marites L. Choycawen
First Semester_SY: 2023-2024
Child and Adolescent Learners & Learning Principles (ProfEd-III)

 Malignant: Exclusion- the tendency to isolate oneself from love, friendship, and
community, and to develop certain hatefulness in compensation for one’s
loneliness.
 Virtue: Love- it means being able to put aside differences and antagonism
through “mutuality of devotion”. It includes not only the love we find in a good
marriage, but the love between friends and the love of one’s neighbor, co-worker,
and compatriot as well.
7. GENERATIVITY VS. STAGNATION ( MIDDLE TWENTIES – LATE FIFTIES)
 Generativity is an extension for love in the future.It is considerably less “selfish”
than the intimacy of the previous stage. The individual, like the parent, does not
expect to be repaid for the love he gives to his children, at least not as strongly.
 Stagnation is self-absorption caring for no one. The stagnant person stops being
a productive member of the society.
 Maladaptation: Overextension- some people try to be so generative that they
no longer allow time for themselves, for rest and relaxation.
 Malignant: Rejectivity- no longer participating or contributing to the society. It is
the stage of “midlife” crisis” .In their panic of getting older and not having
experienced or accomplished what they imagined they would when they were
younger, they try to recapture their youth.
 Virtue: Caring
8. EGO INTEGRITY VS. DESPAIR (60S)
 This stage is considered the most difficult of all. First comes a detachment from
society, from a sense of usefulness.
 There is already a sense of uselessness ,as the boy no longer does everything it
used to.
 There comes fear about things that one was never afraid of before. Along with
the illnesses come concerns of death.
 In response to despair, some older people become preoccupied with the past.
Some become preoccupied with their failures, the bad decisions they made.
 Ego integrity means coming to terms with your life, and thereby coming to terms
with the end of life.
 Maladaptation: Presumption- a person presumes ago integrity without actually
facing the difficulties of old age. The person in old age believes that he alone is
right. He does not respect the ideas and views of the young.
 Malignant: Disdain- a contempt of life, one’s own or anyone’s. The person
becomes very negative and appears to hate life.
 Virtue- Wisdom- someone who approaches death without fear.

Notes compiled by: Marites L. Choycawen

First Semester_SY: 2023-2024
Child and Adolescent Learners & Learning Principles (ProfEd-III)

Module 6
KOHLEBERG’S STAGES OF MORAL DEVELOPMENT
Lawrence Kohlberg adopted and built on Piaget's work, and set the groundwork for the
present debate within psychology on moral development. Like Piaget, he believed that children
form ways of thinking through their experiences which include understandings of moral concepts
such as justice, rights, equality and human welfare. Kohlberg followed the development of moral
judgment and extended the ages covered by Piaget, and found out that the process of attaining
moral maturity took longer and occurred slower than Piaget had thought. If Piaget designed specific
tasks (Piagetian tasks) to learn about the cognitive development of children, Kohlberg utilized moral
dilemmas (Kohlberg dilemmas).. Like Piaget, he presented these dilemmas to the individuals in his
research and asked for their responses. He did not aim Judge whether the responses were right or
wrong. He was interested in analyzing the moral reasoning behind the responses. From his
research, Kohlberg identified six stages of moral Reasoning grouped into three major levels. Each
level represents a significant change in the social-moral reasoning or the perspective of the person.

Kohlberg's Theory of Moral Development According to Kohlberg, moral development occurs in six
stages
LEVEL STAGE DESCRIPTION
Preconventional Level 1 Punishment/ Obedience. One is motivated by fear of
punishment. He will act in order to avoid punishment.
2 Mutual Benefit.One is motivated to act by the benefit that one
may obtain later. You scratch my back. I’ll scratch yours.
Conventional Level 3 Social Approval. One is motivated by what others expect in
behavior-good boy, good girl. The person acts because he/she
values how he/she will appear to others. He/she gives
importance on what people will think or say.
Post-Conventional Level 4 Law or Order. One is motivated to act in order to uphold law
and order. The person will follow the law because it is the law.
5 Social Contract. Laws that are wrong can be changed. One will
act based on social justice and the common good.
6 Universal Principle. This is associated with the development of
one’s conscience. Having a set of standards that drives one to
possess moral responsibility to make societal changes
regardless of consequences to oneself. Examples of persons
are Mother Teresa, Martin Luther King Jr.

Notes compiled by: Marites L. Choycawen

First Semester_SY: 2023-2024