ERIKSON’S THEORY OF MORAL DEVELOPMENT AND ITS

EDUCATIONAL IMPLICATIONS

Introduction:

Erik Erikson was a psychoanalyst who developed the theory of psychosocial

development.

He was born on June 15, 1902 in Karlsruhe Germany.

His classic work "Childhood and Society" set forth his theory of the life cycle.

Young Man Luther, Identity: Youth and Crisis, and Gandhi's Truth are his other

influential works.

He believed that the achievements and failures of earlier stages influence later stages,

whereas later stages modify and transform earlier ones.

Erikson's conceptualization of psychosocial development based its model the

epigenetic principle of organismic growth in utero.

Erikson views psychosocial growth occurs in phases

STAGES OF ERIKSON’S THEORY:

Stage-1: Infancy (0-18 Months)

Psychological task: Trust vs Mistrust

Description of task: The infant whose needs are met by caretaker develops a sense of trust in

others. A sense of trust helps the acceptance of limits and boundaries. Trust if nurtured and

basic needs are met, children learn that others can be dependable and reliable. Mistrust if

there is cold parental care or lack of nurturing, children learn the world is undependable,

unpredictable and possibly dangerous.

Educational Implication: Meet physical needs consistently and provide physical affection at

regular intervals. Show the students that teachers are reliable and dependable, to win their

trust.

Stage-2: Early Childhood (18 Months-2 Years)

Psychological task: Anatomy vs Shame

Description of task: The toddler tries to learn independence and self-confidence. Autonomy

if self-sufficient behavior is encouraged in appropriate venues, children develop as

individuals. Shame if caretakers demand too much and no autonomy is allowed, children

develop shame and doubt about their ability to handle problems.

Educational implication: Provide consistent, reasonable discipline, opportunities for

students to do for themselves, and positive role models. Support students in their efforts to

plan and carry out activities. To develop anatomy in students and not shame.

Stage-3: Elementary School Year (3-6)

Psychological task: Initiative vs Guilt

Description of task: The child tries to develop skills in physical, cognitive and social areas.

Initiative if independence to plan and undertake activities is given, children learn to plan and

take responsibility for their own needs and activities. Guilt if adults discourage a child’s plans

or activities, children develop guilt about needs and desires.

Educational Implication: Support efforts to plan and carry out activities, help with realistic

choices that consider other’s needs. Provide opportunities for physical, cognitive and social

skills development. To teach them initiative not guilt.

Stage-4: Secondary School Years (6-12)

Psychological task: Industry vs Inferiority

Description of task: Industry if patterns of working hard, persisting at lengthy tasks and

putting work before pleasure are rewarded, children learn to take pride in their

accomplishments. Inferiority if children are punished or cannot meet expectations, feelings of

inferiority about their own abilities develop.

Educational Implication: Give opportunities for children to achieve recognition and praise

by producing things. Children learn to form social relationships. Success leads to a feeling of

competence and failure leads to a feeling of inferiority.

Stage-5: Adolescence (12-18)

Psychological task: Identity vs Confusion

Description of task: The adolescent tries out several roles and forms an integrated, single

identity. Identity if students are treated as adults and challenged with realistic goals, they will

achieve a sense of identity regarding the role they will play as adults. Role Confusion if

students are treated as children, they will have mixed ideas and feelings about where they fit

into society.

Educational Implication: Treat students as adults, challenge them with realistic goals, and

address issues of identity. Provide opportunities to explore various career options and a

variety of social and political beliefs system. To teach them identity not confusion.

Stage-6: Young Adulthood (18-40)

Psychological task: Intimacy vs Isolation

Description of task: Body and ego must be masters of organ modes and of the other nuclear

conflicts in order to face the fear of ego loss in situations which call for self-abandon. The

avoidance of these experiences leads to openness and self-absorption. Sense of complexity of

life; merging of sensory, logical and aesthetic perception.

Educational Implication: Young adults learn to form intimate relationships. Success leads

to strong relationships and failure leads to feelings of loneliness and isolation.

Stage-7: Middle Adulthood (40-65)

Psychological task: Generativity vs Stagnation

Description of task: The middle aged person tries to contribute to the world through family

relationships, work productivity and creativity. Generativity is the concern of establishing

and guiding the next generation. Socially-valued work and disciplines are expressions of

generativity

Educational Implication: Adults begin to care for things that will outlive them. Success

leads to a feeling of accomplishment while failure leads to a lack of involvement in one's

society.

Stage-8: Retirement Years (65- Death)

Psychological task: Integrity vs Despair

Description of task: The elderly person thinks back on life, experiencing satisfaction or

disappointment. The culmination is a sense of acceptance of oneself and a sense of

fulfillment.

Educational Implication: Older adults look back for a sense of fulfillment. Success leads to

a feeling of wisdom and failure leads to regret. : Provide opportunities to maintain self-

concept and satisfaction.