Allison L’Hotta
Learning Theory: Erikson’s Psychosocial Theory of Development
Theorist identified with the theory: Erik Erikson
Focus of theory
 Development based on epigenetic principle—humans develop through a predetermined
unfolding of our personalities
o 8 stages of development
o Progress to next stage determined by success or lack of success in previous stages
 Personality development occurs as an individual successfully resolves a series of turning
points, or psychological crises
 Difficulties in development and adjustment arise when negative quality outweights the
positive
Stage
Psychological
Psychosocial
Maladaptations &
Crisis/Developmental
Virtues
Malignancies
Task
I: Infant (Birth-18 mo) Trust vs. Mistrust
Hope
Sensory distortion;
withdrawal
II: Toddler (18 mo-3
Autonomy vs. Shame
Will/determination Impulsivity;
yrs)
compulsion
III: Preschooler (3-5)
Initiative vs. Guilt
Purpose
Ruthlessness;
inhibition
IV: School Age (6-12) Industry vs. Inferiority
Competence
Narrow virtuosity;
inertia
V: Adolescence (12Identity vs. Role
Fidelity
Fanaticism;
18)
Confusion
repudiation
VI: Young Adulthood Intimacy and Solidarity
Love
Promiscuity;
(18-35)
vs. Isolation
exclusivity
VII: Middle
Generativity vs. Self
Care
Overextension;
Adulthood (35-55/65)
absorption or Stagnation
rejectivity
VIII: Late Adulthood
Integrity vs. Despair
Wisdom
Presumption; despair
(55/65-death)
Note: Maladaptation = too much of the positive and too little of the negative (i.e. person who
trusts too much); Malignancies = too little of the positive and too much of the negative (i.e.
person who cannot trust others).
Intended Use
 This theory is used for all individuals throughout the lifespan (stages from birth to death)
 Not intended for specific situations; discusses the acquisition of certain
characteristics/traits during specific stages of development
Theoretical Position
Function-Dysfunction
The function/dysfunction continuum can be seen in the above table, where the terms in the
psychosocial virtues column are the desired outcomes, or the function end of the continuum.
The dysfunction end of the continuum is seen in the terms listed in the maladaptations and
malignancies column.
Allison L’Hotta
Example:
 Function: If, as a child, you receive the appropriate balance of autonomy and
shame/doubt, you will develop the virtue of willpower or determination.
 Dysfunction: Without the presence of some shame/doubt in childhood, a child will
develop the maladaptive tendency of impulsiveness.
Postulates of Change
 Change occurs through interactions with people with whom they have significant
relations.
o Through the eight stages, this includes 1) mother, 2) parents, 3) family, 4)
neighborhood and school, 5) peer groups, role models, 6) partners, friends, 7)
household, workmates, and 8) mankind
Teaching Principle
 Method: Direct interactions with parents at a young age;
 Solution: will help children develop the concepts of trust and mistrust;
 Product: and result in the virtue of hope in children.
Application to Teaching
 In preschool, allow opportunities for free play and experimentation to encourage the
development of autonomy, but also provide guidance to reduce the experience of an
unnecessary amount of doubt.
 Preschool: avoid shaming children for unacceptable behavior
 Elementary and middle school: help children experience a sense of industry by
presenting tasks they can complete successfully.
 Secondary school: encourage individuality
(Snowman, McCown, & Biehler, 2012)
References
Boeree, C. G. (2006). Erik Erikson. Retrieved from
http://webspace.ship.edu/cgboer/erikson.html
Harder, A. (2002). The developmental stages of Erik Erikson. Retrieved from
http://www.support4change.com/stages/cycles/Erikson.html
Snowman, J., McCown, R, & Biehler, R. (2012). Theories of psychosocial and cognitive
development. In J. Snowman, R. McCown, & R. Biehler (Eds.), Psychology Applied to
Teaching, (pp. 25-71). Belmont, CA: Wadsworth.