Educational Psychology

Name and describe Erikson's theory of

psychosocial development. Note
behaviors associated with each stage and
the implications of the theory for
classroom practice. Evaluate the theory
and compare/contrast it with Bingham &
Stryker’s theory of socioemotional
development for girls.

Developed by W. Huitt, 1999

 Erikson’s Theory

Erik Erikson was a follower of Sigmund

Freud who broke with his teacher over the
fundamental point of what motivates or
drives human behavior.

For Freud it was biology or more specifically

the biological instincts of life and aggression.
 Erikson’s Theory

For Erikson, who was not trained in biology

and/or the medical sciences (unlike Freud
and many of his contemporaries), the most
important force driving human behavior and
the development of personality was social
interaction.
 Erikson’s Theory

Erikson left his native Germany in the 1930's

and immigrated to America where he studied
Native American traditions of human
development and continued his work as a
psychoanalyst.
His developmental theory of the "Eight Stages of
Man" was unique in that it covered the entire
lifespan rather than childhood and adolescent
development.
 Erikson’s Theory

Erikson’s view was that the social

environment combined with biological
maturation provides each individual with a
set of “crises” that must be resolved.
The individual is provided with a "sensitive
period" in which to successfully resolve each
crisis before a new crisis is presented.
 Erikson’s Theory

The results of the resolution, whether

successful or not, are carried forward to the
next crisis and provide the foundation for its
resolution.
 Erikson’s Eight Stages

Child develops a
belief that the
environment can
Trust vs.
Infancy be counted on to
Mistrust
meet his or her
basic physiological
and social needs.
 Erikson’s Eight Stages

Child learns what

he/she can control
Autonomy
and develops a
vs. Shame Toddlerhood
sense of free will
& Doubt
and corresponding
sense of regret and
sorrow for
inappropriate use
of self-control.
 Erikson’s Eight Stages

Child learns to
begin action, to
Initiative Early explore, to
vs. Guilt Childhood imagine as well as
feeling remorse
for actions.
 Erikson’s Eight Stages

Child learns to do
Industry things well or
vs. Middle correctly in
Inferiority Childhood comparison to a
standard or to
others
 Erikson’s Eight Stages

Develops a sense of
Identity vs. self in relationship to
Role Adolescence others and to own
Confusion internal thoughts and
desires
• social identity
• personal identity
 Erikson’s Eight Stages

Develops ability to
Intimacy give and receive
vs. Young love; begins to make
Isolation Adulthood long-term
commitment to
relationships
 Erikson’s Eight Stages

Develops interest
Generativity in guiding the
vs. Middle development of
Stagnation Adulthood the next
generation
 Erikson’s Eight Stages

Develops a sense of
Ego- acceptance of life as
integrity Later it was lived and the
vs. Adulthood importance of the
Despair people and
relationships that
individual developed
over the lifespan
 Bingham & Stryker’s Theory

A major criticism of Erikson’s theory is that

it is based primarily on work done with boys
and men.
Bingham and Stryker (1995) suggest that
development of identity, intimacy and
generativity may receive different emphases
throughout adulthood for men and women.

Bingham, M., & Stryker, S. (1995). Things will be different for my daughter: A practical
guide to building her self-esteem and self-reliance. New York: Penguin Books.
 Bingham & Stryker’s Theory

Bingham and Stiker propose five stages of

socioemotional development for girls and
women that parallels those proposed by
Erikson, but places different emphases at
important sensitive time periods.
 Bingham & Stryker’s Theory

Feel in control of
Developing own life, committed
the Through to specific activities,
Hardy age 8 look forward to
Personality challenge and
opportunity for
growth
 Bingham & Stryker’s Theory

Develop steady,
Form durable core of self as
Identity Age 9-12 person who is capable
as an of accomplishment in
Achiever a variety of areas
(e.g., intellectual,
physical, social,
potential career)
 Bingham & Stryker’s Theory

Feeling of being
Skill worthy, deserving,
Building Age 13-16 entitled to assert
for Self- needs and wants;
Esteem confidence in ability
to cope with life
 Bingham & Stryker’s Theory

Strategies Sense of responsibility

for Self- for taking care of
Sufficiency Age 17-22 herself and, perhaps,
(Emotional a family; based on a
-Financial) sense of autonomy
 Bingham & Stryker’s Theory

Contentedness in
Satisfaction personal
in Work Adulthood accomplishments and
and Love social/personal
relationships