Stage
Infancy
(birth to 18
months)
Childhood
(2 to 3
yea rs)
Preschool
(3t05
yea rs)
School Age
(6 toll
yea rs)
Basic
conflict
Trust vs.
Mistrust
Autonomy
vs. Shame
and Doubt
Initiative
vs. Guilt
Industry vs.
Inferiority
Adolescence Identity vs.
Important
Events
Feeding
Toilet
Training
Exploration
School
Social
Outcome
Children develop a sense of trust when caregivers
provide reliabilty, care, and affection. A lack of this will
lead to mistrust.
Children need to develop a sense of personal control
over physical skills and a sense of independence.
Success leads to feelings of autonomy, failure results in
feelings of shame and doubt.
Children need to begin asserting control and power over
the environment. Success in this stage to a sense
of purpose. Children who try to exert too much power
experience disapproval, resulting in a sense of guilt.
Children need to cope with new social and academic
demands. Success leads to a sense of competence,
while failure results in feelings of inferiority.
Teens need to develop a sense of self and personal
(12 to 18
yea rs)
Young
Adulthood
(19 to 40
yea rs)
Middle
Adulthood
(40 to 65
yea rs)
Role
Confusion
Intimacy
vs. Isolation
Relationships identity. Success to an ability to stay true to
yourself, while failure leads to role confusion and a weak
sense of self.
Relationships Young adults need to form intimate, loving relationships
Generativity Work and
vs.
Stagnation
Maturity(65 egg
to death)
Integrity vs.
Des ir
Parenthood
Reflection on
Life
with other people. Success leads to strong relationships,
while failure results in loneliness and isolation.
Adults need to create or nurture things that will outlast
them, often by having children or creating a positive
change that benefits other people. Success to
feelings of usefulness and accomplishment, while failure
results in shallow involvement in the world.
Older adults need to bok back on life and feel a sense of
fulfillment. Success at this stage leads to feelings of
wisdom, while failure results in regret, bitterness, and
despair.
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