The Exciting Life of

Erik Erikson (19021994)

Erik Eriksons Theory of Child Development

By Ciona, Kyle, Laura & Patrick

Erik Erikson was

Stages of Development

born

in Germany in 1902 under

Eriksons Theory explains 8 stages of

the name of Erik Salmonsen.

development, but we are only going to

talk about 4 (the school ages): At each of Eriksons
stages, the child undergoes a development crisis that
can have either a positive or negative outcome that
could impact the child as he or she progresses through
subsequent stages

Eleven years later, his

stepfather adopted him, and
changed his surname to
Homberger. After high
school, Erikson dropped out
of art school and studied
under Anna Freud in

Initiative vs. Guilt

develop guilt and have less

Vienna. He received his

The third stage spans 3-6

belief in their own abilities.

Montessori certification and

years where

At this stage,

a Diploma from the Vienna

the child must

teachers must

Psychoanalytic Institution.

learn

encourage

Despite his lack of a

independence

independence and

Bachelors Degree, he still

and

give students

became a professor at Yale

responsibility

responsibility

and Harvard.

for

around the

him/herself.

classroom (such as

He or she

assigning a

should become

classroom helper).

more assertive and to take

And always be tolerant of

initiative in tasks. However,

mistakes when they are trying

the child must also come to

something for the first time.

understand that not every

impulse can be acted on. If the
child is not allowed to have

Industry vs.
Inferiority

that independence, they may

The fourth stage occurs

between the ages of 6-12 when

The rise of the Nazi Party

forced him to America. Once
in America, he changed his
surname to Erikson and
lived until 1994 with his
Canadian wife.

students are starting a more

important to this stage as

friends. They will deal with

formal school schedule where

adolescents begin to rely

wanting to relate to another

they must learn to fit in and

heavily on their friends for

person on a deep level and to

learn a multitude of new

support and to explore

create a relationship. If they

skills. Students in this stage

different perspectives. If

are unable to make these

must be encouraged and

adolescents do not adequately

connections or form these

praised to gain confidence in

explore their identity, they

relationships, they may form

their skills. If the student does

may have an identity crisis.

feelings of isolation. A teacher

not receive that praise, they

Teachers can foster

must be aware of this issue in

may not develop a sense of

constructive identity

their classroom and be open

self-accomplishment and have

exploration by encouraging

to listen.

low self-esteem and feelings

students to voice their

of inferiority. In the

opinions in peer groups, to

As Teachers

classroom, a teacher can foster

reflect on their goals and

It is very important to

a sense of industry by praising

examine different

consider Eriksons stages. It is

students, challenging (but not

perspectives.

important to ensure students

are:

overwhelming) them, and to

structure tasks for success.

Intimacy vs. Isolation

This is the sixth stage of

Identity vs. Identity

Crisis

Eriksons theory. This stage

At the fifth stage, students are

their final years of high

in adolescence. They are in

school. Oftentimes

high school and must begin

adolescents experience the

constructing an identity and

Identity vs. Identity Crisis and

asking the integral question:

the Intimacy vs. Isolation

Who am I? The adolescent

stages simultaneously, but the

will begin to form decisions

adolescent may have already

about their self-image and

dealt with their sense of self.

explore different perspectives

At this stage, the adolescent

regarding their beliefs, values,

will begin looking for a

abilities, religion, history, etc.

romantic partner, or seeking

Peer relationships are

stronger relationships in

may begin to affect students in

given an appropriate
amount of responsibility,
encourage students to
believe they can succeed
explore different
perspectives
Encourage students to
think independently and
voice their own opinions.

Works Referenced

Santrock, J.W., Woloshyn,

V.E., et al. (2010) Social
Contexts and Socioemotional Development.
Educational Psychology (3rd
Edition, 68-96). USA:
McGraw-Hill Ryerson.

Woolfolk, Winne, & Perry.

(2013) Self and Social and
Moral Development.
Educational Psychology (6th

Edition, 63-102). New

Jersey, USA: Pearson.
Boeree, C. G. (2006). Erik
Erikson. Personality
Theories.

http://webspace.sh
ip.edu/cgboer/erikson.htm
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