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Erikson's first stage of development is one of the most important stages of an individual development. During this stage, the child feels uncertain about their world and relies entirely on their caregiver to meet their needs. After talking to my mother, she explained that during that stage, whenever I cried, she or my father would pick me up and hold me, and understand how to meet my needs such as providing me with milk and soothing me by rocking me on a chair. She also mentioned that I loved being rocked on the chair, and she would sing songs to calm me down.

"In these early months, babies need to develop a balance between trust, which lets them form intimate relationships, and mistrust, which enables them to protect themselves" (Martorell, 2023, p. 151).

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Trust vs. Mistrust: Learning to Trust the World Around Us

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Trust vs. mistrust is the first stage of Erik Erikson’s theory of psychosocial development. It determines whether a child learns to trust their environment or not.

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During the second stage of Erikson's development, children learn to be more independent and explore their abilities by trying things on their own. It is crucial for parents to encourage their children to develop autonomy and not be too overprotective by preventing them from exploring and doing things by themselves. Being overly protective can lead to the development of shame and doubt in children. Based on the information provided by my mother, during this stage, I was allowed to explore and try things on my own, such as potty training, opening cabinets and taking out pots, coloring, and playing with toys.

"Having come through infancy with a sense of basic trust in the world and an awakening self-awareness, toddlers begin to substitute their own judgement for their caregivers'. The strength that emerges during this stage is will" (Martorell, 2023, p. 156-157).

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In Erikson's third stage of development, children begin to learn how to play and communicate with others. At this stage, kids learn to take control and assert power over their surroundings by initiating play and social interactions. During this stage, my mother explained that I interacted well with other children by playing games. Additionally, she mentioned that I enjoyed pretend play, such as being a cashier, singer, and teacher. My mother emphasized that I was great at playing with other kids and socializing.

"Child develops initiative when trying new activities and does not feel overwhelmed by guilt" (Martorell, 2023, p. 12).

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During the fourth stage of Erikson's theory of psychosocial development, children tend to display a genuine curiosity in understanding how things work. They may engage in several activities, putting their knowledge and skills to the test. Therefore, it becomes crucial for children to receive support from their school, home or peer group. Furthermore, if children receive encouragement and positive feedback for their initiatives, they develop a sense of competence and confidence in achieving their goals. Based on my mother's feedback, during this stage I was eager to learn and accomplish more complex skills. For example, I took piano and flute lessons, as well as tennis lessons. Accomplishing these activities gave me a sense of pride and competence.

"According to Erikson (1998), a major determinant of self-esteem is children's view of their capacity for productive work, which develops in his fourth stage of psychosocial development. As with all of Erikson's stages, there is an opportunity for growth represented by a sense of industry and a complementary risk represented by inferiority" (Martorell, 2023, p. 276).

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Industry versus inferiority is the fourth stage of Erik Erikson's theory of psychosocial development, which occurs after the third stage of initiative versus guilt. The fourth stage occurs during childhood between the ages of six and 11.

During the stage of industry vs. inferiority, a child is learning new skills. When they productively navigate this stage, they feel useful and develop a sense of self-worth.

However, if they aren't supported in learning new skills, they may develop a sense of worthlessness or inferiority.

Overview

Psychosocial Conflict: Industry vs. Inferiority

Major Question: "How can I be good?"

Basic Virtue: Competence

Important Event(s): School

Erikson's Psychosocial Stages

According to Erikson's psychosocial theory, people progress through a series of stages as they develop and grow.

Unlike many other developmental theories, Erikson's addresses changes that occur across the entire lifespan, from birth to death.

Psychosocial theory focuses on social and emotional factors that influence an individual's psychological growth. During each of the eight stages, a person faces a different psychosocial crisis.

In order to resolve the crisis, children and adults are tasked with mastering the developmental skills unique to that stage. Erikson theorized that mastering these skills contributes to lifelong well-being.

Failing to master these critical tasks, however, can result in social and emotional struggles that last a lifetime.

The following are all eight of Erikson's psychosocial stages:

Why Industry vs. Inferiority Matters

While many people think of economics or manufacturing when they hear the word industry, the term also applies to how an individual functions.

Industry refers to hard work. Someone who is industrious, for example, works at developing and mastering their skills to achieve something.

During stage four, a child is learning various emotional and social skills. It's important that their parents or caregivers support them as they face new challenges and make attempts to navigate these challenges on their own.

In order for a child to feel industrious, they need to feel that they are capable and competent. Without the opportunities to develop new skills, they may end up feeling inadequate or that they just don't measure up.

Social World Expands

During the earlier stages, a child's interactions centered primarily on caregivers, family members, and others in their immediate household. As the school years begin, the realm of social influence increases dramatically.

Friends and classmates play a role in how children progress through the industry versus inferiority stage.

During social interactions with peers, some children may discover that their abilities are better than those of their friends or that their talents are highly prized by others. This can lead to feelings of confidence.

Through proficiency at play and schoolwork, children are able to develop a sense of competence and pride in their abilities. By feeling competent and capable, children are able to also form a strong self-concept.

In other cases, kids may perceive that they are not quite as capable as the other kids, which can result in feelings of inadequacy.

Skills Are Evaluated

At earlier stages of development, children were largely able to engage in activities for fun and to receive praise and attention.

Once school begins, actual performance and skill are evaluated. Grades and feedback from educators encourage kids to pay more attention to the actual quality of their work.

Children become capable of performing complex tasks. Children who are encouraged and commended by parents and teachers develop a belief in their abilities. Those who receive little or no encouragement from parents, teachers, or peers will doubt their abilities.

Children who struggle to develop this sense of competence may emerge from this stage with feelings of failure and inferiority. This can set the stage for later problems in development.

People who don't feel competent in their ability to succeed may be less likely to try new things and more likely to assume that their efforts will not measure up under scrutiny.

Examples of Industry vs. Inferiority

The following are examples of common occurrences during childhood that would build a child's industriousness or confidence:

Olivia finds science lessons difficult, but her parents are willing to help her each night with her homework. She also asks the teacher for help and starts to receive encouragement and praise for her efforts. In turn, she feels more confident in her ability to complete assignments.

Derek doesn't know anyone on his softball team, so he feels alone. But his parents encourage him, telling him it takes time to make new friends. The coach leads some "icebreaker" activities at the next practice. Derek makes friends, and he feels capable of making friends in the future.

The following scenarios illustrate how a child may be left with feelings of inferiority:

Jack struggles with math, but his parents don't help him with his homework. His teacher is critical of his work but does not offer any extra advice. Eventually, Jack just gives up, his grades become even worse, and he feels that he doesn't measure up to his classmates.

The girls in Sally's class make fun of Sally for wearing "boy clothes" and not wearing makeup. Sally feels isolated because no one validates her appearance or her choices. She starts to criticize herself more and more, as feels inferior to her schoolmates.

Impact of Industry vs. Inferiority

According to Erikson, this stage is vital in developing self-confidence. Kids who do well and are encouraged in school and other activities are more likely to develop a sense of competence and confidence.

When a child is supported during this stage, they develop a greater sense of self-esteem. Self-esteem is linked with many benefits, including:

Better mental health and physical health

Confidence in abilities

Higher perception of success

Positive self-image

Children who struggle in school and other activities, and aren't supported in developing their unique skills and abilities, may be left with feelings of inadequacy and inferiority-both of which contribute to levels of low self-esteem. Low self-esteem is linked with difficulties such as:

Encouraging Confidence

At this stage, it is important for both parents and teachers to offer support and encouragement. However, adults should be careful not to equate achievement with acceptance and love.

Unconditional love and support from adults can help all children through this stage, but particularly those who may struggle with feelings of inferiority.

Parents can help kids develop a sense of realistic competence by giving praise and rewards, encouraging efforts rather than outcome, and helping kids develop a growth mindset.

Even if children struggle in some areas of school, encouraging kids in areas in which they excel can help foster feelings of competence and achievement.

You may try the following:

Encourage your child to try

Let them know it's normal to win and lose

Be respectful of how your child expresses themselves

Offer emotional support when they fail

Building Your Confidence

If you've had childhood experiences that left you with a greater sense of inferiority than industry, there's no need to panic. There are plenty of ways to develop your self-esteem and feel more confident in your day to day life:

Practice mindfulness: Whether it's meditation, yoga, or even taking a walk in nature, mindfulness helps you tune into what you're feeling and thinking without judgment. Mindfulness can bring to light any negative thoughts, beliefs, or self-talk you engage in.

Notice triggers: Are there specific people, situations, or places that make you feel particularly inferior? Noticing triggers can help you uncover the stories you tell yourself about what you're not capable of and why.

Work on acceptance: It may be impossible to change your feelings of inadequacy all in one day. Understand that many people deal with these feelings.

Challenge yourself: Try new things, and reward yourself for putting the effort in (no matter the outcome). Challenge your old beliefs. Instead of telling yourself "I should've done better," or "I'm so stupid," remind yourself, "I'm brave," and "I'm proud of myself for trying."

Talk to a professional: A mental health professional, such as a therapist, may help you in reframing your belief that you're inferior or unworthy. A therapist may work with you to uncover the root causes of your negative beliefs, and help you establish new goals and new perspectives to help you reach them.

A Word From Verywell

It's important to note that the psychosocial theory is just that-a theory. It's not productive or accurate to think of yourself or your child as having "failed" a stage. Remember, humans are adaptable. The psychosocial stages may simply be a useful tool in understanding a child's needs at different ages, and what parents can do to encourage them.

If you feel that you didn't develop skills or feel confident as a child, it's OK. As an adult, you can still develop skills and learn to feel confident and capable.

Additional Reading

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Industry vs. Inferiority Is Stage Four of Psychosocial Development

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Industry versus inferiority is the fourth stage of Erik Erikson's theory of psychosocial development, during which kids strive to master skills. Learn more.

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Stage 5: Identity vs. Identity Confusion

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Stage 5: Identity vs. Identity Confusion

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Erikson's fifth stage is an important phase in an adolescent's life. During this stage, adolescents begin to show more independence and distance themselves from their parents, developing a sense of self. They start to form their own identity and ask themselves the question, "Who am I?" During this stage of my life, I remember being determined to understand who I was and who I wanted to become in the future. I experimented with different hairstyles, clothing styles, music genres, and sports to find what suited me best. Additionally, my religion and values were very important to me. I was raised in a Christian environment, which had a significant impact on my decision-making process and continues to influence me to this day. Being a Christian and having good values has always been a part of my identity and who I am.

"Identity forms as young people resolve three major issues: the choice of an occupation, the adoption of values to live by, and the development of a satisfying sexual identity. The effort to make sense of the self is part of a healthy process that builds on the achievements of earlier stages-on trust, autonomy, initiative, and industry-and lays the groundwork for coping with the challenges of adult life" (Martorell, 2023, p. 336-337).

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In Erikson's sixth stage of development, individuals form intimate relationships such as romantic partners or close, enduring friendships. The ability to build healthy and intimate relationships with both romantic partners and close friends is an example of intimacy. On the other hand, if no social connections are formed or if poor and unhealthy relationships are developed, isolation may occur.

During this stage, I have been fortunate enough to cultivate enduring friendships and a long-lasting marriage. I have two close friends whom I have known for over 18 to 22 years, and I have been married for 13 years thus far. As a result, I have developed a strong sense of intimacy.

"Person seeks to make commitments to others or may suffer from isolation and self-absorption" (Martorell, 2023, p. 12).

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In this seventh stage of Erikson's theory of psychosocial development, adults start thinking about the next generation and the need to guide them. During this stage, adults contemplate about their legacy and the need to guide future generations. They reflect on their lives and evaluate what they are leaving for the next generation. If people feel content about what they leave behind, they will feel satisfied and proud. However, if they do not feel good about it, they might experience feelings of embarrassment affecting their social development during this stage. Although I am still not in this stage of development, I believe I will contribute to the well-being of others and society as a whole. Also, I see myself creating new ideas, and being productive both professionally and personally. Therefore, I will develop generativity and make a positive and on others and society.

"Mature adult is concerned with establishing and guiding the next generation or else feels personal impoverishment" (Martorell, 2023, p. 12).

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Generativity versus stagnation is the seventh of eight stages of Erik Erikson's theory of psychosocial development. This stage takes place during middle adulthood between the ages of approximately 40 and 65.

During this time, adults strive to create or nurture things that will outlast them; often by parenting children or contributing to positive changes that benefit other people. Contributing to society and doing things to benefit future generations are important needs at the generativity versus stagnation stage of development.

Generativity refers to "making your mark" on the world by caring for others as well as creating and accomplishing things that make the world a better place.

Stagnation refers to the failure to find a way to contribute. These individuals may feel disconnected or uninvolved with their community and with society as a whole.

Those who are successful during this phase will feel that they are contributing to the world by being active in their home and community.

Those who fail to attain this skill will feel unproductive and uninvolved in the world.

Quick Summary

Psychosocial Conflict: Generativity Versus Stagnation

Major Question: "How can I contribute to the world?"

Basic Virtue: Care

Important Event(s): Parenthood and Work

Characteristics of Generativity and Stagnation

Some key characteristics of generativity include making commitments to other people, developing relationships with family, mentoring others and contributing to the next generation. As you might imagine, these sorts of things are frequently realized through having and raising children.

Some characteristics of stagnation include being self-centered, failing to get involved with others, not taking an interest in productivity, no efforts to improve the self and placing one's concerns over above all else.

One thing to note about this stage is that life events tend to be less age-specific than they are during early-stage and late-stage life. The major events that contribute to this stage such as marriage, work, and child-rearing can occur at any point during the rather broad span of middle-adulthood.

It is at this point in life that some people might experience what is often referred to as a "midlife crisis." People might reflect back on their accomplishments and consider their future trajectory and feel regret. In some cases this might involve regretting missed opportunities such as going to school, pursuing a career or having children.

In some cases, people might use this crisis as an opportunity to make adjustments in their lives that will lead to greater fulfillment. It is important to note that it is the way that people interpret these regrets that influence their well-being. Those who feel that they have made mistakes wasted their time, and have no time to make changes may be left feeling bitter.

There are also numerous factors that can influence feelings of generativity versus feelings of stagnation at this point in life. People who have positive relationships with others, good quality health and a sense of control over their lives will feel more productive and satisfied. Those who suffer from poor health, poor relationships and feel that they have no control over their fate are more likely to experience feelings of stagnation.

Expanding on the Generativity vs. Stagnation Stage

Recent research has suggested further elaboration of the primary conflicts of the generativity vs. stagnation stage. These include:

Inclusivity versus exclusivity: This crisis centers on the scope of caregiving activities and on what and who an individual is willing to include in his or her life. This stage reflects the trust versus mistrust stage of early childhood.

Pride versus embarrassment: This aspect of the generativity versus stagnation stage is centered on the sense of pride that adults take in their family and children. In many ways, it mirrors the autonomy versus shame and doubt stage of early childhood.

Responsibility versus ambivalence: This adulthood crisis centers on whether people choose to take responsibility for their lives and choices. It reflects the initiative versus guilt stage seen earlier during childhood.

Productivity versus inadequacy: Work plays a major role in adulthood, so it is no surprise that an individual's sense of pride and accomplishment in their work can lead to feelings of productivity. This stage mirrors the industry versus inferiority stage of childhood.

Parenthood versus self-absorption: This aspect of adulthood centers on reaching out and contributing to the next generation. This can occur through parenting although not all people who produce offspring necessarily become supportive and giving parents and those who do not have children are still able to give to the next generation in meaningful ways. This part of the generativity versus stagnation stage reflects many of the aspects of the earlier identity versus confusion stage of adolescence.

Honesty versus denial: As the generativity stages draw to a close and people approach the final stage of life, finding meaning plays an increasingly critical role. Self-knowledge and self-understanding have an important role during this phase of the generativity versus stagnation stage.

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Article Sources

Erikson, E.H. Childhood and Society. (2nd ed.). New York: Norton; 1993.

Erikson, EH & Erikson, JM. The Life Cycle Completed. New York: Norton; 1998.

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The Differences and Characteristics of Generativity and Stagnation

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Generativity versus stagnation is the seventh of eight stages of Erik Erikson's theory of psychosocial development. This stage takes place during middle adulthood between the ages of approximately 40 and 65. During this time, adults strive to create or nurture things that will outlast them; often by parenting children or contributing to positive changes that benefit other people.

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This is the final stage of Erikson's psychosocial development theory characterized by introspection and self-evaluation. During this stage, individuals reflect on their life choices, achievements, and regrets. If they feel content with their decisions and actions, they develop a sense of integrity. However, if they are dissatisfied with their outcomes, they develop a sense of despair. While I may not be at this stage yet, I firmly believe that in life, the decisions and actions we take may not always be the best. However, I always strive to make the best decisions possible and avoid regretting any of them to prevent feeling despair. With this in mind, I see myself building a strong sense of integrity.

"Elderly person achieves acceptance of own life, allowing acceptance of death, or else despairs over inability to relive life" (Martorell, 2023, p. 12).

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How People Develop a Sense of Integrity vs. Despair

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Integrity vs. despair is the eighth and final stage of psychosocial development. Learn the impact of this stage that occurs during the final years of life.