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Stage 1 involves infants determining whether they will trust that someone will take care of them when needed, or if they receive nothing from their cries.
When I was a a baby, I would trust females more than males. I would easily go to females, but I would not allow a male to hold, especially if he had facial hair. I seen my mom and my grandma every day, but I did not see my dad or other males as much as the females in my life. "The trusting infant expects the world to be good and gratifying, so he feels confident about venturing out to explore it. The mistrustful baby cannot count on the kindness and compassion of others, so she protects herself by withdrawing from people and things around her." (Berk, 2019, 6.1).

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Stage 2 involves toddlers wanting to learn how to do things on their own without being forced to do things.
When I was a toddler, I would watch Barney all the time and I wanted to learn all of the songs, which I went around singing them everywhere. "The familiar refrains of newly walking, talking toddlers—“No!” “Do it myself!”—reveal that they have entered a period of budding selfhood." (Berks, 2019, 6.1).

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Stage 3 involves children playing pretend games and deciding what they want to be without parents being unsupportive.
I used to pretend I was a teacher and act like I was teaching in a class, because I wanted to be a teacher when I grew up. "They are eager to tackle new tasks, join in activities with peers, and discover what they can do with the help of adults." (Berks, 2019, 8.1).

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Stage 4 involves children learning to work together and cooperate with positive experiences.
In school, we would have projects or games that we would work together in groups to complete. For example, we built a tower of marshmallows with toothpicks.
"In most of the world, the transition to middle childhood is marked by the beginning of formal schooling, where children discover their own and others’ unique capacities, learn the value of division of labor, and develop a sense of moral commitment and responsibility." (Berks, 2019, 10.1).

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Stage 5 involves adolescence trying to figure out who they are and setting goals to what they want to be and do.
I learned I wanted to play sports and try different kinds. I became very athletic and competitive after I started playing volleyball and competed in a students convention. "Constructing an identity involves defining who you are, what you value, and the directions you choose to pursue in life." (Berks, 2019, 12.1).

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Stage 6 involves early adulthood building relationships or becoming isolated from bad experiences or trauma.
I have had previous romantic relationships, but I have also built friendships with different people along the way including work and school. "By late adolescence, as young people are ready for greater psychological intimacy, they look for dating partners who offer personal compatibility, companionship, affection, and social support." ( Berks, 2019, 12.5).

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Stage 7 involves middle adulthood sharing their knowledge, giving care, or sharing hard work to the next generation.
I imagine when I have kids, I will share my stories and experiences throughout my lifetime including lessons, positive experiences, and negative experiences. "Generativity means giving to the next generation through child rearing, caring for others, or productive work." (Berks, 2019, 1.4).

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Stage 8 involves old aged people deciding whether or not they enjoyed their life and it was worth living or if they had more regrets.
I imagine my life will end happy. I do not think I will be scared of death, unless I still have things I have not accomplished. I think my life at the end, would be worth living. "Integrity results from feeling that life was worth living as it happened." ( Berks, 2019, 1.4).