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https://create.kahoot.it/share/erikson-s-stages-of-psychosocial-development/7d301f1a-85ef-4036-a08b-5a8c618f07d0

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Erik Erikson is a German-American developmental psychologist and psychoanalyst. He is best known for developing the concept that is the "Identity Crisis."

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Stage 1: Trust vs. Mistrust (Birth-18 months)

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Stage 1: Trust vs. Mistrust (Birth-18 months)

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With proper childcare strategies/techniques, a child will develop several key characteristics. A few of these include: optimism, trust, confidence, and security. Without the proper childcare, a child can develop feelings of insecurity, worthlessness, and mistrust towards the world.

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Stage 2: Autonomy vs. Shame and Doubt (18 months-3 years of age)

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Stage 2: Autonomy vs. Shame and Doubt (18 months-3 years of age)

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This stage involves for the opportunity for a child to build his/her self-esteem and the ability to learn right from wrong. A well cared for child will develop a solid sense of self-confidence, whereas a child that is not as well cared for is at a higher risk to develop feelings of insecurity and shame and doubt.

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Stage 3: Initiative vs. Guilt (3-5 years of age)

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Stage 3: Initiative vs. Guilt (3-5 years of age)

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This stage involves children engaging with the world around them. It's considered the framework of experimentation for what it means to be an adult. Proper childcare increases the chance for a child to develop a solid sense of initiative opposed to feelings of frustration over their natural goals, desires, and expectations not being met.

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This is the stage in which young adults are faced with finding intimacy/love, or a life of being isolated from intimacy/love. Depending on how one leads their life, one will either be successful and build meaningful relationships with both their partner and friends or ultimately decide to isolate themselves from everyone.

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Stage 8: Integrity vs. Despair (65-death)

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Stage 8: Integrity vs. Despair (65-death)

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The final stage of Erikson's 8 Stages of Psychosocial Development deals with a deep reflection on one's life. Based on one's experiences they had during their lifetime, they may choose to view their life as meaningful/purposeful, or to have lived a life in despair with many regrets and wondering what the real purpose of life actually was.

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Stage 5: Identity vs. Confusion (12-18 years)

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Stage 5: Identity vs. Confusion (12-18 years)

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This stage of psychosocial development pertains to both young adolescents and late adolescents. This is the time in life where individuals are trying to find out who they are. Here it is important to understand that the development that is taking place in an individual is primarily through his/her actions and perceptions. This means that an identity is formed through what an individual feels is the best/most rewarding decision in any particular situation. More often than not, a strong devotion to the "wrong" things can cause role-confusion within adolescents. Role-confusion can lead adolescents to developmental issues, especially socially/emotionally. An example of this is adolescents creating friendships with the wrong people. By becoming emotionally invested into the wrong people, a young adolescent's devotion can lead to an identity surrounded in uncertainty. Overall, it should be the job of teachers/educators of young adolescents to guide them towards the right decisions. This can be done through one-on-one conversations, advisory programs, etc. By influencing adolescents to make the right decisions for themselves, we can better serve them in the search for their unique, individualistic identities.

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Stage 4: Industry vs. Inferiority (5-12 years of age)

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Stage 4: Industry vs. Inferiority (5-12 years of age)

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Erikson's 4th stage of psychosocial development deals with both children and young adolescents. Here, it is common to see children/young adolescents being capable to learning/accomplishing new skills and/or knowledge in all areas of development. To name a few, a child may make strides physically (growing/developing muscle) and become an excellent athlete. He/she may be gifted cognitively (critical thinking skills, ability to control impulses, etc.), giving him/her the ability to better understand classroom concepts and achieve academically. Socially and emotionally, a young adolescent may develop more meaning relationships with friends through mutual interests (sports, school, other hobbies, etc.
While it's an ideal situation for children and young adolescents to take the industrialist approach, this is not always the case. Sometimes they will fall victim to inferiority, or feeling as if they are inadequate to their peers, which could ultimately lead to self-esteem issues. These self-esteem issues could obviously effect/impair a child or young adolescent's other developmental areas. Being physically tired, or not intellectually unable to concentrate are a few examples.
Overall, the 4th stage of development is the ability of a child/young adolescent to be able grow and develop (industry), or fall victim to the challenges common to the age group (inferiority). It should be the goal of teachers and educators to accommodate to their students' developmental needs, so that they can be able to produce at a high levels both in and out of the classroom. A great strategy for teachers would be to have one-on-one discussions with their students to find exactly what they need to succeed.

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-Give children the opportunity to make choices and act on their choices (Initiative vs. Guilt)
-Give students realistic goals to strive for (Industry vs, Inferiority)
-Give students role models to look up to (Idenity vs.

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Stage 7: Generativity vs. Stagnation (35-65 years of age)

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Stage 7: Generativity vs. Stagnation (35-65 years of age)

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Primarily focusing on one's career and family, this stage of development involves the taking on of greater responsibilities to try and make a difference in the world. In a time where change is extremely common, it is also common to see feelings of meaninglessness occur if a person is not being generatively active and doing his/her best to contribute to the greater-good of the world.

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Cherry, K., & Gans, S. (n.d.). Understanding Erikson's Stages of Psychosocial Development. Retrieved March 5, 2019, from https://www.verywellmind.com/erik-eriksons-stages-of-psychosocial-development-2795740

Mcleod, S. (n.d.). Erikson's Psychosocial Stages of Development. Retrieved March 5, 2019, from https://www.simplypsychology.org/Erik-Erikson.html

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- Teachers can continue to use this to help outline and guide the focuses of their lessons towards students at each specific stage of development
-On the contrary, teachers can use this to challenge their students and encourage their growth by using this as a guide.

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Strengths:
- Serves as a guide/outline for individuals across a long span of time.
-Helps define one's culture.
Weakness:
-Different cultures their traditions may affect the timing of the stages. Ex. Some cultures expect individuals to marry and mature at younger ages.
-Every individual develops differently in some way.

Weaknesses
-Some areas are outdated and must be revised to accommodate the ever-changing world
- Doesn't mention/include different cultures, ethnicities, genders, etc.