Erik Erikson · 1902–1994
Psychosocial crises
Each age has a social-emotional job. If it goes well, a virtue grows. If it goes badly, a residue of doubt, shame, or inferiority tags along.
Why it matters when you teach
Toddler 'no' is not a character flaw. It is the job of autonomy. A seven-year-old who will not try is often protecting themselves from inferiority. Teach the crisis, not just the behavior.
Core ideas
Trust vs. mistrust (0–1)
Reliable care. The world is safe enough.
Autonomy vs. shame (1–3)
I can choose. Shame says I am a problem for trying.
Initiative vs. guilt (3–6)
I can start. Guilt says my ideas are trouble.
Industry vs. inferiority (6–12)
I can get good at things. Inferiority says I am the kind who can't.
In the room
- Give toddlers two real choices. Autonomy in a teacup.
- Let preschoolers lead a game even if it is chaotic. Initiative needs airtime.
- Teach skill, not identity: 'That sum was off. Let's check the tens' — never 'you're bad at math.'
- Public ranking is fertilizer for inferiority. Private progress charts are not.
Try this
- Before responding to a behavior, ask: which crisis is this? Then answer that need.
- End a lesson by naming a competence: 'You stayed with a hard thing for four minutes.'
Hold it lightly
- Stages blur and culture rewrites the jobs. Still a powerful lens, not a law of physics.