Erik Erirkson

Industry versus Inferiority

1902-1994

Erik Erikson was a developmental

psychologist/psychoanalyst during the 20th
century (post-Freudian 1930s) in the United
States, best known for his theory of learning
on psychosocial development. Erikson
identified 8 universal stages of psychosocial
development that he believed people passed
through. Erikson believed that personality
develops in a series of predetermined stages.
This theory suggests that an individual faces a
crisis/conflict at each stage and issues
resolving one crisis at a particular stage will
correlate with issues at a latter stage.
(Woolfolk, Winnie, & Perry, 2010)

Industry is eagerness to engage in productive

work. This is the age when children begin to
wonder: can I be competent and productive? Upon
entering the school system children begin to
develop higher cognitive abilities and their
memory span increases. As these cognitive
changes occur children are spending the majority
of their time in a new setting - school. These new
challenges during the school years are known as
industry versus inferiority. During this stage
students are beginning to see the pleasure in a job
well done and accomplishment as well as the
ability to juggle the school setting, personal life,
and family. If children are unable to successfully
juggle all other aspects of their lives it may result
in feelings of inferiority. Generally, school systems
reflect middle-class views and because of this it
can be a more difficult transition for students from
low-class families and students whose families
differ culturally from the schools values to
successfully transition into the school setting
resulting feelings of inferiority. Children who
struggled in the lower grades are also at higher risk.
The child begins comparing self with peers and can
recognize major disparities in personal abilities
relative to other children. Teachers and peers
become more important social agents for the
individual. Students who are encouraged and
commended develop a sense of industry and students
who receive little encourage lack confidence in their
abilities and develop feelings of inferiority.
(Woolfolk et al., 2010)

Identity versus Role

Confusion
This stage focuses on the teenager achieving occupational,
gender, political, racial, and other role identities. (Woolfolk,
Winnie, & Perry, 2010) In the article Erik Eriksons
Theory of Development: A Teachers Observations,
Suchitra Ramkumar states that the questions arising are,
'Who am I?', 'What are my values?', 'What is my
identity?' (Ramkumar, 2002)
Identity is the ability to exercise choice. If they fail to make
these choices appropriately, they may experience role
confusion. Erikson believes that if adults allow the child to
explore, they will conclude their own identity. If, however,
the parents continually push him/her to conform to their
views, the teen will face role confusion. (Woolfolk et al.,
2010) In the words of Ramkumar, If values are imposed
rather than chosen by the child herself, they are not
internalized and there is a lack of meaning in later
life. (Ramkumar, 2002)
According to Erikson, this struggle with choices that
adolescents experience is called a moratorium. This means
that the young person explores without actually making
committed choices about their identities. In complex
societies, Erikson believed that an adolescents will
experience an identity crisis during this stage. Today, we see
these processes more as a positive gradual exploration that
is perfectly normal. We can also make the conclusion that
being involved in peer relationships is the best way for the
student to discover more about themselves in regard to their
identities, as this is the important life event within this
stage. (Woolfolk et al., 2010) Once the adolescent has
explored their options and made choices and commitments,
they have reached Identity Achievement.

Industry versus Inferiority Classroom

Application:

Identity versus Role Confusion Classroom

Application:

Provide a supportive and stimulating environment at

school, encourage work-related skills, build selfesteem, include more social interactions as they assist
in facilitating pride and confidence, provide students
opportunities to create and execute realistic goals and
an opportunity to develop their independence and
accountability, provide social, psychological, emotional
and moral support to students who seem discouraged,
encourage children to make and act on choices, make
sure the child has an opportunity to experience success,
be tolerant of accidents and mistakes, especially when
children are attempting to do something on their own.
The main theme of Industry versus Inferiority is
constant and consistent encouragement, tolerance and
opportunities, teaching students to set realistic goals
and writing down student goals, start with what the
students can successfully complete (Woolfolk et al.)

Make sure students have the opportunity to set

and work towards realistic goals, give students a
chance to show their independence and
responsibility, help students find resources for
working out personal problems, be tolerant of
teenage fads as long as they dont offend others
or interfere with learning, provide students a
variety of career choices and career paths, assist
students to make connections and discover
resources for working out personal problems,
give students realistic feedback about
themselves (Woolfolk et al., 2010), provide an
open, warm, and communicative relationship
with the adolescent. (Ramkumar, 2002).

KSAs that apply to both psychological stages:

1. How contextual variables affect teaching and learning
Know how to analyze and respond to many variables at
once by making reasoned decisions about teaching and
student learning.

2. All students can learn, albeit at different rates and in

different ways.
Know how to identify ways students learn and the different
learning styles. Respond to these differences by creating
multiple paths to learning for individuals and groups,
including those with special learning needs.

3. Students needs for physical, social, cultural and

psychological security.
know how to engage students in creating effective
classroom routines. Know ow and when to apply a variety
of management strategies, in keeping with the situation, that
provide for minimal disruptions to learning

4. There are many approaches to teaching and learning.

Know a broad range of instructional strategies appropriate
to your area of specialization and subject discipline taught,
and know which strategies are appropriate to help different
students achieve different outcomes.

Stage

Approximate
Age

Important Event

Description

Basic Trust vs. Mistrust

Birth to 12-18
months

Feeding

Develop loving, trusting

relationships

Autonomy vs. Shame &

Doubt

18 months to 3
years

Toilet training

Developing physical skills

Initiative vs. Guilt

3 to 6 years

Independence

Assertiveness and initiative

taking

Industry vs. Inferiority

6 to 12 years

School

Demands of school

Identity vs. Role

Confusion

Adolescence

Peer Relationships

Identity in multiple areas

Intimacy vs. Isolation

Young
Adulthood

Love relationships

Develop intimate relationships

Ramkumar, S. (n.d.). Erik Erikson's Theory of Development: A Teacher's

Observations. Journal of the Krishnamurti Schools.
Retrieved
September 25, 2015, from http://www.journal.kfionline.org/issue-6/erikeriksons-theory-of-development-a
teachers-observations

Generativity vs.
Stagnation

Middle
Adulthood

Parenting/Mentoring

Giving to the next generation

Woolfolk, A., Winne, P., & Perry, N. (2010). Educational Psychology (5th
ed.). Toronto, Ontario: Pearson Canada.

Ego Integrity vs. Despair

Late Adulthood

Reflection on and acceptance

of ones life

Sense of fulfillment about life

5. Student learning is enhanced through the use of home

and community resources.
Know how to identify resources relevant to teaching and
learning objectives, and how to incorporate them into
teaching and students learning.

References

About Erik Erikson. (2015). Retrieved October 2, 2015