Introduction
Erikson's Stages
Trust vs. Mistrust (Infancy): Infants learn to trust or mistrust both their surroundings and caregivers based on whether or not their needs are consistently met.
Erikson identifies the importance of the role of a nurturing parent figure at this stage. One implication is for church nurseries to serve as expressions of warm, safe, and caring maternal environments.
Autonomy vs. Shame and Doubt (Early Childhood): Children develop autonomy as they start asserting their independence. Feelings of shame and doubt emerge when they are held back or discouraged.
At this stage, teachers and leaders in children’s ministry should focus on learning activities that provide opportunities for successful guided play and affirm children for their efforts and accomplishments.
Initiative vs. Guilt (Preschool): Children begin taking responsibility for their own actions and develop a sense of initiative, but if they feel that what they are doing is consistently wrong or meets constant disapproval, they feel guilty.
Here, opportunities may be provided for creative play and self-expression. This can be through imagining activities, music (children’s songs), art, blocks, or other objects.
Industry vs. Inferiority (Elementary School): Children develop a sense of competence as they master new skills and tasks, but they may feel inferior if they are unable to do so.
This stage opens opportunities for developing skills and competencies. Children are ready for increased social activities through clubs, groups, and classes as well as participation in sports, music groups, and projects.
Identity vs. Role Confusion (Adolescence): Adolescents develop a sense of identity by exploring different roles and possibilities but may experience confusion if they are unable to find a stable sense of self.
Identity exploration is a key theme for this age group. Learning can be through exploration of personal interests (e.g., sports, music, academics), positive role models, youth groups, and sensitivity to emerging gifts, abilities, and career directions.
Intimacy vs. Isolation (Young Adulthood): Young adults seek close relationships with others and develop a capacity for committed and loving connections. They may feel lonely and isolated if they are unable to establish meaningful ties.
Individuals at this stage benefit from networking with peers, participation in small groups, and involvement in service projects. For some, guidance may be helpful in building healthy relationships and setting boundaries.
Generativity vs. Stagnation (Middle Adulthood): Healthy middle-aged adults hope to contribute to society and future generations through work, family, church, and community involvement. They may feel stagnant and unfulfilled if they do not.
This period of adulthood may be thought of as the backbone of church service. Emphasis is on spiritual service, identifying and using one’s abilities and spiritual gifts, and leadership development.
Integrity vs. Despair (Late Adulthood): Older adults reflect on their lives and feel a sense of integrity if they believe they have lived meaningful and worthwhile lives. They may develop a sense of despair if they feel that they have not.
For those in this stage of their journeys, life review activities can assist them in identifying accomplishments and leaving a positive legacy (e.g., story writing, journaling, mentoring). Many also benefit from church and community involvement as volunteers.
Application and Summary
Erikson identifies the importance of the role of a nurturing parent figure at this stage. One implication is for church nurseries to serve as expressions of warm, safe, and caring maternal environments.
Autonomy vs. Shame and Doubt (Early Childhood): Children develop autonomy as they start asserting their independence. Feelings of shame and doubt emerge when they are held back or discouraged.
At this stage, teachers and leaders in children’s ministry should focus on learning activities that provide opportunities for successful guided play and affirm children for their efforts and accomplishments.
Initiative vs. Guilt (Preschool): Children begin taking responsibility for their own actions and develop a sense of initiative, but if they feel that what they are doing is consistently wrong or meets constant disapproval, they feel guilty.
Here, opportunities may be provided for creative play and self-expression. This can be through imagining activities, music (children’s songs), art, blocks, or other objects.
Industry vs. Inferiority (Elementary School): Children develop a sense of competence as they master new skills and tasks, but they may feel inferior if they are unable to do so.
This stage opens opportunities for developing skills and competencies. Children are ready for increased social activities through clubs, groups, and classes as well as participation in sports, music groups, and projects.
Identity vs. Role Confusion (Adolescence): Adolescents develop a sense of identity by exploring different roles and possibilities but may experience confusion if they are unable to find a stable sense of self.
Identity exploration is a key theme for this age group. Learning can be through exploration of personal interests (e.g., sports, music, academics), positive role models, youth groups, and sensitivity to emerging gifts, abilities, and career directions.
Intimacy vs. Isolation (Young Adulthood): Young adults seek close relationships with others and develop a capacity for committed and loving connections. They may feel lonely and isolated if they are unable to establish meaningful ties.
Individuals at this stage benefit from networking with peers, participation in small groups, and involvement in service projects. For some, guidance may be helpful in building healthy relationships and setting boundaries.
Generativity vs. Stagnation (Middle Adulthood): Healthy middle-aged adults hope to contribute to society and future generations through work, family, church, and community involvement. They may feel stagnant and unfulfilled if they do not.
This period of adulthood may be thought of as the backbone of church service. Emphasis is on spiritual service, identifying and using one’s abilities and spiritual gifts, and leadership development.
Integrity vs. Despair (Late Adulthood): Older adults reflect on their lives and feel a sense of integrity if they believe they have lived meaningful and worthwhile lives. They may develop a sense of despair if they feel that they have not.
For those in this stage of their journeys, life review activities can assist them in identifying accomplishments and leaving a positive legacy (e.g., story writing, journaling, mentoring). Many also benefit from church and community involvement as volunteers.
Application and Summary
Understanding Erikson’s stages can help Christian educators identify age-appropriate curriculum content. Related theological topics include trust, being created in God’s image, vocation, grace, forgiveness, discipleship, community, belonging, stewardship, hope, and eternal life.
This presentation has provided a summary of Erik Erikson’s stages of development. It has also linked some of the stages with educational and theological implications with the hope that teachers will reflect on teaching strategies with sensitivity and respect for the developmental stages of their learners.
Selected Resources
• Erikson, Erik. Childhood and Society. https://amzn.to/42Nvwpp
• Erikson, Erik. Identity: Youth and Crisis. https://amzn.to/3lOtaGl
• Erikson, Erik. Vital Involvement in Old Age. https://amzn.to/3Zsz4L0
• Fowler, James W. Stages of Faith. https://amzn.to/42P22aI
Supplementary online resources include ChatGPT, Google Search, Google Bard, and Wikipedia
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