Erikson's Five Stages Of Initiative Vs. Guilt

Initiative vs. Guilt The third of Erikson’s stages, initiative vs. guilt, is when a child, aged three to six, discovers their sense of purpose. Adams (2008) explains the mindset of this period as “What can I imagine I will be?” (p. 353). It is this stage when a child’s imagination begins to explore its limits and children will often engage in pretend play. Markstrom, Sabino, Turner, and Berman (1997) believe that though the young child’s make-believe world of role playing, they develop their sense of purpose in life (p. 710). Erikson (1994b) expresses the purpose gained at this stage as “the courage to envisage and pursue valued goals uninhibited by the degeat of infantile fantasies, by guilt and by the foiling fear of punishment” (p. 122). Conversely, lack of pretend play leads to inhibition, which the playful child must also learn, but unbalanced against imagination, inhibition can be problematic (Markstrom, Sabino, Turner, and Berman, 1997, p. 710).
Initiative vs. Guilt Observation.
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isolation is the fifth stage of Erikson’s psychosocial theory that spans adolescence. Vogel-Scibilia et al (2009) explains this stage as a period of time in which a person focuses on personal identity and adult role development resulting in fidelity (p. 407). Erikson (1994b) defines fidelity as “the ability to sustain loyalties freely pledged in spite of the inevitable contradictions of loyalty systems” (p. 125). It is at this age that a person discovers their values and self-concepts (Vogel-Scibilia et al, 2009, p. 407). This transition from childhood to adulthood is when people learn loyalty and commitment. Erikson (1994a) argues that role rejection is a vital part of adolescent development as it delimits one’s identity and invokes “experimental loyalties” (p. 74). He warns, however, that too much role repudiation results in diffidence and defiance (p. 73). Markstrom, Sabino, Turner, and Berman (1997) describe these traits