The course of people’s psychosocial development consists of certain stages which have their own particular characteristics and are distinct from one another. Their analysis can give us an overall picture of how life unfolds on an individual level, so that we can reflect and understand how important each stage is and how, in every phase, a person can enjoy their own existence.
The first stage is infancy (0–2 years)
Here we gradually find the beginning of the mental development of the individual. This phase of human life is of paramount importance, as the experiences the infant acquires during the first year shape their psychosocial development. There is a huge dependence on the mother and a strong need for physical safety. It should be emphasized that the infant’s healthy emotional development is strengthened here by the mother’s smile toward the child, and that what really matters is the warmth of her embrace rather than various feeding techniques. Feelings of both insecurity toward the environment and trust in it are largely determined by the quality of the mother–infant relationship.
The next stage is early childhood (3–6 years)
In this phase, children begin to form their first lines of reasoning, which are mainly created from their impressions and perceptions. The role of the other family members also becomes very important, as they co‑shape the child’s socialization through the process of imitation and through their overall behavior. As the child grows in these years, socialization with peers begins; any negative behavior patterns that may have developed in the child’s character tend to be rejected by the other children. At this point we also see the adoption of the child’s gender role, which is formed through identification with the parent of the same sex. Psychological support and encouragement in carrying out activities are of great importance here, as well as demystifying the negative meaning of “failure”. If autonomy is held back, the roots of insecurity and low self‑esteem begin to develop. (Erik Erikson)
School age (6–12 years)
The school environment is a very important factor in a person’s psychosocial development. The child becomes capable of logical thinking and of categorizing their thoughts. The teacher becomes a model for identification, and the whole set of their moral characteristics influences the children’s character. In this phase, children begin to see themselves as productive; it is important that parents support their efforts and nurture their interests instead of belittling them by comparing them to other children, as this creates feelings of inferiority. At the same time, excessive reinforcement of productivity can lead to a view of the world that revolves mainly around work and, by extension, materialism.
Adolescence (12–19 years)
Adolescence is characterized by rapid biological development. Children begin to free themselves from their dependence on the family environment and feel a strong need to spend time with their wider social circle. This is an important stage, as dysfunctions within the family can result in the adoption of harmful habits (smoking, drugs) as well as delinquent behavior. According to Piaget, this is where the individual’s cognitive development is completed, and they acquire the ability for abstract thinking and to handle more abstract concepts such as morality. They begin to build their identity by trying out different roles and ways of behaving until they feel that they truly identify with one of them.
Early adulthood (20–40 years)
Here, equipped with whatever assets they have acquired over the previous stages, people are called upon to adapt and integrate into the existing social reality. Close personal relationships are at the heart of this stage. We could say that, in a way, certain goals are imposed on individuals at this point in life, such as choosing a partner, creating a family, and developing their professional career. According to Erikson’s psychosocial theory, in this phase a person is called to face the conflict between intimacy and isolation. More specifically, this refers both to the development of close relationships and to achieving companionship. If they do not succeed in this, they will be governed throughout their life by a sense of isolation. Cognitively, the individual is in the most productive phase of life, as at this stage they can use various forms of reasoning, such as abstract thinking, pre‑logical thought, and more.
Adulthood (40–65 years)
In this stage, theoretically, individuals are at the peak of their productivity. Professionally, by around the age of 50, they have achieved whatever professional status they had been striving for in the past. In this phase, certain crises arise that they are called to face. First, they become aware of the possible distance or gap between their ambitions and what they have managed to achieve, and consequently they realize how difficult it is now to reach those goals. They also begin to see life as the remaining time they still have to live, which may provoke inner sadness and outward inertia. If, at this stage, they feel satisfied with what they have achieved in life, they continue to be productive and tend to contribute to guiding the younger generation. If the opposite is true, we see a tendency toward regression, dominated by feelings of inner failure, and they try to fill their inner void by chasing material goods and superficial pleasures.
Old age (65+ years)
The last stage of psychosocial development begins roughly at the age of 65 and extends throughout the rest of life. The course of life in the earlier stages and the extent to which the person feels satisfied or not with their life so far play a crucial role here. This period also signals the beginning of retirement. Two main tendencies can be observed. On the one hand, there are those people who, because they are freed from social obligations (as a consequence of retirement), feel an inner sense of failure, which results in withdrawing from any social activity and emotional connection. On the other hand, if in the previous stages a healthy maturation and a balanced way of understanding change at every phase of life have been achieved—combined with the acceptance of both life’s successes and failures—then a deep inner maturity is reached, along with acceptance of life’s cycle and, naturally, the absence of fear of death. The person feels happy and fulfilled, has accepted themselves, and realizes that even at this stage they can be fully productive and enjoy the fruits they have sown.
For more inspiration on how every step of life can change when you dare to dream and take risks, you can also read our article Dream, Hope, Take Risks.
Happy Life Team
