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Human Development
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Review of EduServe Forum program presentation of
Glenn H. Asquith, Jr., Ph.D.*
entitled "Eight Stages of Human Development"
Reprinted here from EduServe Excellence, Vol. 1, No. 1, January, 2000
Copyright 2000 EduServe, Inc. All Rights Reserved.
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The eight stages and tasks of human development, according to Eric A. Erickson, Harvard psychologist, were discussed by Glenn H. Asquith, Jr., professor and author, at EduServe Forum. Asquith discussed the human development stages, including aspects of cognitive, moral, spiritual, and family development, with their implications for mental health, relationships, and vocation, as follows.

Infancy: learning to trust versus mistrust parents, other children, and the world around them. In addition to developing physically and mentally, the child develops emotionally and psychologically. At this point the child decides whether the world is trustworthy. Much depends upon the child's environment and whether the child experiences regular, consistent, dependable care from a primary care-giver. If the child's needs are met, the infant develops trust and a sense of hope in the future.

Early Childhood: learning autonomy versus shame and doubt, when children learn to say "no" and seek to differentiate themselves from parents, construct things and solve puzzles, and not want their space violated during work process. At this stage, there may be confusion between the actual and the real world. The child perceives the world symbolically or intuitively--a world of fantasy, imagination, and magical thinking.

Play Age: learning initiative versus guilt, when children develop a sense of their spiritual purpose. Children begin to understand the nature of God and learn to relate to authority through the relationship they have with their parents. If parents are loving, just, and trustworthy, the child will come to expect the same in others and God. If parents are distant, abusive, and untrustworthy, the child will find it much harder to trust others or believe in God.

School Age: learning industry versus inferiority, when children develop competence in studies and play, as well as knowledge of I am what I learn (about God and self). For a major part of their day, children are in the company of teachers and peers who make demands on them and challenge both their ability and values. They become increasingly involved in "extracurricular" activities, such as sports, the arts, scouts, and church groups.

Adolescence: learning identity versus identity diffusion, "weaning from parents," fidelity and faith versus rebellion from authority. The chief task of adolescents is the formation of identity, after successful completion of earlier developmental tasks in which trust, independence, initiative, and competence are settled for the young person. The adolescent develops a mutuality with others, forms the will to be oneself, anticipates future roles, and identifies life tasks.

Young Adulthood: learning closeness to others versus isolation, finding oneself, developing ethics and love, individuation and reflection. A primary task is "to achieve intimacy with others." A loving relationship leading to marriage becomes part of the passage of moving from adolescence to the deeper commitments of young adults, i.e., concrete affiliations which may call for significant sacrifices and compromises. Many new families are being formed by young adults.

Adulthood: learning generativity versus self-absorption, achieving a mature view of life, caring for others, reconciling one's personal view with the cosmic and God, taking responsibility for one's life. Generativity encompasses procreativity, productivity, and creativity--the generation of new beings as well as new products and ideas. He noted that adults seek to reconcile the self with others, remaining true to oneself while being married to another.

Mature Age: learning integrity versus disgust or despair, learning simplification, universalization, wisdom, spiritual essence, being at home with God and the world. The negative irresolution of this stage is despair and disdain, which can be a bitter rejection of the way one's life has developed to this point. The positive resolution of this task results in wisdom, acceptance and peace, regarding the way one has spent one's life.
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*Glenn H. Asquith, Jr., Ph.D. is a professor at Moravian Theological Seminary for 20 years. A pastor and consultant, he is also an author of numerous books and articles, including Family Passages (Broadman Press, 1990). (Portions of the above review have been quoted from Asquith’s Family Passages.) "Human Development" is reprinted here from EduServe Excellence, Vol. 1, No. 1, January, 2000, p. 2. Edited, reprinted, and copyrighted 2009 by EduServe, Inc.
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EduServe “Excellence” is an interdisciplinary, nonpartisan, nonsectarian publication of EduServe, Inc. The purpose of this publication is to provide a substantive review of selected EduServe programs and topics relative to EduServe’s mission in the public interest.

Permission is hereby granted to quote and/or reprint for non-commercial purposes, in whole or in part, any of the content included herein, provided that (1) copyright information remains intact, and (2) author and/or editor, and publication are credited.
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EduServe
Excellence
quarterly review
Vol. 1,
No. 1,
January,
2000

Copyright 2000.
Edited, reprinted, and copyrighted 2009
by EduServe, Inc.
All Rights Reserved.

EduServe
Excellence
quarterly review
Vol. 1,
No. 1,
January,
2000

Copyright 2000.
Edited, reprinted, and copyrighted 2009
by EduServe, Inc.
All Rights Reserved.