Erikson Industry vs Inferiority: School-Age Competence, Mastery, Independence, Problem-Solving, Peer Socialization, Self-Esteem, Cognitive Growth, Moral Development, Empathy, Responsibility, Home & School Tasks, Safety, Nutrition, Hygiene, Sleep, Exercise

Erikson Industry vs Inferiority: School-Age Competence, Mastery, Independence, Problem-Solving, Peer Socialization, Self-Esteem, Cognitive Growth, Moral Development, Empathy, Responsibility, Home & School Tasks, Safety, Nutrition, Hygiene, Sleep, Exercise, Sexual Awareness, Peer Groups, Achievement, Confidence, Role Models, Skill Acquisition, Emotional Regulation, Accomplishment, and Positive Reinforcement Exam Questions Verified and Complete with A+ Graded Rationales Latest Updated 2026 What Erikson Developmental Stage? Industry vs Inferiority •Can complete small tasks independently because they have a sense of autonomy •Learns that doing things themselves is more rewarding than watching someone else do it for them. •Like to complete INDEPENDENT tasks •Learning how to do things WELL •They get a sense of accomplishment because they can do something and do it well •Initiative — gaining a sense of initiative •Industry — doing things well •If children are prevented from achieving a sense of industry or do not receive rewards for accomplishment, they can develop a feeling of INFERIORITY or become convinced they cannot do things they can actually do. •Concentrates questions on the "how" of tasks — "Is this the right way?" "Am I making this right?" "Is this good?" •Sometimes they will comment how they "can't do anything right" because their project falls short of expectations. •Need reassurance that they are doing things correctly — Best if done immediately after they complete their task •Enjoy tasks that give feelings of accomplishment! •Short chapter books so they experience the feeling of accomplishment as they finish each chapter •Small chores that are able to be completed quickly = feeling of accomplishment •Picking up contents of a toy box off the floor •Small hobbies and projects •Fitting in/wanting to do GOOD and be LIKED Home as a setting to learn in Industry •When they start looking OUTSIDE of the house for role models •Teachers, coaches, other adults active in their lives •Parents may feel like they have discouraged a child's creativity once they begin to conform to rules during this period •Ages 8 & 9 begin to spend more time with their peers and less time with their family •May forget to do their housework or do it sloppily to be able to spend more time with their friends. •May seem like a regression in behavior, but it is actually a step of independence away from the parents •SCHOOL AS A SETTING TO LEARN INDUSTRY: •Two major tasks for this age group — ADJUSTING TO and ACHIEVING IN school •Teacher should be encouraging children to try new experiences •Increasingly responsible for education about sex, drugs, birth control, safety, and preparation for family living •Just because it is covered in school DOES NOT mean you can not discuss it at home •Parents need to be having these conversations with their children about sex, drugs, etc. •Spending more and more time at school, and less time at home (sports, tutoring, etc.) •PROBLEM SOLVING: •*IMPORTANT part of developing a sense of industry is learning HOW to solve problems* •Parents + teachers can help by encouraging PRACTICE •"Is this the right way to do it?" — "Lets talk about possible ways of doing it" instead of giving a quick solution! •ENCOURAGE problem solving! ^^^ •We should not just fix something for them, the only way for them to learn how to do it is to do it themselves •LEARNING TO LIVE WITH OTHERS: •Often times get so consumed with what they are doing, that they forget they must work with people to achieve goals. •Teach them to be compassionate and thoughtful towards others— S I B L I N G S ! •Writing thank you letters helps develop empathy towards others •Empathy begins at 20 months, but cannot relate other's experiences to their own until 6 years old •Giving a present and not respecting one in return / Doing a favor and not expecting a reward is taught by example •Learning to give a present without receiving one in return or doing a favor without expecting a reward •NOT effective to tell them "That was mean to say that about Suzy," •more effective— "If you were in Suzy's shoes, how would you feel?" — follow up with "It doesn't feel good to be called names, does it?" SOCIALIZATION: •6 year olds: • Play in GROUPS— TIRED or STRESSED?— one-to-one contact •May compete for time with their teacher but at the end of the day want to spend time with Mom or Dad •NOT BABYISH— TYPICAL behavior of 6 year olds •7 year olds: •Aware of family roles and responsibility •Promises must be kept — Seen as DEFINITE, FIRM commitments •TATTLE TALES b/c of STRONG sense of JUSTICE •They strive for "fairness" •8 year olds: •SAME SEX RELATIONSHIPS DURING THIS TIME! • Girls have a very close girl-friend, Boys have a very close boy-friend •Secrets are shared among new close friends •9 year olds: •Take values of their peer group very seriously •More interested with other people over themselves (May like how someone dresses better than how their parents dress them) •Form groups of friends, or "clubs", and exclude someone •Not sure why someone is always excluded •Usually a "membership" whether it be a secret code or meeting place •Friend groups change quickly •Ready for activities away from home (week at camp) •They should be able to take care of their own needs and are mature enough to be separated from their parents for this length of time. 4 •Going to camp before this age may result in homesickness •10 year olds: •Enjoys groups and enjoys privacy •They like having their own bedroom •Age of collecting things •One of the best gifts for this age is a box that locks •11 year olds: •Interest of the opposite sex occurs •Favorite activities are mixed-sex instead of single-sex •Girls dance with girls and boys talk together in corners •Insecure •It is very awkward and comfortable due to physical and sexual maturation characteristics: •Taller than everyone in the class or shorter than everyone in the class •Boys are awkward because they are shorter and girls are more awkward because they are taller •It does not matter which end you're on because it is all awkward because it is all DIFFERENT •12 year olds: •More comfortable in social situations than the year before •Boys experience erecti