However, if these needs are not met sufficiently, the infant will develop mistrust towards people and things in their environment, including themselves. .
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Stage 2: Toddler -- Age 18 months to 3 years.
Crisis: Autonomy (Independence) vs. Doubt (or Shame).
Toddlers work to master physical environment and accomplish things for themselves. Their self-control and self-confidence begin to develop at this point. If parents encourage their child's application of initiative and reassure when mistakes are made, the child will develop the self-reliance needed to manage future circumstances that require choice, control, and independence. (Gattis, 1995) Conversely, when parents are overprotective, or critical of acts of independence, a child may feel ashamed of their performance, or strongly doubt his or her capabilities. .
Stage 3: Early Childhood -- Age 3 to 6.
Crisis: Initiative vs. Guilt .
A child begins to initiate, not imitate, activities; develops conscience and sexual identity. (Langley, 2000) At this stage as they have developed motor skills and become increasingly occupied socially with people around them. They now need to create balance between enthusiasm for more exciting activities and responsibility, and learning to control impulses and behavior. Encouraging, consistent parents will create an environment where children may learn to accept disciple without guilt, and simultaneously will not be ashamed when being imaginative and creative. If this is not accomplished, children tend to develop guilt over taking initiative and in the future refrain from taking an active position allowing others to choose. .
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Stage 4: Elementary and Middle School Years -- Age 6 to Puberty.
Crisis: Competence (aka. "Industry") vs. Inferiority .
A child needs to expand understanding of the world, continue to develop appropriate sex-role identity, and learn the basic skills required for school success.
