Erikson's Industry vs. Inferiority

Erikson’s stage of industry versus inferiority is essential in development as it precedes the most important stage of identity versus role confusion. It is believed that if children develop a strong sense of industry in middle childhood then they will go into the next stage with the best odds of developing a healthy identity. The common ways children develop a sense of industry is through academics, social interactions, and physical activities provided at school. However, since children are no longer physically at school there are new challenges to developing a sense of industry. Learning at home may not motivate students who thrive off of competition between classmates to continue learning. In addition, at-home-learning exposes students to many more distractions than traditional classrooms, which are dedicated to providing children with spaces to learn. Children also do not have the same type of social interaction with other students that may provide them with a sense of industry. Children who typically gain a sense of industry through physical activity like sports may also be struggling because team sports are temporarily cancelled. 

    Because the current pandemic has altered many of the usual ways in which children gain a sense of industry, parents must be creative to ensure children continue to feel and be industrious. One of the ways in which this can be done is by having children help create their own daily schedules. This way children will be motivated to follow their schedules which will benefit their learning. This will also allow children to become aware of when they need breaks from learning so that they can return to it focused and ready to learn more. In addition, if children have a say (within reason) about what they learn this can further develop their sense of industry. This is another way that children can be motivated to continue learning even at home. Parents can also form connections between what their children are learning and applications to the real world. One example of this could be if a child is learning about plants in science class, parents could take their child for a walk and try to identify different plants. This interactive connection between academic lessons and the real world can help keep children engaged, therefore developing a sense of industry. 

    In order to address the social and physical ways that children develop a sense of industry, parents need to be slightly more creative. Parents can try to have their children facetime or call their friends in order to continue their social interactions. This would be beneficial for children who build a sense of industry through building close relationships with others. Parents could also try to organize get-togethers somewhere outside where all of the children stay a minimum of six feet away. In order to address those children who develop a sense of industry through competitive physical activities, parents could try to spend more time playing different sports like soccer in the backyard with their children. In addition, parents could try to organize groups on facebook or some other social media platform where children can compete in physical competitions like who can run the fastest mile or who can do the most jumping jacks in thirty seconds. The hope with these activities is that children would still be able to be competitive with one another in fun, physical activities in order to develop a sense of industry. 

Source: Darling-Fisher, C. S. (2019). Application of the modified Erikson psychosocial stage inventory: 25 years in review. Western Journal of Nursing Research, 41(3), 431.v