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如果這一階段的危機(jī)得到積極解決，就會(huì)形成“希望”的品質(zhì)，成年后性格傾向于樂觀、信任、活躍、安祥等積極的人格特征；如果這一階段的危機(jī)是消極解決，就會(huì)形成懼怕感，成年后性格傾向于悲觀、多疑、抑郁、煩躁等消極的人格特征。嬰兒的這種基本信任感是形成健康人格的基礎(chǔ)，是以后各個(gè)階段人格順利發(fā)展的起點(diǎn)。

這一階段要求父母等養(yǎng)育者（主要是母親）在撫養(yǎng)孩子的過程中，應(yīng)充分適當(dāng)?shù)貪M足孩子的生理需要，不宜過分滿足和過分剝奪；同時(shí)，在滿足程度和方式上要盡可能保持一致性、一貫性，不能隨意轉(zhuǎn)變，即使變化也要漸進(jìn)地、有規(guī)律性地進(jìn)行，使嬰兒能很快適應(yīng)。

Erikson believed that during this crucial stage of life it was important that a consistent and attentive caregiver meet an infant’s basic needs for nourishment and comfort. If the infant’s needs are met then the child will develop trust in himself and in the word around him, if not then he will grow to be distrustful, suspicious, and withdrawn.

In the worst-case scenario, a child could eventually grow to develop depression and even paranoia. It is also at the critical stage that a child develops his/her attachment pattern, which will affect all future relationships. Successfully completing this stage of development leads to feelings of hope and optimism.

如果這一階段的危機(jī)得到積極解決，就會(huì)形成“意志”的品質(zhì)，成年后性格傾向于堅(jiān)強(qiáng)、獨(dú)立、克制、自律等人格特征；如果這一分階段的危機(jī)是消極解決，就會(huì)形成羞怯感，成年后性格傾向于意志薄弱、依附、隨意、敷衍等消極的人格特征。

這一階段要求父母等養(yǎng)育者對(duì)兒童的行為必須理智而耐心，適度控制同時(shí)給與一定的自由，并施以科學(xué)的訓(xùn)練，及時(shí)矯正不良行為。

Erikson believed that a toddler needed to be given the freedom to explore his world and that it was essential for caregivers to provide praise and positive support. Given this opportunity, a child would develop a feeling of independence. If not the child would learn to doubt himself.

Erikson believed that failure at this stage could later lead to feelings of obsessiveness or avoidance. Those who successfully completed this stage of development would gain a sense of determination and willpower.

如果這一階段的危機(jī)得到積極解決，就會(huì)形成“目的”的品質(zhì)，成年后性格傾向于自動(dòng)自發(fā)、計(jì)劃性、目的性、果斷等積極的人格特質(zhì)；如果這一階段的危機(jī)是消極解決，成年后性格傾向于不思進(jìn)取、無計(jì)劃性、優(yōu)柔寡斷等消極的人格特質(zhì)。目的在此的含義就是“正視、追求價(jià)值目標(biāo)的勇氣”。艾里克森認(rèn)為個(gè)人未來在社會(huì)中所能取得的工作上、經(jīng)濟(jì)上的成就，都與兒童在本階段主動(dòng)性發(fā)展的程度有關(guān)。

這一階段要求父母等養(yǎng)育者要充分鼓勵(lì)和肯定兒童的主動(dòng)性和想象力的充分發(fā)揮。這里值得一提的是要積極組織并引導(dǎo)兒童開展多種多樣的游戲。

According to Erikson during this preschool period, a child begins to show initiative and imitate the actions of adults. If he is permitted and encouraged to do so he will develop initiative and later gain the virtues of purpose and courage. Failure at this stage would result in feelings of guilt and could later develop into antisocial (criminal) or narcissistic behavior.

如果這一階段的危機(jī)得到積極解決，就會(huì)形成“能力”的品質(zhì)；如果危機(jī)是消極解決，就會(huì)形成無能。艾里克森認(rèn)為兒童的這種勤奮感的形成，對(duì)其成年后的社會(huì)工作和生活影響很大，將來對(duì)學(xué)習(xí)、工作和生活的態(tài)度和習(xí)慣，都可源于本階段的勤奮感。

在性格的發(fā)展上這是一個(gè)相對(duì)平靜的時(shí)期，作為父母和老師應(yīng)教育兒童勤奮讀書，參加社會(huì)活動(dòng)，在各個(gè)感興趣的領(lǐng)域嘗試發(fā)現(xiàn)、培養(yǎng)和發(fā)展自己的才能，同時(shí)培養(yǎng)兒童的生活自理能力，積極參加各種社會(huì)公益活動(dòng)，做一個(gè)對(duì)社會(huì)有用的人。

School age children begin to master skills and take on new challenges and activities. If a child is successful at this stage he will become industrious and gain self-worth. Failure to support a child's efforts at this stage can lead to feelings of inferiority and incompetence. Ultimate failure at this stage can lead to lifelong feelings of helplessness and low self-worth. Children who are successful at this stage acquire the virtue of confidence.

如果這一階段的危機(jī)得到積極解決，就會(huì)形成“忠誠”即“不顧價(jià)值系統(tǒng)的矛盾堅(jiān)持自己的信念”的品質(zhì)；如果危機(jī)是消極解決，就會(huì)形成不確定性。同一性的形成標(biāo)志著兒童期的結(jié)束和成年期的開始，標(biāo)志著個(gè)體人格的成熟，只有建立了積極的同一性，才能順利地度過青春期，也才能順利地解決成年后三個(gè)階段（結(jié)婚、立業(yè)、晚年）的性格發(fā)展任務(wù)。

This is the stage of adolescence and the goal here is to discover “who you are”. The teenager must discover his identity in terms of interests, goals, occupation, and sexual orientation. Teens that are successful at discovering their identity will know their place in the world and can move forward with a sense of purpose.

Those who do not generally remain confused about who they are and what exactly their role is. In the worst case, a person may forever suffer from a sense of 'role confusion' and a fragile self-image.

如果這一階段的危機(jī)得到積極解決，就會(huì)形成“愛”即相互奉獻(xiàn)的品質(zhì)；如果危機(jī)消極解決，就會(huì)形成混亂的兩性關(guān)系。艾里克森認(rèn)為，發(fā)展親密感對(duì)個(gè)體是否能滿意地進(jìn)入社會(huì)有著重要作用。

This is the stage where young people attempt to develop intimate relationships with friends and members of the opposite sex. Intimate relationships are those where we can be ourselves and allow ourselves to be vulnerable. If we are successful at navigating this stage of life, we learn how to love and be loved.

Erikson believed that failure at this stage could lead one to become either promiscuous or to isolate oneself from others and reject close relationships.

如果這一階段的危機(jī)得到積極解決，就會(huì)形成“關(guān)心”的品質(zhì)，如果危機(jī)消極解決，就會(huì)導(dǎo)致自私自利。

Generativity refers to the concern for future generations. One way which humans show generativity is by having and raising children. However, anyone who has made valuable contributions to society and has made a mark in the world shows generativity.

Individuals who are dissatisfied with their life and who have not achieved anything worthwhile become bitter, self-absorbed, and stagnate. Successfully negotiating this stage of life leads to feelings of love for future generations and all of mankind.

如果這一階段的危機(jī)得到積極解決，就會(huì)形成“智慧”的品質(zhì)，如果危機(jī)消極解決，就會(huì)有失望和毫無意義之感。

This is the stage where one reflects on his/her life. When one reaches the final stage of life the crisis is about accepting your life and feeling that you have lived thoroughly and loved thoroughly. Those who have will develop 'ego integrity' or a sense of acceptance about their life and they will not dread death.

Those who have failed to achieve their goals or who have serious regrets about the life they've lived will develop a feeling of despair and a greater fear of death. Wisdom is the ultimate virtue achieved at this stage of life.