25/02/2026
For those of us working with children, the early stages are especially important. In infancy, children are developing a sense of trust and learning whether the world feels safe and predictable. As they grow, they begin to seek independence, testing their autonomy and developing a sense of control. During the preschool years, children explore initiative through play, building confidence and purpose. As they move into the primary years, they begin to compare themselves to others, developing a sense of competence — or, at times, feelings of inferiority.
In the playroom, these stages are not just theoretical — they are lived out through play. We may see a child testing whether the space and the therapist feel safe, exploring control and independence, expressing worries about getting things “wrong”, or striving for mastery and becoming frustrated when something feels too difficult.
Through a safe, consistent and attuned relationship, children are able to revisit and repair these developmental stages.
Erikson’s theory reminds us that children’s behaviours often reflect underlying developmental needs, rather than simply being seen as “difficult behaviour”. When we respond with attunement, consistency and acceptance, we support children to move forward with a stronger sense of safety, confidence and identity.