fei75766_ch07_206-241.indd 218  02/06/20 11:52 AM
Part II    Psychodynamic Theories218
important developments during theplayage.Erikson (1968) contended that,inaddi-
tiontoidentifying withtheirparents, preschool-age children aredeveloping locomo -
tion,language skills, curiosity, imagination, andtheability tosetgoals.
Genital-Locomotor Mode
Theprimary psychosexual mode during theplayageisgenital-locomotor. Erikson 
(1982) sawtheOedipal situation asaprototype “ofthelifelong power ofhuman 
playfulness” (p.77).Inother words, theOedipus complex isadrama played outin
thechild’s imagination andincludes thebudding understanding ofsuchbasic con-
cepts asreproduction, growth, future, anddeath. TheOedipus andcastration com-
plexes, therefore, arenotalways tobetaken literally. Achild mayplayatbeing a
mother, afather, awife,orahusband; butsuchplayisanexpression notonlyofthe
genital mode butalsoofthechild’s rapidly developing locomotor abilities. Alittlegirl
mayenvyboys, notbecause boyspossess apenis, butrather because society grants 
more prerogatives tochildren withapenis. Alittleboymayhaveanxiety about losing 
something, butthisanxiety refers notonlytothepenis butalsotoother body parts. 
TheOedipus complex, then, isbothmore thanandlessthanwhat Freud believed, 
andinfantile sexuality is“amere promise ofthings tocome” (Erikson, 1963, p.86).
Unless sexual interest isprovoked bycultural sexplayorbyadult sexual abuse, the
Oedipus complex produces noharmful effects onlaterpersonality development.
Theinterest thatplay-age children haveingenital activity isaccompanied by
theirincreasing facility atlocomotion. They cannowmove withease, running, jump -
ing,andclimbing withnoconscious effort; andtheirplayshows bothinitiative and
imagination. Their rudimentary will,developed during thepreceding stage, isnow
evolving intoactivity withapurpose. Children’s cognitive abilities enable them to
manufacture elaborate fantasies thatinclude Oedipal fantasies butalsoinclude imag -
ining what itisliketobegrown up,tobeomnipotent, ortobeaferocious animal. 
These fantasies, however, alsoproduce guiltandthuscontribute tothepsychosocial 
crisis oftheplayage,namely, initiative versus guilt.
Initiative versus Guilt
Aschildren begin tomove around more easily andvigorously andastheirgenital inter-
estawakens, theyadopt anintrusive head-on mode ofapproaching theworld. Although 
theybegin toadopt initiative intheirselection andpursuit ofgoals, many goals, suchas
marrying theirmother orfather orleaving home, must beeither repressed ordelayed. 
Theconsequence ofthese taboo andinhibited goals isguilt.Theconflict between ini-
tiative andguiltbecomes thedominant psychosocial crisis oftheplayage.
Again, theratiobetween these twoshould favor thesyntonic quality—initiative. 
Unbridled initiative, however, mayleadtochaos andalackofmoral principles. On
theother hand, ifguiltisthedominant element, children maybecome compulsively 
moralistic oroverly inhibited. Inhibition, which istheantipathy ofpurpose, consti -
tutes thecorepathology oftheplayage.
Purpose: The Basic Strength of the Play Age
Theconflict ofinitiative versus guiltproduces thebasic strength ofpurpose. Children 
nowplaywithapurpose, competing atgames inorder towinortobeontop.Their Final PDF to printer