Si los preescolares llegaron a dominar las tareas del periodo en que empezaron a andar, están preparados para enfrentarse al desarrollo que supone esta etapa.
La principal tarea psicosocial del periodo preescolar es adquirir un sentido de iniciativa, ya que están en la etapa de aprendizaje energético, en el cual sienten satisfacción por el éxito de sus actividades. El conflicto surge cuando sobrepasan los límites de su capacidad y búsqueda, experimentando un sentimiento de culpa por no haberse comportado o actuado de forma apropiada.
Un pensamiento que resulta especialmente estresante es desear la muerte de uno de los padres. Se desarrolla un sentido de rivalidad o competencia entre el niño y el padre del mismo sexo, esto se resuelve por medio de una fuerte identificación con el padre. En caso de que el padre muera previo al fin del proceso de identificación, el niño puede sentirse abrumado por la culpa de haberle deseado la muerte; en este caso es fundamental aclarar que los deseos no provocan los acontecimientos.
El desarrollo del superego (superyo) o conciencia comienza hacia el final de la etapa en que empiezan a caminar y compone una tarea principal de los preescolares. El aprendizaje de la diferencia entre lo bueno y lo malo constituye el comienzo del sentido moral.
El desarrollo de la conciencia supone aprender las costumbres socioculturales de la herencia familiar. Según el tipo de actitudes transmitidas, los niños aprenderán valores de tolerancia.

Erikson's Stage 3 - Initiative versus Guilt
Preschooler from 3 - 6 years

I am what I imagine ...

Increased muscular, mental and language abilities set the stage for more activities and questions. There is a great curiosity and openness to learning. The favourite word of pre-schoolers is "why." Parents who take time to answer their preschoolers' questions reinforce their intellectual initiative. But parents who see their children's questions as a nuisance may stifle their initiative and cause them to be too dependent on others and to be ashamed of themselves.

Imaginative play is the basic activity of this stage. The preschooler explores and reenacts the different roles and activities of people, both real (home life) and fictional (often based on television).

Questions for thought

1. Value children's play and talk to children about their play. Adults often say "I like the way you're working," but rarely, "I like the way you're playing."

2. Play with children when it is appropriate, especially during the early years. If adults pay attention to and engage in children's play, children get the message that play is valuable.

3. Create a playful atmosphere. It is important for adults to provide materials which children can explore and adapt in play.

4. When play appears to be stuck or unproductive, offer a new prop, suggest new roles, or provide new experiences, such as a field trip.

5. Intervene to ensure safe play. Even in older children's play, social conflicts often occur when children try to negotiate. Adults can help when children cannot solve these conflicts by themselves.  Adults should identify play which has led to problems for particular children. They should check materials and equipment for safety. Finally, adults should make children aware of any hidden risks in physical challenges they set for themselves.

 Preschooler Initiative vs. Guilt

 (3-5 years) Preschooler learns to initiate tasks and grapples with self-control

 III. Expressions of initiative

 1. is a self-starter

2. accepts challenges

3. assumes leadership roles

4. sets goals- goes after them

5. moves easily, freely with body

 III. Expressions of guilt

1. gets depressed easily

2. puts self down

3. slumped posture

4. poor eye contact

5. has low energy level