Developmental Psychology of Confucius?

I was doing psychology homework in the afternoon, completing the key-term note. I was at the page where introduces the developmental psychology from sociological perspective. All of a sudden, I reminded the lesson in Chinese class. Though the psychology textbook only deals with modern theories in the western countries, Confucius also mentioned about the development over his own life time in the Analects. Let me compare Erikson's Psychosocial Stages and the fourth verse of the Whi Jung in the Analects of Confucius:

Birth to 1 year	Trust vs. mistrust
1 year to 2 years	Autonomy vs. shame and doubt
3 to 5 years	Initiative vs. guilt
5 years to puberty	Industry vs. inferiority
Adolescence	Identity vs. isolation
Young adulthood	Intimacy vs. isolation
Middle adulthood	Generativity vs. stagnation
Late adulthood	Integrity vs. despair

15 years	志于學 : aspired to learning
30 years	立 : became independent
40 years	不惑 : became free from vacillation
50 years	知天命 : realized the God’s will
60 years	耳順 : understood anything that he heard
70 years	從心所欲 不踰矩 : doing what he wanted, yet his behavior was always reasonable.

Both Erikson and Confucius divided the developmental stages regarding the cognitive level at certain ages. Erikson claimed that people at each stage develop their personality, confronting unique task at each stage. Confucius talked about his own experience, which can generalized into ideal developmental model.
Confucius did not considered the earlier stages before the adolescence, maybe because his main concern is about the developmental stages as a scholar. The first stage of Confucius' development is consistent with the sixth stage of Erikson's theory: Confucius found his identity of scholar at the age 15, which is the middle of adolescence. The second stage, becoming independent and the stage of young adulthood in Erikson's model are a little different due to cultural issue: in the wiestern culture, independence from parents is very normal, but in Asia it is not. However, they basically deal with the same theme that young adults should reform their relationships with others to be a "socially healthy" adult. The fourty year is the threshold between the young and middle adulthoods. At this stage, people should be free from vacillation, according to Confucius. I think that saying means when people enter into the middle age, they have be prepared to become instructors for the young. At the age 50, which is the halfway of the middle adulthood, people realize the God's will. In particularly in Erikson's theory, the God's will can be interpreted as the responsibility to help the next generation. Finally, at the age 60, Confucius was able to understand anything that he heard. Although the age 60 is in the middle adulthood, Confucius' stage is better match with the last stage of the Erikson's theory. (Maybe it is because Confucius was special.) At the age 60, Confucius had experienced so completely that he reached integrity of understanding others' words. The more advanced integrity came when Confucius was 70 years old: not only his cognition but also his natural behavior became complete. I think this last stage of Confucius is the ultimate level of "integrity" as normal people have to think consciously to behave appropriately even if they become old.
In fact, those two theories of development might not be accurate depending on the cultural background, educational environment and capability of individuals. Yet, I found it interesting enough to compare the thoughts of two very different people - one is a philosopher in ancient China, and the other is an American psychologist in the late 20th century - on my halfway of boring and demanding homework.