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Stages of child development in psychology
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Children in middle childhood are growing psychosocially at a quick rate. During middle childhood they become industrious, develop a self-concept, and learn how to be friends, amongst other things. In Erickson’s Stages of Development a child in middle childhood, (or children from age six to age eleven), move through the industry versus inferiority stage. This stage is marked by the child working to gain new skills and in general just being productive (Click P. M., Parker J., 2002, p. 89). A child who is successful in their attempts will gain confidence in themselves and move on into adolescence firmly on the industrious side. A child who is not successful in acquiring the skills they try will move on to the adolescent stage with the mindset that they are inferior to their peers. Their success or failure in the development of new skills informs the child’s self-concept. Self-concept is the ideas that one holds about themselves. How they feel about their intelligence, personality, ethnicity, gender, and more are all a part of the child’s self-concept (Berger K. S., 2010, p. 285). In early childhood a person’s self-concept is optimistic and strong. In middle childhood, the child’s self-concept becomes more pessimistic and logical. They become more aware of what other’s think of them, and so they become aware of, and internalize, the stereotypes that follow minority groups (Berger K. S., 2010, p.285-286) Self-concept in middle childhood also becomes more dependent on others, especially in their peer group. They begin to compare themselves and their talents to others, an action called social comparison. Social comparison can, ideally, help a child value themselves in a way that is realistic and leaves behind their overly unrealistic se... ... middle of paper ... ...d developmentally. Works Cited Berger, K. S. (2010). Invitation to The Life Span (Second Edition). Unite State of America: Worth Publishers. Click, P. M., & Parker, J. (2002). Caring for School-Age Children (Third Edition). United States of America: Delmar. Edwards, Lynda. "Myths Over Miami."Miami New Times. N.p., 5 June 1997. Web. 8 Mar. 2014. . Fox, N. H. (2011). The effects of severe psychosocial deprivation and foster care intervention on cognitive development at 8 years of age: findings from the Bucharest Early Intervention Project. Journal Of Child Psychology & Psychiatry, 52(9), 919-928. Williams, R. (2007). The psychosocial consequences for children of mass violence, terrorism and disasters. International Review Of Psychiatry, 19(3), 263-277.
Every single person on earth has gone through the stage of middle childhood in their lives; it is inevitable. This stage is an important time in an individual’s life as it provides them the opportunity to experience new challenges and to make new friends and relationships. Middle childhood is a time of slow yet steady growth of a person in the aspects of physical, mental, and emotional development. In the movie The Sandlot, the young boys show visible signs of school-age development which include the concept of self-esteem, showing interests in the opposite sex, and overcoming challenges. While there are many other things that imply development in school-age children, these three topics are the most prominent in the film.
Miller, P. J. & Mangelsdorf, S. C. (2005). Developing selves are meaning-making selves: Recouping the social in self-development. New Directions for Child and Adolescent Development, 109, 51-59.
Self-Understanding in pre-school children is often described using physical aspects of themselves such as: I can ride my bike, I have blue eyes; whereas Self Understanding in older children is described in psychological terms such as: I am a good friend, I am a funny person.
The Child Development Center of College of San Mateo provides early care and educational programs for children between the ages of 3 to 5 years old. Children are divided into classrooms with a “master” teacher, a “regular” teacher, and two or three “associate” teachers. Klara attended Classroom, “A,” a stimulating and well-resourced classroom. Klara was observed for two hours on Monday from 9 am to 11 am and for two hours on Wednesday from 9 am to 11 am. During these two hours, classroom activities consisted of “free time,” “story time,” and an outside “play time.” A “master” teacher, a “regular” teacher, and two “associate” teachers were present during observations. Additionally, a total of eighteen children were in attendance during the observed days.
Child welfare and family services: Policies and practices, USA: Parson Education Inc. Garbarino, J. (1992) The 'Secondary' of the 'Secondary' of the 'Secon Children and Families in the Social Environment, New York, NY: Walter De Gruyter, Inc. Walls, J. (2005). The 'Secondary' of the 'Secondary The Glass Castle, New York, NY: SCRIBNER.
Papalia, Diane E, Sally W. Olds, and Ruth D. Feldman. A Child's World: Infancy Through Adolescence. New York, NY: McGraw-Hill, 2004. Print. The author is a child development and psychology professor. This is an anthology with strictly objective information. The content is broken down into physical, cognitive, and psychosocial developments of different stages of childhood.
Families mold, intentionally or not, their children into little reflections of themselves. School, thru peer pressure, thru the various academic and social clubs, and thru the imaginary audience, serves to enhance the socialization process begun at home.
Broderick, P.C., & Blewitt, P., (2009). The Life Span: Human Development for Helping Professionals 3rd Edition.
Exploring Lifespan Development (2nd ed.). Boston, MA: Allyn & Bacon. Levy-Hinte, J. & Sons, J. London, M. (Producer), & Hardwicke, C. (Director). (2003). The 'Secondary' of the 'Secondary'.
Middle childhood brings many changes to a child’s life. Middle childhood is the developmental phase that leads from the period before commencement of the physiological processes and changes associated with puberty ...
In addition to playing difficult games, children start to become part of a social world. School is age graded, meaning that students are placed in grades based on their age. Children tend to only talk to those in their grade. Children in the same age tend to form their own social status. It is in this social aspect of middle childhood where popularity comes...
Wertlieb, Donald. "Child." World Book Advanced. World Book, 2011. Web. 16 Aug. 2011.Retrieved from http://www.worldbookonline.com/advanced/article?id=ar110700&st=middle+childhood+development&sc=1#h4
Self-esteem can be defined as how children feel about themselves. Children's levels of self-esteem are evident in their behavior and attitudes. If children feel good about themselves, these good feelings will be reflected in how they relate to friends, teachers, siblings, parents, and others. Self-esteem is something that affects individuals throughout life. Therefore, it is very important for parents to help their children develop healthy levels of self-esteem. There are many things parents can do to help their children learn that they are lovable, capable, and competent, beginning when their children are at a very young age. Unfortunately, it is also at a very young age that children can begin to develop low self-esteem. Parents must be very careful not to plant the seeds of low self-esteem in their children unknowingly. Children learn their first lessons about self-esteem from their parents.
In electing to observe a kindergarten class, I was hoping to see ‘real world’ examples of the social development, personality types and cognitive variation found within the beginning stages of “Middle Childhood” as discussed within our text.
The first stage is the sensorimotor stage where children develop sensory skills such as seeing, listening and touching (Piaget, 1964). For the preoperational stage, kids form the capability to use symbols that help them experience things with no direct contact. A key similarity among all Cooley, Mead, and Piaget is the role of language as a significant symbol in developing self. Language acts as a channel for socializations enabling the development of one’s self-concept. In the third stage, humans can understand reasoning such as causation, size, numbers, and speed (Piaget, 1964). The final stage involves the development of abstract thinking to solve theoretical problems. Piaget makes concrete points, but these stages are controversial since they do not illustrate how socialization and development of self are connected. Moreover, not all humans can make it up to the fourth stage to develop self-concept because of social experiences or biological conditions. For instance, some teens face difficult challenges due to increased social experiences such as bullying that can lead them to develop psychological issues or mental illnesses lacking the ability for abstract skills (Wylie, 1974). People also draw their cognitive skills based on their cultural background, meaning they undergo different experiences; thus the stages may not apply to