Challenges in Children Socializing - Term Paper Example

Running Head: TONYA Tonya is a young school aged child between the ages of five and six. She is currently enrolled in kindergarten and having trouble socializing. Tonya has been found stealing children’s food from their lunch boxes. Through the examination of various forms of developmental theories an explanation can be given in hopes of understanding the challenges that Tonya faces. The role of development is strongly influenced by physical development, cognitive development, culture and environmental factors. All of these factors are suspected in playing a role in Tonya’s presenting situation. Tonya’s age puts her in between the ending of early childhood and the beginning of middle childhood. During these developmental period children experience a large growth. At the end of early childhood (age 5) children no longer resemble toddlers but little people. This period of growth is characterized by large developments in brain mass. During this stage children acquire 70-90% of the brain mass of an adult (Berk, 2005). The large growth spurts in this period of development can be further characterized by a large appetite. However, in this developmental stage children often do not eat one big meal. Instead children can be considered grazers; as they eat all day long. The high caloric intake helps children to form energy. Energy is important in this stage of physical development as children begin spending more time away from home. During this stage of development children are often enrolled in pre-school, daycare and/or kindergarten dependent upon their age. These activities help to stimulate the child’s growing brain. In addition, these activities help the child to socialize with other children. Physical development during early childhood is characterized by the myelinization of the region of the brain known as the corpus callosum. The end of early childhood is marked by a decrease in the myelinization process. The corpus callosum is the region of the brain responsible for thinking and communication between both hemispheres in the brain. The development of this region of the brain is can be observed during early childhood as children learn new tasks and apply thought to situations. The beginning of middle childhood is characterized by an increase in both white and grey brain matter. In further, middle childhood is associated with an increased volume rate developing in the brain. During this period the child’s brain becomes similar to an adult. However, the full development of the brain does not occur until late adolescents. Tonya would be classified in Piaget’s preoperational stage of development. This stage begins at age two and continues until age seven. Piaget believed that children are not capable of understanding operations at this stage. Piaget defined operations as “mental representations of actions that obey logic and rules” (Berk, 2005, p. 319). This cognitive theory can explain the developmental aspects of Tonya’s actions. Tonya’s cognitive development classified by her age group limits her from understanding that stealing food from other children is wrong. She is unable to obey the rules and understand the wrongness of her actions. In further, Tonya demonstrates egocentrism. Egocentrism is defined as a “failure to distinguish the symbolic viewpoints of others from one’s own” (319). This form of thinking explains Tonya’s thought process when stealing foods from others. From a Piagetian perspective Tonya cannot cognitively comprehend that stealing from others is hurting other children. Instead Tonya is focused on her own wellbeing and only understands how she feels. Based upon this form of thought Tonya assumes the other children have the same thinking as she does. From this perspective Tonya can justify stealing food from other children’s lunches as she is hungry and the other children would understand. Erikson’s psychosocial development would classify Tonya in the latency period. From an Eriksonian perspective Tonya has moved out of the Initiatives vs. Guilt stage even thought this developmental stage extends to age six. The major task in the Initiative vs. Guilt stage is to become more assertive and develop independence. Children that do not fulfill this developmental stage may either become meek or aggressive as children gain a belief that he or she has either overtly fulfilled the needs of others or he or she has not fulfilled the needs of others. The lack of fulfillment presented in the unsuccessful completion of this stage results in a large superego. From this perspective Tonya’s behaviors can be interpreted as an unresolved Initiative vs. Guilt stage. The main task of this stage is to learn to perform new tasks or deal with the guilt associated with failing. According to Cortland University (n.d.), “Interaction with peers at school also plays an imperative role of child development in this stage. Difficulty with any of these leads to a sense of inferiority” (pp. 3). Erikson’s theory of psychosocial development during the early childhood years branches off Freud’s theory of psychosexual development. Freud believed that children suffer either the Oedipus or Electra conflict dependent upon gender. Children go to great lengths in order to avoid being punished for their actions. Often during this time period children identify with the same sex parent. According to Berk (2001), “they (children) take the parent’s characteristics into their personality and, as a result adopt the moral and gender-role standards of their society” (p. 165). During Erikson’s Initiative vs. Guilt stage children seek not to fail. In Tonya’s situation the identification with her mother (same sex parent) takes the form of helping with her little brother. Tonya does not want to feel as though she has failed her mother, even if it means that she does not have time to take care of herself. Instead of feeling the guilt associated with this psychosocial developmental period Tonya chooses to obey her mother in hopes of gaining her satisfaction. Tonya comes from a low socioeconomic family. According to Berk (2005), “Not surprisingly, poverty continues to be a powerful predictor of poor health during middle childhood” (p. 405). The poor health experienced by children in low socio economic families during this developmental period are often associated with not having enough of the basic necessities needed to maintain health. Children from low socio economic families may not have enough food to eat or accessibility to doctors and dentists. For many children preventative care is not a feasible option. Characteristically of this developmental period many children begin needed glasses. However, in low socio economic families the child may not be able to afford these needs. Children in low socioeconomic families often suffer from malnutrition. Nutrition is especially important during childhood as the body grows. Children spend a great deal of time in school. In comparison with properly nourished children, malnourished children suffer from stunted growth and report having more fears. This is indicated by increased heart rate, saliva levels and higher levels of cortisol. Researchers hypothesize that that malnutrition can alter neurotransmitters in the child’s brain causing increased levels of cortisol. Malnourishment further effects the way children physically grow. According to Berk (2001), “By age 7, North American low-SES children are on average, about 1 inch shorter than their economically advantaged peers” (p. 121). The developmental challenges faced by Tonya offer an explanation for her behaviors. Tonya appears to demonstrate a form of egocentric thinking believing that the other children think like her. This form of thinking is negatively effecting Tonya’s interactions with other children as she repeatedly steals from their lunches. In further, Tonya is not being properly nourished nor taken care of by her mother. Instead her mother is heavily reliant upon her to help with her younger brother. During this stage of physical development malnourishment is associated with a variety of health problems and impairments. These impairments include learning and social behaviors. Without having her basic needs met Tonya cannot focus on developing in other aspects such as school and psychosocial development. The needs of Tonya to fulfill her mother’s requests can be justified using the psychosocial stage of development appropriate for Tonya’s age group. References Cortland University. (n.d.). Stage 4: Latency. Retrieved from http://web.cortland.edu/andersmd/ERIK/stage4.HTML Berk, L.E. (2001). Development Throughout the Lifespan (3rd ed.) Boston, MA: Pearson Education Berk, L. E. (2005). Infants Children and Adolescents (5th ed.). Boston , MA: Pearson Education. Read More