Child Development as a Progressive Process - Coursework Example

Child development Child Development Introduction Child development can be referred to as biological, emotional and psychosocial changes that take place in human beings from birth time to the end of the adolescence stage, as a person develops from dependency up to increasing autonomy. Child development is a progressive process that has a predictable sequence. However, the development process has a unique course for each child. Each child development stage is affected by the type of development that preceded it. Since the developmental changes can be influenced strongly by genetic events and factors during the prenatal life, prenatal and genetics development are also inclusive in the child development’s study. The document below analyzes developmental theories from various theorists focusing on middle childhood stage as well as assessing how applicable the theory was in the writer’s practical life (Austrian, 2008). Discussion Erik Erikson is among the theorists who played a vital role in analyzing child development. He developed the psychosocial development in human beings. In the middle childhood development stage also referred to as latency stage, Erikson argued that children become capable of creating, learning and accomplishing many skills and knowledge. He hence concluded that this fact develops a sense of industry to that child. He continued to argue that latency stage being an extremely social stage if a child experience unresolved feeling of inferiority and inadequacy among his or her peers he or she gets problems in terms of self-esteem and competence (Dunlap, 2004). The writer finds this argument true and accepts that this argument practically took place in his middle childhood stage which is between seven to twelve years. When the writer was eight years old, he was laughed at by his peers since he was not competent in cycling as his peers were. The scenario made the writer feel very inferior and lowered his self-esteem. It took many years for a writer to regain confidence of training how to ride. The scenario hence makes the writer agree with Erikson’s argument that any activity that may make an individual feel inferior, greatly affects that individual’s competence and self-esteem (Huston & Ripke, 2006). Erik Erikson continues to argue that at this stage the world for children at this stage expands a bit as opposed to their previous stage. The children’s significant relationship in this stage is with neighborhood and the school. Parents seize from being complete authorities at they were previous although their importance is still recognized. At this stage, children result to being aware of themselves as persons. They put more efforts in becoming responsible as well as doing the right things all the time. Children at this stage become more sharing, reasonable as well as cooperative. Research by Allen and Marotz also indicate perpetual developments characteristics that are present in this developmental stage (Lerner, 2002). Children are known to understand aspects of time and space in more practical, as well as logical manner. They are able to understand the effects and causes in a better way. At these developmental stages children have the eagerness to learn complex skills such as writing, reading and also telling time. Children are also able to develop moral values, understand the individual and cultural differences among people and also manage their personal requirements with minimal assistance from adults. Children at this stage may also express independence by being rebellious and talking back to their parents. As a matter of fact, the writer agrees with the theory due to the many arguments with his parents he experienced. The writer saw it worth that his parents should understand that he has grown and should stop treating him like a child (Salkind, 2004). The research done by Erikson indicated that the years in the elementary school are very significant for a child to develop self confidence. The years in the elementary school have many opportunities that enable the children to be recognized by parents as well as teachers. It is done after they have made an item or achieved a performance in school. The writer of this document has many experiences at this particular stage. He received recognition as well as encouragement from parents as well as teachers after producing drawings that he saw were liked by many (Zembar & Blume, 2009). Children should be encouraged to do things they like and also receive praise after they have accomplished their tasks. Research indicates that after these experiences children are able to demonstrate industry and reveal the characteristics of being diligent, perseverance in the tasks and also differentiating work from pleasure. On the other hand, children may develop feelings of being inferior in their capabilities. It may result from lack of encouragement from the teachers as well as parents from the achievements they are accomplishing. Children may get discouraged if they are punished or ridiculed, it may also happen when children are not fulfilling the parents expectations as well as teachers (Austrian, 2008). Erikson argued that in the middle childhood stage, children begin to recognize their special talents, as well as continued discovery, their interests as improvements in their education being recognized. Children also begin pursuing their interests like joining bands if they are interested in music or joining sport if they realize they have an athletic ability. The writer also believes with this argument since he realized he had an interest in football when he was in his elementary classes. He also started playing football from hence spending most of his time after school playing football. Due to this fact the writer concurs with Erikson’s argument that children start discovering as well as pursuing their special talents and interests in their middle childhood stage (Dunlap, 2004). In the Erikson’s psychosocial development theory, ego identity development is one of the theory’s main elements. He described ego identity as a self-conscious sense and claimed that it develops via social interaction. According to Erik Erikson, ego identity in an individual changes because of information acquired through daily interactions with other people as well as new experiences. According to Erikson, the middle childhood stage forms a fundamental platform of the development of ego identity. It is because this is a very social stage where children develop integrated friendship and start interacting freely with their peers both neighbors and classmates (Huston & Ripke, 2006). According to Erikson identity involves the ideals, beliefs and values that aid in shaping as well as guiding the behavior of a person. Development of identity initializes in the early years of a person and develops importance in the adolescence stage. However, it proceeds throughout the life of a person. The personal identity of individuals enables them to have a cohesive and integrated sense of self that proceeds to develop as a person grows. The research also indicates the sense of being competent also offers motivation to the behavior and actions of a person. The middle aged children are determined in being competent and successful in the area of life they are involved with if children at this stage are handled well the child results to possessing a sense of mastery commonly described as ego quality or strength (Lerner, 2002). On the other hand, if the children in this stage are handled poorly the results will be development of a sense of inadequacy. At this particular stage, the writer received much guidance towards the manner in which he was to relate with the society. The writer understood the different types of people in the society as well as his differences with the people. With the understanding, the writer was able to relate with people in a good manner and avoid any misunderstandings. Sigmund Freud also made a theory referred to as the psychoanalytic theory. He addressed the latency stage in the development of a child. In the theory, he addressed the repression towards the aggressive and sexual urges that children experience (Salkind, 2004). In the theory Freud indicated that in the middle age development of children there is no significant development on the aspect of personality of the child. The writer’s view is contrary to Freud’s theory in that he believes that the personality of a person is influenced at this stage of development. The personality of the writer during this stage was influenced by the manner in which he was treated by the society, parents and teachers. On later days, other theorists have also proven Freud’s theory to be misleading. They have indicated that the middle age of childhood development is essential for the development of motivation, cognitive skills, personality and also human relationships (Zembar & Blume, 2009). It is during the middle development age where children are able to learn the norms of the society. Thus, integration should be a term used to refer the tasks involved within the development of children in the middle age of development. It should address the development of the within self of the child as well as the development of the child with respect to the society. The support of the image of the physical development in the middle childhood is less than in the early children (Austrian, 2008). Conclusion The middle developmental stage in the child development is of importance to any child. The society, parents and teachers should handle children in this stage with much care as it determined the later stages of the child. Talents, self confidence and the personality of the child are realized at this stage and, therefore, efforts should be made to ensure the future of the child is protected. Relations of the child and the society are also influenced at this stage. Children who are handled with care end up forming good citizens. References Austrian, S. G. (2008). Developmental theories through the life cycle. New York: Columbia University Press. Dunlap, L. L. (2004). What all children need: Theory and application. Lanham, Md: University Press of America. Huston, A. C., & Ripke, M. N. (2006). Developmental contexts in middle childhood: Bridges to adolescence and adulthood. Cambridge [u.a.: Cambridge Univ. Press. Lerner, R. M. (2002). Concepts and theories of human development. Mahwah [u.a.: Erlbaum. Salkind, N. J. (2004). An introduction to theories of human development. Thousand Oaks, Calif: Sage Pub. Zembar, M. J., & Blume, L. B. (2009). Middle childhood development: A contextual approach. Upper Saddle River, N.J: Merrill/Pearson. Read More