Age Of A Latency Kid Analysis

The parents, in this case, are critical social agents to help the toddler learn how to develop. The third stage according to Erikson is the initiative stage where the child uses their imagination to fulfill ideas expressing themselves freely. They also imitate their parents, wanting to take responsibilities and to act as an adult. Being unable to fulfill the ideas creates a feeling of guilt, thus finding a balance is important for the successful advance of this stage. Erikson’s t 4th stage explains the confidence and difficulties of learning to read or write, things children wish to achieve but are insecure to do because they compare themselves with others. The process seems overwhelming but it is a natural process of learning that takes the time to master. Freud in this stages mentioned before explains the pleasure derived from urination in the anal stage, from stimulating genitals and from the attraction to others in the phallic stage. The latency stage described by Freud agrees more with the 4th stage since the child turns his attention to school work and

Intellectual Development (0-3 Years) Beginning to realise others are separate beings from themselves, imitates others and tries out ways of behaving in play, becoming more confident but still needs adult reassurance

*Social and emotional development: at this age the child becomes more independent and confident, they like to help adults, they start sharing with other children, and considering other people’s feelings.

| During this stage the child begins to feel more secure and is able to cope with the different surroundings and unknown adults around them for a certain period of time, they become more willing with their teachers and love to help out in class and are sociable and friendly with

Middle childhood is a crucial time when children start to establish their own sense of identity, independence, and start to be more involved in the world beyond their family. When children get older there values and behaviors start to change. Many children try to be individuals, but most of the time it makes them feel vulnerable, so they tend to conform to a group. During middle childhood cognitive changes begin to transform a child’s mind and body therefor having stability at home and in school is crucial. Vygotsky realized “that children learn from one another, their cultures and their teachers (Pg.242) Not having stability from these things will most likely impair a child’s social

Between the ages of 3-5 years children develop their own identities. Playing with other children, socialising through imaginative play and inventive games helps develop their understanding of themselves and those around them. They want to take on small responsibilities and help, seeking approval and praise from adults. They begin to learn about boundaries, why they are important and necessary. They begin to argue with their peers but are quick to forgive and forget. They will still have an outburst of crying when tired or frustrated. At 7 years old they co-operate and take turns, they may copy unwanted behaviour. They become more aware of the feelings of those around them and help console those friends. They also may have imaginary friends

At the age of 6 years old, a child would most likely experienced the school system which would include pre-school and kindergarten. There are many physical, cognitive and social changes that are happening in middle childhood development. This paper will examine what these changes affect the child’s ability to function in society. This analysis will focus on the normal course of development in middle childhood as it applies to the theorist Erik Erikson’s Psychosocial Stages and then give examples of what may happen if the developments are not carried out.

The early years of a child’s life are important for several reasons. One of these reasons is the early years are a very impressionable time. It is at this time the children are somewhat like sponges. Another reason is they are absorbing everything in their environment. A solid foundation in the early years can influence a child’s adult life. It is in the early years that a child’s brain is developing at a speedy pace (UNICEF, 2013). According to UNICEF (2013), “Early years of childhood form the basis of intelligence, personality, social behavior, and capacity to learn and nurture oneself as an adult”.

While problem solving seems to be an easier task for other children, this is a more difficult task for them. Social problem solving is such an important study because it has such a wide range impact on the way these children adapt to their everyday problems and situations. It is not as easy for them to generate solutions, to choose the the correct or incorrect solution and is even hard for them to simply make a decision. They are more careless and avoidant when are faced with solving their every day problems. These affects will also impact their daily lives by lacking the childs academic performance and the child could potentially have poor self-esteem and lack the ability to interact with others. They arent as confident and have very low emotional stability. It is hard enough to have to make every day decisions as a child as it is, so having these problems at sucha a young age just makes it harder on themselves and their own parents who have to go through this with

The intent of my paper is to apply the research and theories from Human Development lectures and text into relevance and practice by describing eight socially competent characteristics of an adolescent. I will do this by identifying the development or lack of development of these characteristics in young children by observing Kindergarten age children. After I will dentify, define, and give a quick example of eight characteristics of a socially competent adolescent. After I will organize an analysis of the proficiently of these eight characteristics in children from ages five to six years old followed by particular components that seem to make some children more socially competent than their peers.

This paper is a report of experiment and observation conducted by this writer Shelly Harryman. The date and time of observation was November 9, 2017, between the hours of 4:00 pm and 5:00 pm. The subject 's name is in the experiment are Deegan Harryman, who is a 6-year-old and Jay Harris, who is is a 10-year-old. The following information will provide a detailed analysis of the what cognitive developmental stage each child is in and why those levels determine the response each child gives. The information in this paper will reflect my personal observation and refer to the text Development Through the Lifespan by Laura Berk 2014.

The relationship that a child shares with a parent compares to no other. The child is a creation of both the mother and the father, therefore, exhibiting both characteristics and behaviors that the parents illustrate, that the child could then possibly imitate. During the middle childhood years, it is to some extent similar to the preschool years. This timeframe is well known as the “calm after the preschool years, before the storms of adolescence hit.” (Holden, p. 262) This is the point where the child shifts from being in the house to a variety of social environments that affects the child’s developmental stage. “Research has shown that the development of child behavior problems in middle childhood is influenced by different aspects of the family environment, including maternal psychosocial functioning and the quality of child attachment to parent” (DeKlyen and Greenberg 2008).

The development of a child can be weakened if this crucial period of affection and attachment is compromised. This can cause effects on the child, making them more likely to develop and grow as dsyfuncational adult. They may be prone to criminal offences in the future and have trouble with the forming close relationships, making them incaple of functioning as well familiarized members of society. (Stainton Rogers, 2009) Based amoung the readings, the second theory is covered by Sigmund Freud. This theory conisits of psychodynamic development containing 5 different stages in which each individual goes through (Stainton Rogers, 2009). Freud believed childhood consisted of preprogrammed unfolding stages. Stages which had to be completed and resolved

This stage occurs between the ages of 5 and 12 years (or puberty). Children are beginning to feel a sense of accomplishment and success. Nurturing and encouragement enables a child to believe that they can achieve and be successful. If a child is discouraged, they develop low self worth. Bullies are formed at this stage.

The psychosexual stages support the idea of discontinuity. Discontinuity is when development occurs in stages. Freud believed development has five stages; oral, anal, phallic, latency, and genital stage. Each of the psychosexual stages is associated with a particular conflict that must be resolved before the individual can successfully advance to the next stage. The Chinese boy is definitely in his latency stage due to his age. The boy is in fifth grade, and kids in fifth grade are usually at the age of 10 to 11. The latency stage is from the ages of 6 to 11, so therefore this boy is in his latency stage. The latency stage is when you learn to socially interact with people however if you have a fixation at this stage then you don’t know how to socialize or you are overly social. Fixation is a defense mechanism in which a person had an unresolved issue from a previous stage which is carried on in their future. However, the boy did not have any fixation at this stage because he didn’t have any problems socializing with