Ana's Child Development

At preschool age, guilt is a common aspect expressed by children when they do something they know they shouldn’t. Erikson’s theory is initiative versus guilt. By now the child has become convinced that they are a person all their own, discovering who they are as a person. Their emotional development is also a growing awareness of self, which is linked to the ability to feel a wide range of emotions. This allows them to make sense of other people’s reactions and to control their own. After a negative behavior, a child will feel guilt or shame after being told what they did was bad.

Psychologist Jean Piaget developed the Piaget’s theory around the late 1920’s and early 1930’s. Piaget’s theory implies that cognitive growth advances in different stages, influenced by an instinctive need to know basis. The four stages of Piaget’s theory are, sensorimotor (birth to about two years old), preoperational (average two to seven years old), concrete operational (seven to eleven years old), and formal operational stage (eleven to undetermined years old).

To sum up, during my naturalistic observation I applied Piaget’s theory of cognitive development and Erikson’s theory of emotional and social development. Both of these theories gave me the opportunity to understand the subject better. According to my observation, all physical skills of the girl were developed properly. After analysis I came to the conclusion that the subject is on the

Initiative Versus Guilt (Purpose) Erikson believes that this third psychosocial crisis occurs during what he calls the “play age,” or the later preschool years .During it, the healthily developing child learns: (1) to imagine, to broaden his skills through active play of all sorts, including fantasy (2) to cooperate with others (3) to lead as well as to follow. Immobilized by guilt, he is: (1) fearful (2) hangs on the fringes of groups (3) continues to depend unduly on adults and (4) is restricted both in the development of play skills and in imagination.

Maria developed three stages of children’s development based on her knowledge and observations. The first stage is the stage of the ‘absorbent mind’, which is from birth to 6 years of age. This stage is when the child is exploring his/her environment, absorbing information, and creating their concepts of reality. The second stage is from 6 to 12 years of age; this is when the child is using skills learned in the first stage. During this stage the child is reinforcing and expanding the skills learned in the previous stage. Maria’s final stage of child development is from 12 to 18 years of age. This is when the adolescent comprehends social roles and trying to find their place in society.

The Piaget's stage theory of cognitive development is also known as the stage theory. It introduces that, in the expansion of our thinking, we act through an organized and certain sequence of steps. However, the theory focuses not only on compassionate how the children obtain knowledge, but likewise on the discernment of the substance of intelligence. According to the Piaget’s theory of cognitive development, there are two stages in the thinking pattern of a 3-year old preschooler and 9-year-old student. They are the preoperational stage for the 2 to 7 year old and the concrete operations stage for the 9 year old. The preoperational stage (three years old preschooler), this is where a new child can intellectually perform and signify to the objects and issues with the quarrel or the images, and they can act. The concrete operations (nine year old student), where a child is at the stage and deliver the ability to maintain, reserve their thinking, and analyze the objects in conditions of their many parts. However, they can also assume logically and understand comparison, but only about the concrete events.

At the centre of Piaget's theory is the principle that cognitive development occurs in a series of four distinct, universal stages, each characterized by increasingly sophisticated and

When it comes to the stage of cognitive development in terms of Piaget’s theory, the girl was quite certainly at the preoperational stage. According to Piaget, at this stage children begin to develop symbolic modes of thinking, and even though their logic is often faulty, it is enough to satisfy

Biologically, there are concerns to Teresa’s development. The most obvious is the issue of her mother using cocaine during pregnancy. It is observed that infants exposed to cocaine during pregnancy tend to have smaller head circumference at birth than normal babies (Behnke et al, 2006, p. 45). Additionally, Children born after prenatal cocaine exposure display more abnormal reflexes and tend to have shorter attention spans than those born without the exposure (Zickler, 1999. p. 2). One particular measure to asses child development is the Neonatal Behavioral Assessment Scale (BNBAS). This scale systemizes an infants abilities into three categories: baby’s strengths, adaptive responses, and vulnerabilities (NCBI). Using BNBAS, after three weeks of age, these babies still score weaker than normal babies (Schuler, 1999, p.

Based on the information provided in case study Vera has no particular peer she faces conflict with over and over. Vera is disruptive to class during most of the day, seeking attention from the teacher good or bad. She has a difficult time following rules and directions. She doesn’t do well with sharing material, discussion time or outside play. Most activities that involve other children are a challenge for Vera. Vera struggles with outdoor play, small group play and group activities. When things do not go as Vera wants she has tantrums, screams and yells or tattles on

As a 7 year old female child, Anna’s worldview is still unique as she is transitioning from early childhood to middle childhood. According to Erikson’s psychosocial perspective, Anna is in the beginning of the industry versus inferiority stage (6 years-to puberty); which is when children enter school and gain competence in their academic skills and recognize they enjoy learning (King, 2013). Considering Anna is a good student and delights being in school, she is welcoming the industry versus inferiority stage in the academic sense of this stage versus the psychosocial part of it. Bearing in mind the neglectful parenting from Anna’s biological parents, it is assumed Anna may have struggled demonstrating personal power during the initiative versus guilt phase as she demonstrates her shyness and is reserved in large group settings. This assumption also aligns the reasoning why Anna is below average in her social, language and emotional development. The initiative versus guilt phase is when a child learns what kind of behaviors pleases adults/peers along with learning how to read social cues and if they struggle in this stage, they will appear to be shy and withdrawn in the industry versus inferiority stage (Smith-Adcock & Pereira, 2016). Although Anna is still developing her social, language and emotional skills, her health history indicated she reached all of her developmental milestones on time. She is also on average with her physical and intellectual development as

The cognitive, physical, and socioemotional developmental issues that Sara can develop can be serious if not corrected. The first five years of is key to shape d the physical, cognitive, socioemotional development. These years are very important any negative early experience can impair children’s mental health and effect their cognitive, behavioral, social emotional development. Environmental factors when children can understand there less then desirable environment. These negative effects can cause poor emotional intelligence and attachment

Piaget believed that human development involves a series of stages and during each stage new abilities are gained which prepare the individual for the succeeding stages. The purpose of this study is to evaluate the differences between two stages in Piaget's Cognitive Development Theory—the preoperational stage and concrete operational stage. Cognitive development refers to how a person constructs thought processes to gain understanding of his or her world through the interaction of genetic and learned factors. The development of new cognitive structures (mental maps or schemas) will be a result of the individual's ability to adapt through mental processes such

Early Childhood is roughly from 18 months to 3 years. During early childhood, the second stage of Erikson’s theory manifests; this stage is called Autonomy v. Shame. In this stage, “the psycho social theme of autonomy-shame and doubt is manifested during toddlerhood and leads to self-will or will-power.” (Ginsburg, 1992) If all the needs of the individual are met at this stage they develop a feeling of self-control and power over themselves. If the individual’s needs are not met in this stage they tend to develop feelings of shame and doubt in themselves. “If individuals

Conforming to Erikson’s psychosocial stages of development, Kiara began to explore during her toddler years. As a