Effects of Non-Normative Life Events on Preschool and Middle Aged Children; Cognitive and Socioemotional

Children pick up on moral lessons at a budding age. For example, children learn to share toys with each other. If the child never compramised and shared , the children would manifest how to say sorry.Let’s say the child didn’t say sorry, the individual would learn what guilt feels as their fellow classmate cries. The child might not understand what feeling themselves were personally having, but feeling responsible would be one. When the child moves to the adolescent stage, the scenarios developed. It’s no longer G rated guilt, it’s now feeling responsible for something you should have done or didn’t do. Life gets harder and the adolescent along with adults will slowly start to grasp the concept of guilt and responsibility. The child and

The lives of children are greatly influenced by the environment they grow up in, and the people they come in contact with. For years, psychologists, researchers, and social workers have studied children, and why they do what they do. All have developed many different perspectives on how to view social problems and the development of individuals.

Children come from all different family environments, cultures and circumstances. Children go through significant family changes such as a family break-up or a new step-family. These can affect a child’s emotional and intellectual development. A child may also change their behaviour, which means there ability to learn is decreased. This can affect their emotional development because they may feel like it is their fault for the break up.

The first three years of a child 's life are the most significant for growth and development, both mentally and physically. Young children perceive situations and events that occur in their environment differently depending on their developmental stage. Urie Bronfenbrenner is a psychologist that came up with the Ecological Systems Theory which is a modern theory of development. The Ecological Systems Theory was created into a model that has multiple system levels. The first level that directly impacts a child the most is called the microsystem and this system consists of family, peers, school, and health services. Divorce is being seen more often in society today and is happening earlier. Divorce can be very traumatic to a child even if the divorce was mutual and as peaceful as possible; imagine if it was a bad divorce? This puts stress and anxiety on young children and can affect their development. More and more studies are being conducted in the last thirty years showing the negative effects divorce has on young children. The more we find out exactly how and why it affects children so greatly we can come up with recommendations and strategies to help deal with it in a way that will not hinder the child 's development. This paper will connect the modern day developmental perspective with studies that have shown

     Initiative vs. guilt is Erikson's third stage of development, which occurs between three to six years of age. This is an expansion on the autonomy developed in the second stage. During this stage children begin pretend play with peers and accept responsibilities such as chores. If this stage develops conflict between family members and this child is unable to balance their initiative with the demands of others guilt may begin to form. I was placed in my adopted family at the beginning of this stage. I believe that I developed a little slower in this stage than children who were biological or who were adopted at a young age. I also believe that I developed slower than children who lived in a consistent foster home during this stage and were adopted later did. The reason that I believe this is because I felt very guilty during this stage. I felt that I had abandoned my foster family and the people that I lived with. My biological parents had visitation up until this stage and I thought that I did something wrong that made them not want to see me anymore. I turned this sense of guilt in to a feeling of needing to please everyone. My parents said that I would do anything to help and would get very upset and ask them if they were going to give me away if I spilt something or forgot to put something away and had to be asked to do

This paper looks at the effects of divorce on children based on the application of various psychological developmental theories. More specifically, children within the age groups of 4 to 6 and 7 to 11 will be taken into account. The theories explored and applied will include Freud’s psychoanalytic theory, Erikson’s psychosocial tasks, Bowlby’s attachment theory, Piaget’s cognitive developmental theory, Bandura’s social learning theory and Vygotsky’s, and later Bronfenbrenner’s, ecological or developmental systems approach.

Erickson theory of initiative vs. guilt, "Preschoolers learn to initiate tasks and carry out plans, or they feel guilty about efforts to be independent." (Myers, D.G. 2000). When talking to my family

All children are different in their unique way. The goal of this assignment was to observe different children in an uninterrupted environment. Although all the children observed were the same age, they all acted differently during their observation. The differences in the way we react to different situations are what make us human. These differences can be explained through the theories that different psychologist have developed over the years. Some children react better to things like praise from a teacher or being able to be creative in the activities that they are participating in.

Initiative versus guilt is the third stage of Erickson’s theory and applies to children between three and five years of life. In this stage the child begins emulate the actions of adults and take initiative in creating play situations. They like to make up stories with their toys (i.e. Ninja turtles, matchbox cars, Barbie and Ken) they are like to play out roles as what adults do. Basically learning what it means to be an adult. They also begin to ask question like why so they can find a way to explore the world. Erikson has said that at this stage they become involved in oedipal struggles a resolve these struggles through social role identification.

Possessing a functional or dysfunctional family is of much importance to a healthy development, helping children through peer pressure, acceptance, and the anxiety of belonging. Yet how important is the environment that a child is raised on, this being shared or non-shared? How difficult or easy can peer pressure be? Will peer pressure help or deter a child from being functional. How much do these factors affect development from childhood to adolescence? This paper will explain the different stages of childhood to adolescence, and how a child and adolescence copes with nature and nurture .

Adults, for example, experience anger mostly because of their ego and anger which generally occurs because they are trying to protect or enhance their self-esteem (128). Too, adults generally put the blame onto somebody whether it be who has seemingly mistreated them or they tend to feel guilt or shame toward themselves (128). In contrast, Lazarus feels that a baby at three months, cannot understand the intent of an action, and therefore cannot find a reason to feel angry (129). Therefore, a baby’s anger is much different from that of an adult’s anger. It is difficult for babies to understand the actions of another or to act out in a way that attends to their ego or their self-esteem (129). With this theory, it suggests that emotions occur in three stages overall: the experience, physiological arousal and the

Many countries have conducted research studies concerning how separation and divorce affects children and young adults in cognitive development. It is mutually agreed that over all, children and young adults are recommended to have both parents present while raising the younger generation. This reinforces certain rules and regulations to stay with the child. If children are not raised with the basic principle of “It takes two”, they will most likely develop relationship problems themselves, unable to commit to one person or another, thus leading to depressive tendencies thinking that no one understand or likes them. This research study will enlighten this shadowy area and further worldwide research on cognitive development through the ages. Participants will be paid $5 (USD) upon completion of a written questionnaire survey and/or $10 (USD) upon a face-to-face interview followed by a test like survey. Hopefully, some archival papers may provide some guidance as to how to format final questionnaires and present the final information.

The research in this article is significant because as we have learned in developmental psychology of children and adolescents, the relationship between shame and guilt and attachment is very fragile. Erikson’s explains that from one and a half years old to three years old are essential to whether the child will spend the rest of his/her life with reaching the stages of autonomy and initiative or shame and guilt. The results of completing these stages depends on the type of attachment the child will have on his/her parents and other people in their life. This article also states that the dysregulation of shame and guilt can lead to psychopathological symptoms. In

Childhood development encompasses the cognitive, physical, social, moral and emotional changes from birth until the end of adolescence (White, Hayes & Livesey, 2013). Throughout childhood, environment and genetics promote or discourage growth and development. This essay will analyse the cognitive, physical, social, moral and emotional domains in relativity to my own development from the prenatal stage until adolescence. Psychological and environmental theories are used to develop the understanding and connection between each domain and stage of development. Lastly, this essay will address the controversial nature verses nurture debate and its relevance to my childhood development.

This paper aims to suggest social construction is an important approach when it comes to explain childhood phenomenon, but it must be considerate biological components.