Riley

According to a 1993 study in the longitudinal consistency and change in self-esteem form early adolescence to early childhood by Block and Robbins, between the ages of 14 and 23 exists the potential for great changes in how the self-concept develops and is shaped. The study also concluded that more males increased their sense of self-esteem during this time than did females. After people approach the age of 30, most self-concepts remain relatively stable without significant conscious effort (Adler, Rosenfeld, Proctor 63). A realistic self-concept should change over time as it reflects the reality of current circumstances and previous experiences. The tendency, however, is to resist those changes and instead seek out others than confirm the self-concept. The powerful effect that

If this stage is successful the child have the virtue of purpose. The fourth stage is industry vs. inferiority which happens in elementary school from the age 6 until puberty. During this stage, the child’s teacher and peers become the source of self-esteem. Children in this stage feel like they need to fit in and gain approval of those around them. They feel confident and gain a sense of pride when they are praised for their accomplishments. If this stage is successful they will gain the virtue of competence. If they feel they can’t do what is asked of them, are rejected by their peers, or their parents/teachers treat them insensitively, they will learn inferiority. Stage five is ego-identity vs. role-confusions which occurs during adolescence. Teenagers being to wonder who they are. This leads to them going through phases and rebelling to search for where they fit in and belong. They explore themselves, others, and roles. If they are unable to establish who they are, they’ll experience role-confusion and suffer an identity crisis. Success in this stage will lead to the virtue of fidelity, but failure means they feel they have no place in society. Stage six is intimacy vs. isolation, this

Two characters that I choose for this assignment are John Bender and Brian Johnson. In reference to Piaget’s stages of cognitive development, I categorized Bender and Brian in formal operational stage because of their age. Besides, both of them also shows characteristic of adolescent egocentrism. As for Bender, we can see that he had developed the sense of invulnerability because he had taken many physical risks and do not think about the negative consequences of his actions. Brian shows personal fable when he overestimate his own abilities, he believes that he can “handle” the subject, but when he failed, this personal fable had lead him to depression and had attempted suicide as a solution for his problem.

From my research, an example of insecurities in a child shows when he or she

Per Reporter: Riley was placed in the Earl’s home 7/26/17. Clifton (Riley’s biological father) contacted Rena (Supervisor) with complaints of physical abuse. Traci pierced Riley’s ears at home via placing an ice cube on her ear and a possible needle. Riley was removed from the Earl’s home 7/31/17. Riley received medical treatment (7/31/17). No further details known.

Throughout the course of this semester, we discovered the wonders of how the mind and body develop over time. How our brains can grow in knowledge of problem solving skills and how our bodies capabilities decline in older adulthood. In this semester, I focused on one portion of development in particular. I chose to concentrate on late childhood—around ages ten to twelve—because I had no prior knowledge of this age group other than my own personal experiences. My service learning experience with these astute kids opened my eyes to the significance of the body and mind’s ability to expand at such a young age. It is a time of their lives where it is important to be exposed to knew and challenging ideas and problems. Watching them grow throughout the semester was remarkable because it was in a natural setting for them and there was no pressure to act a certain way or change their behavior in the volunteers’ presence.

I begin observing Faith Sanchez a six-year-old, who is in the first grade at Emerson Elementary School on November 7, 2017 over the course of three days. The observation took place at the child’s home, where we had access to the materials needed for the different set of skills that I would be conducting during the observational period. The reason for observing Faith was to see if her Physical, Cognitive and Psychosocial domains are developing at the average range for a school age child or if she was showing signs of atypical development.

Adolescence is a period of expanding independence. An increased predisposition for impulsivity and experimentation allows for adolescent exploration and an eventual gain in autonomy, while the over vigilance to threats increases their likelihood for survival as independent individuals (Casey, 2004). While this may be true, these cognitive changes do not appear to be adaptive in regards to bullying, as they render adolescents much more vulnerable to bullying’s negative consequences in comparison to adults. Adolescents have a higher chance of attributing the bullying to their own characteristics and self-worth and, perhaps mistakenly, perceiving the bullying as a potential threat to their lives. These factors leave adolescents distinctly more prone to developing internalizing and externalizing symptoms, such as depressive or aggressive behaviors, as a result of bullying (Idsoe,

Jack is a six-year-old Kindergartener at Duval Elementary School and he attends Kids Count every day after school. Jack is in his middle childhood period of development. During middle childhood, children are able to access new environments and they experience pressures that present them with significant developmental challenges (Collins, 1984). Danielle was able to watch as Jack had new experiences that posed him with some of these developmental challenges. For example, Danielle observed some of Jack’s cognitive developmental challenges when she helped him with his homework. There was a constant distraction and social pressure to be involved in what the other children were doing, which made it difficult for Jack to stay focused on homework.

Her hypotheses is basically saying that the effects on a child's self-esteem can be devastating long after the bullying stops. What she found out is that the effects of bullying on a child's self-esteem would result in loss of confidence, self-criticism or rejection, bed-wetting, and isolation. Loss of confidence is one of the first effects of bullying on a child's self-esteem which also could be self-doubt. Self-criticism or rejection is when children are constantly belittled about something they come to believe is the truth about themselves. Bed-wetting is one of the more subtle effects of bullying on a child's self-esteem. Isolation is when a child self esteem become severely damaged and he or she may choose to avoid friends and family all together. The research flaw I found is stated that "children should be taught that everyone is different in one way or another and that what makes the human species so exciting" this would be somewhat wrong because even if a child is taught that way they could still use that and another way for bullying someone because of their differences. This research influenced my thinking about my own research because it was brought to my attention that a child can be affected in different ways that a person wouldn't pay attention

Children must learn about themselves and understand who they are in everyday life. According to Marion (2015), children start to learn the sense of self during infancy and continue to develop the sense of the self-awareness, self-concept, self-control, and self-esteem throughout their lives while they interact with the others and their socialization impact them significantly. Brooklyn Thomas is 7 years old girl and is developing the self-awareness, self-concept, self-control, and self-esteem and demonstrates them in everyday

As clinicians in adolescent and child development, Elisabeth Hollister Sandberg and Becky L. Spritz collaborate to compile a work to the public and teachers individually to map out general development trajectories across various cognitive domains. Their specific research on the Piaget's perspective taking is through and complete. The authors describe in detail with supportive information in the justification stages of development of perspective taking ability. With the accommodating research, the authors even given great examples and graphs on the positions of Piaget's observation of the children's communicating egocentrically. Even further, Sandberg and Spritz provide critiques such as the Donaldson, against Piaget's work with further examination

The third child that I interview was a 14-year-old girl name, Ericka. Ericka is an 8th grader. The category that Ericka falls under is Formal operational adolescence through adulthood. When I was interviewing Ericka, I could tell she fall under Piaget theory. This theory is called imaginary audience. During math class, the teacher called her up to the board to make an example. She felt self-consciousness and self-focusing. The reason why she felt this

The comparison is based on Rosenberg’s study of children’s self-descriptions. A comparison was made between two participants, Annie aged 8 and Kirsty aged 16 using a semi structured interview to find out whether there was a difference in self-descriptions at different ages. The results were analysed using qualitative analysis and it was found that younger children give more physical self-descriptions and older children give more self-descriptions in terms of inner feelings. This coincides with previous research conducted by Rosenberg. From this study and previous research it is possible to suggest that there is a developmental trend of children’s

Children's views of self become more differentiated. As they get older, children discover that they may be good at some things and not so good at others. Children's self- concepts become divided into personal and academic spheres. During middle childhood children begin social comparison. Social comparison is the desire to evaluate one's own behavior, abilities, expertise, and opinions by comparing them to those of others. During middle childhood children deal with the crisis industry versus inferiority stage. The stage is characterized by a focus on efforts to attain competence in meeting the challenges presented by parents, peers, school, and other complexities of the modern world. This is a time of their life where the child develops a self esteem. Self-esteem in an individual's overall and specific positive and negative self-evaluation. Self concept reflects beliefs and cognitions about the self, self-esteem is more emotionally oriented. The self-esteem of most children tends to increase during middle childhood with a brief decline around age of 12. Some evidence shows that members of minority groups have lower self-esteem then those of the majority group. Children build a sense of self efficacy during their elementary years. Self efficacy refers to learned expectations that one is capable of carrying out a behavior or producing a desired outcome in a particular situation.