Social Model : Stage 3- At The Age Of 2

The expected pattern of children’s early years development from 0-5 years consists of Physical, Intellectual and Social and Emotional development. Children aged 0-5 years are expected to be able to walk, talk and interact with other children and adults by the time they are aged 5. Social Development is where a child learns to interact with other people and how to behave in different social situations and how to understand other people 's feelings and their own feelings and how to manage them.

It was fascinating working with four (4) year old children, during this stage of Initiative vs. Guilt, they involve mostly in interacting with other children at school. This stage provides them with the opportunity to explore their interpersonal skills through initiating activities.

Many factors in a child’s life from birth to adulthood can impact how they grow not only cognitively, but socioemotionally. As many children are different, so are their ways in which they react in different non-normative life events. “Non-Normative

The purpose of this assignment is to closely observe the development of a child through an interview and apply the theories and concept of child development in his particular cultural and educational context. I selected the child who lives in my neighborhood for the interview and began with seeking the permission from his parents. The child’s name is ‘Abdullah’ and he is seven years old. He lives with his family in Terre Haute and his family consists of parents and two sisters. Abdullah goes to Sugar Grove Elementary School in the Terre Haute city along with his two sisters and he is in grade 2. The interview was conducted at his home and I ensured his convenience. He was cooperative and provided insightful responses to the questions and he provided significant detail in the interview. I was able to track his development stages and connect it to different theories of Developmental Psychology including psychoanalytical perspectives and Piaget’s stages of development. In the following paragraphs, I will explain my observations about Abdullah’s development in the light of developmental theories with special focus on cognitive, social, linguistic, and emotional development followed by making connections between his socioeconomic and cultural background and development. Lastly, I will conclude paper by highlighting that the observations during the interview can facilitate my future practice as a teacher.

Social/Cultural: In this stage the child develop a sense of self and a sense of belonging to a family. They begin interacting with other children and they also play in stages (playing alone, playing near others but not really playing with them, not wanting to share, playing and sharing, and playing with a purpose). This stage is also were the child also learn to respect the rights and feelings of others.

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.

There were twelve children in each pre-school class, and there were two classes in the room I was assigned to. The children I interacted with ranges from four to five years old and came from socially diverse backgrounds. Hence, the observation and interaction I had with each child is different but did not entirely deviated from the expected level of maturity based on the various developmental theories. During this assignment, I observed the children regularly interacting with each other, honing their interpersonal skills through various activities. Although, the children tend to be egocentric at times, fighting over every pieces of Lego, as they struggle to see things from the perspective of other children. In particular, the children often bickers in vying for play time with me and the other teachers. However, in most cases, the children themselves resolved their squabble; a testament to Erikson’s theory, as they develop a sense of initiative and security in their ability to lead and make decisions. A true sign of the children’s developmental maturity.

According to Erikson's model, the stages prior school-age include infancy and toddlerhood. During the infancy period, a child's central process includes mutuality with

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.

Based on Anthony’s age and referencing Erikson’s theory of psychosocial development, he is currently in the initiative versus guilt stage. Anthony should have developed trust and autonomy already and is beginning to have ideas about activities he wants to engage in. This was observed during my time at the daycare as he was often seen attempting to create his own father’s day card without listening to the instructions. Although Anthony was reprimanded for not listening, he appeared unmoved and continued his behavior. Anthony appeared not to have any particular attachment to the assistant teacher however, he was observed talking to his sister Amber more than the other children. The text mentioned that gender differences are shown in emotion and boys tend to show more anger during

Once a sense of autonomy has been developed, the next stage in the psychosocial theory is initiative versus guilt. This stage is from about age three to age six and

“Psychologist Lev Vygotsky 's theory of cognitive development posits that information from the external world is transformed and internalized through language. Since language is both a symbolic system of communication and a cultural tool used to transmit culture and history, play is an essential part of both language development and a child's understanding of the external world. When a child is at play, he or she is in a constant dialogue either with self or others.” Lev Vygotsky is a world renowned child psychologist who is created the social development theory and wanted to know the way the human mind worked in the same way a machine does. Having learned this in a child development class in high school has convinced me to pursue this career choice. I started to view my own life and the instances in my life that have related and could affect me now. For example, both my parents work tough hours so it was hard to get the one-on-one hours with them. Being a child of divorce has also influenced me to become a child

For this observation paper, I will go in depth into my observation of a 10-year-old girl named Kassie. Kassie is in 5th grade, and is the youngest of two children. She has one older brother that is two years older, and two very loving and involved parents. In this paper, I will discuss the attributes and characteristics that I observed while watching and spending time with Kassie. Starting with motor development skills, it was very prominent how active Kassie was. The results of this were obvious, because Kassie’s stature and build is athletic. She is a healthy weight with lean muscle, especially in her calves, thighs, and arms. Kassie seemed to be very coordinated for her age. This was demonstrated to me by observing her kick a soccer ball, jump on the trampoline and play jump rope with her peers. While observing Kassie and three other children her age kick a soccer ball, I noticed that Kassie was quicker than the others, as well as more agile. She would make rapid movements while maintaining her footing and balance. This was also true for the trampoline and jump rope. I noticed that Kassie had an easy time making friends, and was well liked among her peers. She was often the leader, and this made her seem quite popular with the other children. It seemed to me that more children are shy and prefer to be the follower, as opposed to the one calling the shots. However, Kassie was the complete opposite. Onto her cognitive development, I thought she seemed to lack a little. She

Erikson developed eight stages of human development. Briefly I would describe all eight my I will concentrate on stages five and six which are adolescence and young adulthood. Myer describes the stages in the following manner. Stage one occurs during the first year This stage is called infancy (trust vs. mistrust) during this stage if needs are dependably met, infants develop a sense of basic trust. The second stage is called the toddler stage (autonomy vs. shame and doubt). This stage occurs while the baby is two years old, in this stage toddlers learn to exercise will do things for themselves, or they doubt their abilities. The third stage is called the preschooler between the ages of three and five (initiative vs. guilt). During this stage preschoolers learn to initiate

Initiative versus guilt is the third stage of psychosocial development. It’s around three to six years of age when this role must be established. The goal is to establish purpose and its achieved through exploration and play (Cherry, 2011). Children begin to affirm their power over the world through interaction between people and play (Cherry, 2011). They assert control over their environment and they try to take control of their lives by planning activities, doing different assignments and taking on different challenges (Cherry, 2011). Imagination plays an important role because it encourages the freedom to do what they want and take the initiative of their lives (Cherry, 2011). When the child is not given the chance to play or explore, or is stopped