Preschool 3-5 years Initiative vs. Guilt Children need to begin asserting control and power over the environment. Success in this stage leads to a sense of purpose. Children who try to exert too much power experience disapproval, resulting in a sense of guilt. School Age 6-11 years Industry vs. Inferiority Children need to cope with the new social and academic demands.
Children begin to learn the ability to trust others based upon the consistency of their caregiver(s). If trust develops successfully, the child gains confidence and security in the world around him and is able to feel secure even when threatened. Unsuccessful completion of this stage can result in an inability to trust, and therefore a sense of fear about the inconsistent world. It may result in anxiety, heightened insecurities, and an over feeling of mistrust in the world around them. Early Childhood (2 to 3 years): Autonomy versus shame and doubt .
Achievement of this results in an emotion of autonomy; and a failure results in the feeling of shame and doubt. | Preschool|3 to 5 years| Imitative vs. Guilt|It is essential that children begin declaring control and power over the setting. Success in this stage leads to a sense of purpose. Children who try to use too much power experience disapproval, causing a sense of guilt.| School Age|6 to 11 years|Industry vs. Inferiority|Children need to cope with new social and academic demands. Success leads to a sense of capability, while failure results in feelings of inferiority.| Adolescence|12 to 18 years|Identity vs. Role Confusion |Teenagers need to progress a sense of self and personal individuality.
While approximately 60-65 percent of children develop a secure attachment, 35-40 percent of children develop an insecure attachment (Psychological Science, Michael Gazzaniga, 2016). Securely attached children look to their caregiver for comfort in times of distress, while insecurely attached children avoid their caregiver completely (avoidant), or are inconsolable in the presence of their caregiver (ambivalent) (Ainsworth et al. 1978). The importance of the kind of attachment developed in early life stems from the fact that attachment is both a social and emotional bond, as stated earlier (Martin et al. 2010).
They young children need their parents’ supervision and guidance, and with the stress of an ill baby and financial restraints, the older child, Manuel is picking up on the tension. He has become serious and watchful of the 3 ½ year old. The 2 children at home may be losing attention and affection as the parents are focused on the infant. With Alice present this help strengthen the family and provide supervision for the 2 older children so Maria and Jamie can focus on Rosarie’s care. The family appears to have an open system, as they have adapted to stressful situations over time.
As children develop socially, they both respond to the influences around them and play an active part in shaping their relationships. This section will give you some information about what children are typically doing at various ages and stages in their social development. AGE SOCIAL DEVELOPMENT 3-9 MONTH Shows fear of strangers and excitement to familiar people Laughs when head covered with towel Laughs out loud Holds out arms when wants to be picked up Recognizes mother and self in mirror Sees mother as a serperate person; father as a seperate person 9-18 MONTH Distinguishes from self and others Fears strange people and places Waves bye-bye, plays patty cake and peek-a-boo Shows egocentric behaviour Enjoys being the center of attention Prefers certain people to others Begins to
2. Attachment Differences * Securely attached children play and explore comfortable when mother is near. * Insecurely attached explore less when mom is near and may cling, cry, or otherwise become upset. * Both mother and father love = predictors in childrens overall well-being. * Adult relationships = reflect the security/insecurity attachment styles of early childhood.
Erik Erikson’s theory on the psychological development of children consists of eight stages. In each stage Erikson states that the child faces a developmental crisis, in which the choice the individual makes prepares them for the next stage. Erikson identifies the first developmental crisis as trust versus mistrust. According to Erikson’s theory, the child will develop a sense of trust with its parent if it is provided with its basic needs, but mistrust if they are not fulfilled (Child Development). This clearly shows the affect the child’s parent and the way the child is raised, directly contributes to the individual’s personality.
When labelled as troublemaker or failure, a self-fulfilling prophecy is likely to occur. Rosenthal’s and Jacobson’s research demonstrated the importance of teacher expectation for pupil achievement. Even though there were ethical and methodological problems with problems with their research, they showed how the self-fulfilling prophecy took place. Another important study is Rist’s research of a Kindergarten class. The teacher had labelled her 5 year olds by the end of the first week and this labelling lasted for their time throughout primary school.
Friends have the most influence over what others will say and think of you. As they become adults, they have chosen what type of person they want to be in life. As a Teachers-Assistant at a preschool, I encounter stereotyping all the time. Stereotyping comes natural for young children due to their cognition or thought process develop. According to Piaget’s cognitive development theory, 3 to 6 year-old children are in the preoperational stage of thinking in which they