Social/Emotional:
Who am I?:
(Anonymous, 2006)
Who am I? Even as adults it is hard to know exactly who we are. Who we are is based off of our life experiences. In preschool, children start this journey of knowing who they really are.
Early Childhood: Subjective self-awareness, is when we know how we are different from others. This is a sense that is developed in early childhood. Another sense that is developed is personal agency which is when children are aware of their self-efficacy and self-regulation. At age 2, children can look into a mirror and know that the image they are seeing is them. Around age 3 they can describe themselves and talk about how they are feeling in short sentences like, "I have brown hair." "I don't feel well." "I am a boy." Children start to compare themselves to others knowing how they are similar and different. At this age, children even go through self-evaluations, which is talking about their personal characteristics and if they are good as bad. Later on, children are able to describe themselves like, "I have light blue eyes." or "My hair is short." This is called self-concept. Self-concept has more to do with what a child observes about themselves physically. This term goes along with self-esteem, which is connected by what we think about ourselves. Children will judge themselves off of their appearance, for example, "I have a big stomach, I am fat." Self-esteem can also go for not just a child's physical appearance, but how they are in sports, academics, or artistically. Usually younger children have a high self-esteem and are quite positive about themselves, especially if their parents, teachers, and other caregivers are supporting of them (Woolfolk & Perry, 2012).
Middle Childhood: During Middle Childhood, self-concept and self-esteem are still a part of children's lives. At this stage, children might judge themselves more harshly then they did when they were younger. They could feel negatively about themselves through feedback on their peers, teachers, and parents. This is similar to early childhood, it can have to do with their physical appearance, academically, sports, or artistically. Also, they start to understand people's feelings, this is called perspective-taking (Woolfolk & Perry, 2012).
Adolescence: The sense of self continues during this age, and so does self-esteem. Most of self-esteem has to do with physical appearance in adolescence. Boys usually give themselves higher ratings of self-esteem in physical appearance than girls. At this age, young adults are starting to transition their lives into careers and aspirations. They start to go to college or start into their career. They also discover their sexual orientation, this is identifying themselves as heterosexual, homosexual, or bisexual.
Early Childhood: Subjective self-awareness, is when we know how we are different from others. This is a sense that is developed in early childhood. Another sense that is developed is personal agency which is when children are aware of their self-efficacy and self-regulation. At age 2, children can look into a mirror and know that the image they are seeing is them. Around age 3 they can describe themselves and talk about how they are feeling in short sentences like, "I have brown hair." "I don't feel well." "I am a boy." Children start to compare themselves to others knowing how they are similar and different. At this age, children even go through self-evaluations, which is talking about their personal characteristics and if they are good as bad. Later on, children are able to describe themselves like, "I have light blue eyes." or "My hair is short." This is called self-concept. Self-concept has more to do with what a child observes about themselves physically. This term goes along with self-esteem, which is connected by what we think about ourselves. Children will judge themselves off of their appearance, for example, "I have a big stomach, I am fat." Self-esteem can also go for not just a child's physical appearance, but how they are in sports, academics, or artistically. Usually younger children have a high self-esteem and are quite positive about themselves, especially if their parents, teachers, and other caregivers are supporting of them (Woolfolk & Perry, 2012).
Middle Childhood: During Middle Childhood, self-concept and self-esteem are still a part of children's lives. At this stage, children might judge themselves more harshly then they did when they were younger. They could feel negatively about themselves through feedback on their peers, teachers, and parents. This is similar to early childhood, it can have to do with their physical appearance, academically, sports, or artistically. Also, they start to understand people's feelings, this is called perspective-taking (Woolfolk & Perry, 2012).
Adolescence: The sense of self continues during this age, and so does self-esteem. Most of self-esteem has to do with physical appearance in adolescence. Boys usually give themselves higher ratings of self-esteem in physical appearance than girls. At this age, young adults are starting to transition their lives into careers and aspirations. They start to go to college or start into their career. They also discover their sexual orientation, this is identifying themselves as heterosexual, homosexual, or bisexual.
Theorists (Erikson):
(Anonymous, 2013d)
Erikson is famous for his psychosocial development chart that is on the left. This theory emphasized the emergence of the self, the search for identity, the individual's relationship with others, and the role of culture throughout life. Erikson got his ideas from Piaget and Freud, noticing that child develop in stages. There are certain stages that children go through, through different parts of their life. At each stage, there is a developmental crisis, which is when the child learns something new, and might struggle with it. As long as the child has a positive support system, going through these stages can be easy, but remember that every child is different. The way each child goes through these stages has an effect of them throughout their development and how they see themselves and the people around them (Woolfolk & Perry, 2012).
Morality:
Early Childhood Education a Moral Issue?(wcpo, 2011)
This video goes in a little different view of children morality, but it discusses the different level of children that enter into preschool. They talk about how some young children don't go to preschool, and that we need to start investing in preschools. Watch it above!
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Early Childhood: At age 2, most children know the difference between right and wrong. At age 3, children then understand sharing and what is fair. Around ages 3 and 4, children also understand moral imperatives, which is when they will stand up for people ad they rights, they also understand rules.
Some researchers believe that children morally develop by watching others. These people can be their parents, other adults, siblings, and peers and observing their moral behavior.Young children usually model the moral beliefs of their parents. Parents also use discipline to teach moral lessons to their children. This is called inductive discipline, because it teaches the child the correct thing to do. If a child bit another child, a parent can tell their child, "Look, you made them very sad that you did that, do you know what it is like to be sad? Why don't you go apologize for making them sad." This makes the child feel guilty and they will know not to repeat that action. This can also help with children that are considered aggressive (Woolfolk & Perry, 2012). Check out this website to learn more about dealing with an aggressive child: http://www.empoweringparents.com/Aggressive-Child-Behavior-You-Can-Learn-to-Manage-It.php |
Middle Childhood and Adolescence: During Middle Childhood, children still have the understanding of moral reasoning and being able to depict what is right and wrong. They take their perspective-taking (If you do not remember what perspective-taking is, scroll up to the top and look at the Middle Childhood section under "Who am I?") strategies, to understand morals. Again, they use sharing at this age, just like early childhood. They also understand equality. At this age, children need to be able to problem solve with peers and fix a situation on their own. At this age, some people believe that some children might lack empathy, and might not understand moral reasoning. From this, it is believed that they might do immoral activities. This is why as a teacher or parent, people need to teach their children pro-social behavior. Pro-social behavior, is when children do voluntary behavior to help others. They are also aggressive behavior, this is also known as antisocial. This is when children show anger and cannot control their own emotions (To learn about how to deal with an aggressive child, click the green link above). Children can be aggressive through their family environment or seeing violence in media. At this age, bullying can be a huge issue. Bullying is when you physically or verbally attack someone, this can be a boy or a girl. Victims of bullies are usually very quiet, and will do little to defend themselves. Other children that watch bullies pick on their victims are balled bystanders. As a future teacher or parents, people need to understand the importance of not letting your child be the bully, or victim, but also tell them that if they see bullying to report it right away. During adolescence they know the difference between right and wrong, and have figured out their own moral reasoning. (Woolfolk & Perry, 2012).
Gender Development:
Early Childhood: Young children can tell if someone is a boy or a girl, this is called gender identity. This goes along with children knowing gender roles, like boys like to play rough and don't mind to get dirty. Another example of gender roles, is boys like to play with action figures and girls like to play with dolls (Woolfolk & Perry, 2012).
Middle Childhood: During these ages, children are understanding gender roles, and sadly stereotyping. Gender development has to do a lot with self-esteem (If you do not remember what the self-esteem is, scroll up and visit the section, "Who am I?"). At this age, children are aware of gender constancy, with is that gender cannot be changed. Gender segregation is also during middle childhood, this is when children prefer playing with the same sex, this also means that they have the same sex peers. |
Adolescence: During this stage for young adults, they are trying to face gender identity. They define what gender they are and if they play the gender role in society. They also go through sexual orientation, which we discussed above in the "Who am I?" section. Adolescence also struggle with ethnic identity which is the question of who they are and what they believe in. This is based on that child's believes and what behaviors they have to this ethnic group (Woolfolk & Perry, 2012).
Peer/Play and Relationships
(Shaw, 2012)
Early Childhood: In preschool, the main support group for children is their family. Although, during this time, children begin to socially and emotionally develop and they become close with their peers. During these ages, it is good for a child to experience daycare or play-dates with other children their age. These friendships can also help that child develop cognitively.
Children during early childhood become more pro-social and will play with other children. They now know how to share, and take turns. They learn how to communicate with others, and problem solve. During preschool, children's only job is to play. Children using their imagination, or pretend play which is when children play with toys and make stories out of them. This very good for their development. Constructive play, is a type of play that helps children problem solve and have a goal. The video below gives tips on how to constructive play
Children during early childhood become more pro-social and will play with other children. They now know how to share, and take turns. They learn how to communicate with others, and problem solve. During preschool, children's only job is to play. Children using their imagination, or pretend play which is when children play with toys and make stories out of them. This very good for their development. Constructive play, is a type of play that helps children problem solve and have a goal. The video below gives tips on how to constructive play
Usually during the preschool years, boys and girls don't play together that often. Boys are more physical, and will run around and play sports, and girls will often play house, and play more cooperatively with each other (Woolfolk & Perry, 2012).
Middle Childhood: Children usually have the same sex friends during this age. Creating a group of friends at these ages is very good for a child's development. Although, there are different types of children in different groups. There are the popular children who are very social and are liked by a lot of their peers. Rejected children are disliked by their peers, and controversial children are liked and disliked by peers. Then there is neglected children who are unnoticed by most, and have a little group of friends (Woolfolk & Perry, 2012). |
(tipsatuams, 2010)
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Adolescence: During these ages, peers start to be friends with the opposite age group. They also get into peer culture, which is when groups identify with different social values and norms of behavior. Peer pressure can also be a problem during these ages. Young adults can be highly influenced to maybe smoke cigarettes, drink, etc. just because their friends are doing it. They just want to be accepted and they do not want to lose their friends. This is also called socialization.Also during adolescence is when romantic relationships come into play (Woolfolk & Perry, 2012).
Family/Parenting:
(Anonymous, 2013b)
There are many different types of dimensions of parenting. Many parents know that a relationship with their children is very important in their development. Overall, there is parental warmth, which is how responsive the parents are to what their children need and parental control, which is if the parents can manage a situation in the appropriate manner. Along with this, there are four different types of parenting styles. These are authoritative parenting, authoritarian parenting, permissive parenting, and uninvolved parenting. Here are the definitions of these different parenting styles:
Authoritative Parenting: have high warmth, but are firmly in control. They monitor their children closely, and set standards of what they expect from their children.
Authoritarian Parenting: this is when parents have a lot of control, but no warmth in their parenting. They also do not have much responsiveness. They set limits, and expect their child to follow orders and can sometimes be very harsh.
Permissive Parenting: when parents are very warm, but do not have much control of their children. They do not set standards and are very forgiving.
Uninvolved Parenting: This is when parents are not in control and are not warm. This can also be considered being neglectful of their children.
Authoritative Parenting: have high warmth, but are firmly in control. They monitor their children closely, and set standards of what they expect from their children.
Authoritarian Parenting: this is when parents have a lot of control, but no warmth in their parenting. They also do not have much responsiveness. They set limits, and expect their child to follow orders and can sometimes be very harsh.
Permissive Parenting: when parents are very warm, but do not have much control of their children. They do not set standards and are very forgiving.
Uninvolved Parenting: This is when parents are not in control and are not warm. This can also be considered being neglectful of their children.
"To us, family means putting your arms around each other and being there."
-Barbara Bush
We need to remember that all families are different. There are Blended Families, Gay and Lesbian Families, Never Married, Single Parent Families, and Adoptive and Foster Families. There is no such thing as a "normal family" (Woofolk & Perry, 2012).
We need to remember that all families are different. There are Blended Families, Gay and Lesbian Families, Never Married, Single Parent Families, and Adoptive and Foster Families. There is no such thing as a "normal family" (Woofolk & Perry, 2012).
School:
(Anonymous, 2012)
Starting school for children can be a very difficult time. It is hard for children because they are in a new environment, and do not understand the importance of schooling. This is why teacher's need to create a relationship with their students. If students do this, it makes a huge impact on how comfortable students feel at school. This can also be true for the transition into middle school and high school. A child can feel alone, especially if they are going into a new school (Woolfolk & Perry, 2012).
Challenges:
Child Abuse:Child abuse is one of the many challenges some children have to face. It is a serious public health issue, and can cause major trauma for a child that experiences it. In 2006 there was about 905,000 children that were abused in the United States. These children range from infants to adolescents. If children are abused in anyway, for example, physically, sexually, emotional, this can cause depression and they will be more willing to abuse alcohol and drugs. They will even commit suicide because of these actions (Woolfolk & Perry, 2012).
Fear, Stress, and Phobias:Fears are very common in children, but some people don't know that children also can have stress. Stress can come from family situations, school, etc. Phobias, is when a child has an extreme irrational fear of something. About 3-5% of children have phobias, but more girls than boys have this. Overall, parents need to be very supportive of their child during these times (Woolfolk & Perry, 2012).
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Childhood Depression:Depression, is when a child has persistent negative moods and does not show interest in anything. It can sometimes be hard to see the signs of depression in young children. People do not know what the causes are for depression in children. Usually depression can run in families or it might be something happening at school that is making a child depressed. During adolescence, this depression could lead to suicide (Woolfolk & Perry, 2012).
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Article:
This article discusses how media can affect children's emotional development. They talk about how media can result in aggression and fear. Overall, it states that we need to make sure children know that they are acting might hurt others if they are aggressive and to feel empathy. They need to understand that what is happening is not real, and to not repeat certain actions that they might see on the television, computer, etc.
To read more of the article click this link!:
http://www.princeton.edu/futureofchildren/publications/journals/article/index.xml?journalid=32&articleid=58§ionid=267
To read more of the article click this link!:
http://www.princeton.edu/futureofchildren/publications/journals/article/index.xml?journalid=32&articleid=58§ionid=267
Overview Website:
This website goes over the different areas of Child Development and teaches parents how to help your child grow in all these areas. It's a very good resource for different activities to do! The website goes over physical, cognitive, language, social/emotional, self help/adaptive, and spiritual/moral.
Check it out!: http://www.icanteachmychild.com/domains-of-early-childhood-development/
Bibliography:
Cover Photo: Anonymous. (2013). Weekday preschool for ages 2 – pre k. Hayes Barton. Retrieved from http://hbumc.org/about/weekday-school/
Anonymous. (2006). Child / adolescent cbt. Center for Cognitive and Behavioral Therapy Retrieved from http://www.centreforcbtcounselling.co.uk/child.php
Anonymous. (2012). What is adolescents?. Cure Byte. Retrieved from http://trialx.com/curebyte/2012/11/26/what-is-adolescents/
Anonymous. (2013). Psychology research labs. Saint Louis University. Retrieved from http://www.slu.edu/department-of-psychology-home/psychology-research-labs
Anonymous. (2013b). Family and parenting. Red Jeweled Media. Retrieved from http://www.redjeweledmedia.com/family---parenting/
Anonymous. (2013c). Child abuse. Tumblr. Retrieved from http://www.tumblr.com/tagged/childabuse
Anonymous. (2013d). Erikson's stages of psychosocial development & high school students. WordPress. Retrieved from http://zanl13.wordpress.com/about/
Anonymous. (2013e). Recognizing childhood depression. Mommy Page. Retrieved from http://www.mommypage.com/2011/12/recognizing-childhood-depression/
Bush , B. (2013). Family quotes. BrainyQuotes. Retrieved from http://www.brainyquote.com/quotes/topics/topic_family.html
Enayati, A. (2011). Stress we face as children stays with us. CNN. Retrieved from http://thechart.blogs.cnn.com/2011/12/07/stress-we-face-as-children-stays-with-us/
Shaw, C. (2012). Peer relationships are important. WordPress. Retrieved from http://childrenlearningtips.com/peer-relationships-important/
tipsatuams. (2010). Constructive play. Youtube. Retrieved from http://www.youtube.com/watch?v=bkWcgL7-5gM
wcpo. (2011). Early childhood education a moral issue?. Youtube. Retrieved from http://www.youtube.com/watch?v=UUulxpDbIQU
Woolfolk, A., & Perry, N. (2012). Child and adolescent development. Pearson Education.
Anonymous. (2006). Child / adolescent cbt. Center for Cognitive and Behavioral Therapy Retrieved from http://www.centreforcbtcounselling.co.uk/child.php
Anonymous. (2012). What is adolescents?. Cure Byte. Retrieved from http://trialx.com/curebyte/2012/11/26/what-is-adolescents/
Anonymous. (2013). Psychology research labs. Saint Louis University. Retrieved from http://www.slu.edu/department-of-psychology-home/psychology-research-labs
Anonymous. (2013b). Family and parenting. Red Jeweled Media. Retrieved from http://www.redjeweledmedia.com/family---parenting/
Anonymous. (2013c). Child abuse. Tumblr. Retrieved from http://www.tumblr.com/tagged/childabuse
Anonymous. (2013d). Erikson's stages of psychosocial development & high school students. WordPress. Retrieved from http://zanl13.wordpress.com/about/
Anonymous. (2013e). Recognizing childhood depression. Mommy Page. Retrieved from http://www.mommypage.com/2011/12/recognizing-childhood-depression/
Bush , B. (2013). Family quotes. BrainyQuotes. Retrieved from http://www.brainyquote.com/quotes/topics/topic_family.html
Enayati, A. (2011). Stress we face as children stays with us. CNN. Retrieved from http://thechart.blogs.cnn.com/2011/12/07/stress-we-face-as-children-stays-with-us/
Shaw, C. (2012). Peer relationships are important. WordPress. Retrieved from http://childrenlearningtips.com/peer-relationships-important/
tipsatuams. (2010). Constructive play. Youtube. Retrieved from http://www.youtube.com/watch?v=bkWcgL7-5gM
wcpo. (2011). Early childhood education a moral issue?. Youtube. Retrieved from http://www.youtube.com/watch?v=UUulxpDbIQU
Woolfolk, A., & Perry, N. (2012). Child and adolescent development. Pearson Education.