The text depicts a historical perspective on Middle Childhood, as during the twentieth century, children were viewed primarily as an economic source of income, in terms of providing for the family. According to the text this happens often in European counties and in parts of the United States. Elizabeth D. Hutchinson, Dimensions of Human Behavior The Changing Life Course 3rd, 2008. In this short review we will look at how this historical perspective in itself is not a question to how, but when these individual give. Sigmund Freud's psychoanalytic theory labeled this period of life the latency stage, a time when sexual and aggressive urges are repressed. Freud suggested that no significant contributions to personality development were made during this period; therefore, middle childhood was not considered an important stage in human development according to Freud’s analytical theory. However, more recent theorists have recognized the importance of middle childhood for the development of cognitive skills, personality, motivation, and inter-personal relationships. Erikson's conception of middle childhood is the industry/inferiority stage were children begin to develop an attitude about themselves, develop self-esteem, internalize society's standards, and develop an evaluation of socially relevant emotions of shame and pride. Impressions of Middle Childhood: Both personal and professional experiences show Freud’s theory lacks evidence, with regards to middle childhood needs that give to their developmental growth. Middle childhood brings many changes to a child’s life. Middle childhood is the developmental phase that leads from the period before commencement of the physiological processes and changes associated with puberty ... ... middle of paper ... ...e goals, increases pride, and independence. Conclusion The life course and systems perspective provides building blocks for understanding positive development during middle childhood. As parents and social workers, we must recognize that resilience is seldom an instinctive characteristic; rather, it is a process that is facilitated by influences within the child’s surrounding. Research suggest that high-risk behaviors among children increases when children perceives declining family involvement and community supports. Therefore, the primary goal of parents and professionals is to dedicate to the child’s well-being positive internal and external supports that promote maximal protective factors, while minimizing risk factors for optimal developmental transitions. Chapter 5 of Elizabeth D. Hutchinson, Dimensions of Human Behavior The Changing Life Course 3rd, 2008.
According to Eric Erikson, a student of Freud, his psychosocial theory states that you have to move through stages of development to have your needs met. One needs to be psychologically ready to move on to the next stage. This depends on the social environment they are in Eric, being six years old ...
In Erikson’s theory of psychosocial development, individuals can obtain unhealthy personalities as a result of how they were treated during each stage of their development. These stages are not in chronological order, but essential to development. I agree with Erikson’s theory of psychosocial development because it outlines specific stages everyone goes through in life and attaches a virtue. The theory is specific but not so definite that it cannot appeal to everyone’s personality development in some way. (Engler, 2014). Unlike Freud's stages of psychosexual development, Erikson does not limit these stages to a specific year of life, rather he uses stages such as infancy and
We then move onto the next stage bringing along the knowledge of the stage before and influencing the way that we carry ourselves. Erikson’s stages of personality development are different than Freud’s because one is social and the other is sexual. Erikson believed that the stages were connected to socialization and to move on from one stage to the next you had to pass the last stage. In Freud’s work he believed it had to do with sexualization and each stage had something to do with a sexual feeling. Both Erikson and Freud believed in the imperatives of the unconscious mind as part of the development (Education Portal,2014). I can identify more with Erikson’s stages for my life and can apply it to the lives of my children better than that of Freud’s. We thrive best on routine and that affects the outcome for each stage. We have not gotten stuck in any one stage and have continued to develop along the timeline set forth by Erikson. We all get along with others and have easy going attitudes and none of us feel that we are better than anyone else. We are all
Middle Childhood (Ages 6-8), Imagination: In the middle childhood, the sense of an inner subjective self is developed for the first time, and this self is alive with images taken in from the outer world, which is brought up from the depths of the unconscious. This imagination serves as a source of creative inspiration in later life for artists, writers, scientists, and anyone else who can find their days and nights enhanced for having developed a deep inner life.
Steven Mintz, author of “Huck’s Raft: A History of American Childhood” (2004), writes about the conceptualization of childhood in America. He views the history of childhood in this country as having three overlapping phases. Phase one he terms as premodern childhood. This phase took place in the colonial era and in this period of time adults viewed children as adults in training. Mintz suggests that in the premodern phase the parental responsibility was to hurry children toward their adult role and status (Mintz, 2004). Phase two for Mintz was about the middle of the 18th century when children were regarded as innocent, malleable and fragile. Adults viewed the young as needing to be sheltered from contamination. However, childhood was more
Through out the years of studying human development there have been theories about the psychological stages or phases of development. Theorist saw that these psychological phases of development would then in turn affect a growing human’s physical, cognitive, and social development. Many theorist have become famous for their thoughts over the stages of human development, such as Freud’s Psychoanalytic Theory, Erikson’s Neo-Freudian Psychoanalytic Theory, and Piaget’s Cognitive Developmental Theory. Though, out of all of the theories, the simplest to understand and grasp the concept of is Erik Erikson’s Neo-Freudian Psychoanalytic Theory.
Papalia, Diane E, Sally W. Olds, and Ruth D. Feldman. A Child's World: Infancy Through Adolescence. New York, NY: McGraw-Hill, 2004. Print. The author is a child development and psychology professor. This is an anthology with strictly objective information. The content is broken down into physical, cognitive, and psychosocial developments of different stages of childhood.
In How Children Succeed, Paul Tough attempts to unravel what he identifies to be, “some of the most pervasive mysteries of life: Who succeeds and who fails? Why do some children thrive while others lose their way? And what can any of us do to steer an individual child – or a whole generation of children – away from failure and toward success?” (Tough, 2012). Children are born into environments of varying circumstances, good and bad, influencing their development. Through direct encounters with researchers, educators and children of different environments, Paul Tough approaches his questions by ex...
Strickland, Charles. (1984). The Rise and fall of modern American childhood: Reflections on the history of childhood in the twentieth century. Atlanta, GA: Emory University, Department of History. (ERIC Document Reproduction Service No. ED248977)
Resiliency, first, protects development through the utilization of promotive and protective factors. Masten, Herbers, Cutuli, & Reed (2009) asserts that protective factors act as moderators between risk factors and outcome. These factors are multidimensional and multifaceted, and by acting together as a system, create the resiliency response. These processes operate at different levels and in different ways throughout development (Masten, Herbers, Cutuli, & Lafavor, 2008). Common factors found among resilient individuals include positive contextual, social, and individual qualities (Zimmerman). A summative, but not exclusive, list of these factors include include self-efficacy and competence, supportive familial relationships, personality,
In this life stage there is amplified importance given to teachers and friends, and achievement and accomplishment in academics is highly valued. This is the time for developing competence and skill-building (Sokol, 2009). Similarly, according to Freud, this is the latency stage, because sexual urges are repressed, and work is emphasized (Berger, 2004). This certainly rang true for me, as I recall this period of my life as one in which I strived for approval from my teachers and gained immense satisfaction proving my competence to authority. I was lucky to be enrolled in a good elementary school and felt very empowered by my teachers to develop intellectually. I also grew socially and remember well the feelings of collaboration and cooperation among my peers on the playground and in the classroom. I excelled in team settings and also independently. In fact, inferiority was not something I started to feel until adolescence. In these early years, I felt supported and valued by my peers and
Early adolescence is said to be a major developmental stage in a childs life. The child
Resilience research was born in the 1970s when mental health experts wanted to understand why some children developed well despite high risk or adversity (Masten, 2001). What came of this research was what Masten terms “Ordinary Magic” (Masten, 2001). Masten argues that resilient children are not gifted with extraordinary abilities or resources, but instead rely on ordinary protective factors in order to succeed. These factors include relationships with competent adults, a belief in one’s own agency, and effective schools among others (Masten, 2014). Masten states that there is no single recipe to help a child grow into a healthy and well-developed individual and any combination of protective factors could lead to resilience (Masten, 2014).
Erikson’s developmental theory was very detailed as compared to Freud. His theory describes the influence of social experiences in one’s life; however Freud described development based on sexuality. Another major difference between Freud and Erikson’s developmental theory is the end result of the stages. Freud believed that when fixation occurs in one stage, the problems occur associated with that stage would be permanent. However Erikson claims that the outcome of a particular stage is temporary and can be altered by experiences in later years.
Piaget and Freud’s theory are universally known and used in every aspect of human development. While parts of each are used to guide the current theories of human development, ultimately the Freudian and Piagetian theory are very different and have different explanations for what is characteristically observed through human growth and development.