Aniyah Child Development

Recall your days of play under the sun’s humid air, coordinating a game of tag or hide and seek. Or maybe it was more under layers upon layers or clothes making snowballs or igloos. Everyone has memories of playing with others and conquering challenges such as finding a perfect hiding spot or making snowmen. This is what middle childhood refers to: the ages between 6-12 where children should be playing and facing tasks that challenge them and allow them to grow. There is physical growth where children might grow taller or physically stronger, or learn how to catch and throw a ball, advancing their gross motor skills.

Concussions are referred to as a traumatic brain injury which may affect the nervous system and lead to negative symptoms. “The brain is surrounded by fluid and protective membranes called meninges, which usually cushion the brain” (Menon 1). These meninges are compromised at the moment of impact causing damage to the nervous system. Many symptoms can occur as a result of the concussion. Concussions impact the brain in negative ways causing damage.

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Human development is a continuous process which occurs over the life-span of an individual. Development occurs within a social context where heredity and environmental influences are interlinked. A number of theories have contributed to our understanding of the way in which an individual can develop physically, cognitively, emotionally and socially. This paper explores the development of Hannah G through the lens of the major theoretical perspectives. The case of Hannah concentrates on her infant and early childhood years. The foundation years are crucial for development and this paper highlights a number of factors which have contributed to Hannah’s development thus far.

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The study of human development is a rich as well as differed subject. All of us have personal experience with development, however this is sometimes difficult to understand how and why people grow, discover, and act as they do.

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In support of my perspective, I synthesized the ideas of the following theorists who were able to help me understand on how does a child’s thinking develops and how can we address to them the ways in order to fully understand their condition: Erik Erikson’s Industry vs. Inferiority which is under the psychosocial theory, Jean Piaget’s concrete operational and formal operational under cognitive development, Lawrence Kohlberg’s Preconventional and Conventional under moral development theory, Lev Vgotsky’s zone of proximal development and B.F Skinner’s Social Learning Theory. It is quite surprising that all the theorists mentioned above have different explanations with regards to Middle Childhood years but they all agree at a certain point, that is having the child being exposed to various activities, events and circumstances would guarantee a development on child’s thinking as it tries to condition the mind of the child on a particular aspect which is the environment that in turn will dictate to him/her to think and ponder

In this essay, I will discuss my experience during middle and late childhood. I will address three stages which are the physical, cognitive, and socioemotional development. The physical development consists of body and brain growth, health issues, and motor skills. The cognitive development consists of language, memory, and attention. Socioemotional development is based on relationship, employment, and personality.

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The “Middle Childhood,” according to Sigmund Freud, is when a child is in the age bracket three to

It is the surrounding environment that quick start someone’s identity. In addition to neurological development, children being to have moral reasoning. Piaget explains that children go through three stages of marl reasoning. The first stage involves egocentrism and focus on their perspective. The second stage helps the children become more flexible and consider others ideas.

During the earliest stages of childhood, the physical attributions occur such as eye, sense of hearing, and taste development. Also, during the process of emotions in early childhood, a child may develop tantrums, mood swings, and early tempers, but in doing so, they will learn to recognize their emotions and develop and a better understanding of the people and world around them. Jean Piaget's theory of cognitive development suggests that children move through four different stages of mental development. His theory focuses not only on understanding how children obtain knowledge but also on understanding the nature of intelligence. Piaget's stages include the Sensorimotor stage from birth to 2 years, the Preoperational stage from ages 2 to 7,

They form relationships with their peers, develop spoken vocabulary, and began to decipher between genders and their roles. Middle childhood is the development of personality, motivation, and inter-personal relationships. Growth at this stage is usually slowed until puberty is reached. Children at this age tend to learn by hands-on learning activities.

The second domain that describes children in middle childhood is cognitive development. Unlike physical characteristics, cognitive development emphasizes on mental development of children. Cognitive development consists of information processing and language (Santrock, 2008). In the aspect of information processing, developments of memory, thinking and metacognition are experienced by children in middle childhood (Santrock, 2008). According to Papalia et al. (2009), the efficiency of working memory of children during this stage improves substantially. This means that they are able to make calculation, organize information into groups, and repeat and reverse at 5 or more numbers that they heard. Besides, children in middle childhood are able to think critically, deeply, and think in different dimension of the task during middle and late childhood (Eccles, 1999). According to the concrete operational stage in Jean Piaget’s theory, operational thinking of children in middle childhood includes four aspects which are logic, decentration,