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My Adolescent Experience and Development: A Reflection

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Adolescent experience in my life, physical development, emotional development.

“Perhaps you looked in the mirror on a daily, or sometimes even hourly, basis as a young teenager to see whether you could detect anything different about your changing body. Preoccupation with one’s body image is strong through adolescence, it is especially acute during puberty, a time when adolescents are more dissatisfied with their bodies than in late adolescence.” (Santrock)

Social changes

• Arnett, J. J. (2015). Adolescence and emerging adulthood : A cultural approach. Pearson Education.
• Erikson, E. H. (1968). Identity: Youth and crisis. WW Norton & Company.
• Gullotta, T. P., & Adams, G. R. (Eds.). (2016). Handbook of adolescent behavioral problems: Evidence-based approaches to prevention and treatment. Springer.
• Steinberg, L. (2014). Age of opportunity: Lessons from the new science of adolescence. Houghton Mifflin Harcourt.
• Steinberg, L., & Morris, A. S. (2001). Adolescent development. Annual review of psychology, 52(1), 83-110.
• Suler, J. R. (2018). Adolescent development. In Psychology of Adolescence (pp. 11-38). Springer.
• Rutter, M., & Smith, DJ (1995). Psychosocial disorders in young people: Time trends and their causes. John Wiley & Sons.
• American Psychological Association. (2019). APA handbook of the psychology of adolescence.
• Offer, D., & Schonert-Reichl, K. A. (1992). Debunking the myths of adolescence: Findings from recent research. Journal of the American Academy of Child & Adolescent Psychiatry, 31(6), 1003-1014.

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• Big Five Personality Traits
• Confirmation Bias
• Consciousness
• Erik Erikson
• Psychopaths

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Analysis of Childhood and Adolescent Development

Introduction.

Study of child and adolescent development can help in a variety of ways. This includes understanding the health implications affecting these categories and subsequent development of appropriate programs to cater for their health. In addition, it can help the development of appropriate education curriculum and child care programs that goes hand in hand with the knowledge on their development. For instance, constructivist theory of learning was developed on the basis of the Piaget writings (Huitt, 2003). The knowledge can also aid the development of appropriate parenting skills and related advisory programs.

Research has dwelled on the exploration of individual development and it seems that while some agree that there are various stages of development where each stage is characterized by fair stability, others hold the view that individual development takes place in a smooth and continuous form. The proponents of the idea that children are smoothly and continuously developing posit that children add new skills and grow steadily and at uniform speed-physical, emotional, social and psychologically. Proponents of the idea that children grow in stages view that children develop capabilities and experiences specific to certain ages. Despite these ideas, there is reason to believe that children develop certain capabilities at certain predictable times.

Various theories have been developed relating to childhood development. Such include the psychosexual stage theory by Freud, psychosocial stage theory developed by Erikson and cognitive development theory by Piaget among others. Apart from positing that all children underwent various phases in the sexual development (where gratification is derived from various parts of the body), Freud came up with three characteristics of individuals, the Id, Ego and the Super-Ego. The latter three characterized the conscious and unconscious development aspects of the child. The Id described the child urge for gratification, which is also selfish, unconscious and instinctual. The Ego represented the realistic and possible urge for gratification, while the Super-ego represented the values and rules acquired from outside world. The Id represented unconscious and immediate urge for gratification, which would be fought by the Super-ego in conjunction with the Ego.

A child develops a state of consciousness which would fight with the concepts of what is right and what is wrong. The responsibility of the development of this state was attached to the Super-ego (Oswalt, 2008).

Erikson developed the psychosocial theory which postulates that there are various psychosocial stages occurring in chronological order, each experienced at specific time of life, in which people mentally and psychologically acquired beliefs and became adjusted to their environments. These stages for example, included trust versus mistrust which is encountered when children are born to when they are about 1 year. Other stages focus on development of shame, doubt, guilt, inferiority, intimacy, isolation, confusion, integrity and despair (Oswalt, 2008).

Childhood and Adolescence Development: Impact of the Interaction of cognitive, physical, and psychosocial

Research has identified that although every child is special in the way they develop, there are general patterns followed by all children as they grow from day 1. Research indicates that all children experience growth in various aspects such as social, cognitive, emotional and physical development. These aspects take place at the same time during various phases, meaning that at any specific stage, children are growing socially, psychologically and emotionally at a go. As they develop, children grow in size and weight. At puberty, children experience a physical change.

Children experience various physical exercises as they grow, including the ability to craw, walk and craw, among others. Psychological development is characterized by the taking in and processing of information as they grow. Children learn how to remember important things, solve problems, and respond to the information rendered to them by the environment. The physical activities in children appear to be influenced by brain development. Impaired brain development as a result of biological factors may stimulate delayed physical and cognitive development in both children and adolescents.

According to Piaget, movement from one cognitive development stage to the next was facilitated or influenced by biological development. This has been supported by other research (Renner, et al., 1976) for various stages of development such as sensorimotor and preoperational stages. Kuhn, Langer, Kohlberg & Haan (1977) reveal that some adolescents may not move to next stages of formal operations cognitive development as they mature biologically (cited in Huitt, 2003). In order to attain the formal operations stage, most adolescents will require specific environments even when maturation establishes a basis for this development.

Social and emotional growth and development is characterized by development of skills for interacting with others, forming friends, playing, handling and recognizing enemies, as well as working with others. Social development also is characterized by children identifying their emotions and feelings, as well as those feelings and emotions displayed or possessed by others. Emotional development is characterized by recognizing different types of emotions and developing skills to handle these emotions.

Children also learn what is wrong and what is right as they grow up, and as a result, they shape their identity and morality. In addition, children also acquire a sense of self-esteem as they go through the various stages of development. Sexual development is characterized by the knowledge of their sexual and gender identity, knowledge of sexual working of the body, responding to sexual urge, and balancing between sexual needs and appropriate behavior (Oswalt, 2008).

Adolescence development is a stage which requires support of the growing young adults, from families and other social communities. Like childhood development, people can engage in risky behavior at their adolescence, resulting in distorted adolescence and adulthood. Adolescence is where people experience final stages of brain development, usually from 20 years and completing at 25 years of age. Brain maturity completes with the development of prefrontal cortex.

This part of brain is known to govern the superior activities of reasoning, controlling impulses, as well as guiding advanced thought. It is likely that adolescents will engage in risky behavior as they respond to changes in their physical, emotional and social aspects. Various mental and other functions are affected as a result of changing of brain neurotransmitters at adolescent. For instance, problem-solving capabilities, concentration and memory may be affected as a result of changes being realized on the dopamine, a brain neurotransmitter. Adolescents will likely involve themselves in high risky behavior and stimulation in such of the excitement levels they experienced at childhood, because at adolescents, they are no longer thrilled by things which thrilled them at childhood.

During the adolescent stage, people are likely to rely on emotional parts of their brains for decision making. This is because they have not yet fully acquired a developed frontal region of the brain (Coalition for Juvenile Justice, n.d.).

Age 0-2 years

This stage is referred to as infancy. Development is signaled by growth in size and weight, although more is happening in the psychological, emotional and cognitive aspects of growth. Physical development is characterized by developing the abilities to crawl, walk and run. The physical development is associated with the development of sensory and mental aspects.

This stage was referred to as the Sensorimotor by Piaget. During this stage, the child interacts with its environment using its senses and learns about the same environment. Children will at this stage learn to speak, make movements and make sense out of things. They can receive and respond to stimuli according to the senses, hence, they are able to respond to pain, touch, hearing, feel hungry, and respond to soothing. It appears that this reception and respond to stimuli is mostly unconscious. The experience gained through the response to the environment through the senses plays an important role to learning about the environment. The sense of seeing is not well developed in children like other senses. Children have a visual acuity of 20/600 and see far objects as dark and shadowy (Oswalt, 2008).

They are able to differentiate their mother’s breast milk and milk from a different source. They can differentiate between bitter, sour and sweet things, and prefer sweet things at birth. At between 1-6 months, children start having a taste for saltier things and eat solid food. They develop individual preferences for tastes latter on through experience of different foods.

Piaget explored into the subject on how children develop and think, and his work has remained influential for research and practice (see also Donaldson, 1984; Satterly, 1987; and Wood, 1998). According to Piaget, children use reflex at the age of 0-1 months and have limited cognitive ability (CliffNotes, 2011). During 1-4 months of age, children engage in behaviors which have specific results. Children are likely to normally repeat these behaviors in order to acquire similar results, and at 4-8 months, they are likely to explore how the environment is impacted by their behaviors. Behaviors that are purposive and goal-directed are portrayed at age 8-12 months of age.

Children recognize that there is existence of out-of-site objects as they try to search hidden objects at ‘object permanence’ stage (from about 9 months of age). Cause-and-effect relationships begin at about 12-18 months (Atherton, 2011). Representational thought begin to appear at 18-24 months of age as toddlers start internalization of objects. At this stage, it is possible to call specific items by specific names (CliffNotes, 2011). Children at this age are likely to adapt and assimilate their behavior to situational requirements.

According to Erikson’s psychosocial stage model, children at this age learn to trust those who provide for all their basic needs. However, they have the ability to develop mistrust for their caregivers and those around them. They learn to trust those who love and care for them. This is an important aspect of child development because it determines how a child develops a positive self-image, develops love for others as well as develops strong relationships with others.

Children develop mistrust if they are not well provided for at this stage. It is this aspect which would make them learns to question their caregivers and learn that other people will not always be there to take care of their needs (Oswalt, 2008). This stage is characterized by overdependence to parents and care givers. This is a difference between abnormal and normal child development at this stage. Children are therefore, also likely to develop antisocial behaviors due to mistrust and poor self-image.

At infancy, children interact with their parents and cope with contact of the mother and nature. They are able to internalize the type of image their mother displays, for example; either good or bad while having an eye contact with their mother. In addition, abnormal development may spur damaged relationships with others. At latter stages, problems with bondage and separation are likely to stir borderline personality disorder where children hate themselves and others too (CliffNotes, 2011). Children are able to form the difference between self and object while they are adjusting to separation and loss. Normal development helps the child accept good and bad sides of the mother and that of itself too. Abnormal development means they are not able to accept between good and bad. In addition, they are incapable of separating concept of good self or a bad mother.

Children at this age are acquiring receptive language, and their brain development determines their physical activities. By the end of the first year of age, children are uttering single words. Psychologically, children develop traits and states from birth. Their response to environment and physical activity is partly influenced by this personal development. Sigmund posited that infants are egocentric at this age.

According to the psychosexual stage theory by Freud, children at this age would focus on pleasures derived from sucking and biting. Children would also be expected to develop unconscious and instinctual urges for gratification. Such gratification desire would not only be selfish in nature, but also immediate (Oswalt, 2008). Children at this age have not learned any rules and respond unconsciously to the environmental stimuli.

At abnormal development, children are likely to adopt various abnormal behaviors during the oral stage, which are centered on the mouth. Dfixation behaviors are likely to result at the oral phase when too much stimulation occurs at the mouth. These behaviors are likely to be indicated at adulthood, e.g. smoking, overeating and drinking.

11-15 years

Teenage development is characterized by physical changes in appearance as well as cognitive, emotional and psychological changes. At 12, children are at their genital stage posited by Freud. Puberty is triggered by female and male hormones. At puberty, children are experiencing the beginning of sexual maturity. Girls and boys are ready for sexual reproduction at the end of the stage, at normal development, while this does not happen for abnormal development. Physically, the experience development of their body as a result of production of hormones (primary and secondary sex characteristics fro example, develop).

Timing of puberty is influenced by health, genetic and environment factors. Male and female hormones are produced. Physically, the group realizes an increase in weight and height. Other physical characteristics include growth of hips, breasts becoming larger and increasing size of uterus in girls, while for boys, deepening of voice, enlargement of sexual organs, broadening of shoulders, and growth of hair in armpits is realized. Menstruation also begins at this age for girls. Normal and abnormal development is likely to be differentiated by biological ability/inability to produce the responsible hormones, for instance.

At this age, children are experiencing to think abstractly and deductively as compared to concrete thinking at childhood. They are able to test hypothesis, adjust to problems, look out for answers, and come up with conclusions about matters. Brain development influences their physical activity and life experimentations. They are able to acquire lessons for critical reasoning skills as evidenced at school. They are capable of developing componential, experiential and contextual intelligence. Normal development means that they are able to acquire these skills successfully, while problems may result in the way they process information and apply this information to solve various problems. The latter case result to abnormal development.

Psychologically, the adolescents are prepared to work and love as they approach maturity. Individuality is developed at this stage, though problems may result with damaged self identity, according to Erikson). They learn to identify career, college and parties, and shaping a personal role in the society. Their physical aggression against authority is depicted by emotional and sexual fluctuations as a result of hormonal changes. They are able to define the boundaries of existing relationships. Normal development means that they must be capable of managing these emotions and relationships. Abnormal development means they become aggressive and spur conflicts at home and school. Adolescents at this stage feel they need independence from parents and to become more responsible. During this stage, children continue with sexual orientation, and conflicts may continue effects of homosexuality behavior begun in early childhood stages. Adolescents are looking for gratification of their desires at this age and may form short-term relationships. Abnormal development occurs as a result of low self-esteem, insecurity, and hostility, which may result to promiscuity at adolescent. This behavior may also be caused by dependence and immaturity. Sexual gratification is normally through petting and masturbation rather than sexual intercourse. Irresponsible behavior means that they may acquire unplanned pregnancies and sexually acquired diseases through sexual intercourses (CliffNotes, 2011).

Atherton, S. (2011). Learning and teaching: Piaget’s developmental theory. Web.

CliffNotes. (2011). Cognitive development: Age 0-2. 2011. CliffNotes. Web.

Coalition for Juvenile Justice. (n.d.). Adolescent brain development & juvenile justice fact. Coalition for Juvenile Justice. Web.

Donaldson, M. (1984). Children’s minds . London: Fontana.

Huitt, W., & Hummel, J. (2003). Piaget’s theory of cognitive development .

Kuhn, D., Langer, J., Kohlberg, L., & Haan, N. S. (1977). The development of formal operations. in logical and moral judgment. Genetic Psychology Monographs, 95 , 97-188.

Oswalt, A. (2008). Child & adolescent development: Overview. Web.

Renner, J., Stafford, D., Lawson, A., McKinnon, J., Friot, E., & Kellogg, D. (1976). Research, teaching, and learning with the Piaget model . Norman, OK: University of Oklahoma Press.

Satterly, D. (1987). Piaget and Education. In R. Gregory. (Ed.), The Oxford Companion to the Mind. Oxford: Oxford University Press.

Wood, D. (1998). How Children Think and Learn (2nd edition). Oxford: Blackwell Publishing.

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Home — Essay Samples — Sociology — Teenagers — My Teenage Years: Life-Changing Lessons I Have Learnt

My Teenage Years: Life-changing Lessons I Have Learnt

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Discovering My Teenage Years and Experience It Brings

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Childhood and Adolescence Development

For centuries, the intricate processes of development in children and adolescents have captivated the attention of theorists and researchers alike. Prior to the era of John Locke and Jean-Jacques Rousseau in the late 17th and early 18th centuries, prevailing perceptions regarded children as miniature replicas of adults. In the Middle Ages, children as young as six years old were routinely dispatched to work as apprentices in vocations such as farming, blacksmithing, and carpentry. However, a significant shift in the economic landscape at the close of the Middle Ages prompted a transformation. Many professions transitioned from manual labor to demanding academic skills. Consequently, the treatment of children underwent a substantial shift, transitioning from being integrated with adults to a focus on educational instruction.

The purpose of this article is to provide an introduction to a range of topics—physical, cognitive, language, personality and social, and morality development—that have collectively enhanced our comprehension of how children and adolescents are far from being mere miniature adults; they are captivating and distinct individuals. Through these explorations, we gain insight into the multifaceted journey of growth and maturation, shedding light on the remarkable uniqueness of young minds and hearts.

Research and Theory

Physical development.

The trajectory of physical growth and development during childhood follows a continuation of the patterns observed in infancy. Similar to infancy, development during childhood adheres to the cephalocaudal (head-to-tail) and proximodistal (center-to-periphery) growth patterns. This means that growth initiates from the head, chest, and trunk, progressing to the arms and legs, and culminating with the hands and feet. However, a reversal of this pattern occurs in adolescence, where the growth of the hands and feet precedes that of the trunk or upper body. This transition can lead to a brief period of awkward stature and movement for teenagers.

Motor development in childhood is marked by several significant milestones. Between the ages of 3 to 5 years, children learn to ascend and descend stairs using alternating feet. As they progress, they acquire the abilities to jump, hop, skip, throw, and catch a ball. The period from 7 to 12 years witnesses improvements in running speed, vertical-jump height, throwing and kicking accuracy, and overall fluidity of body movement. These motor milestones are closely associated with the growth and maturation of the body’s various systems.

The orchestration of much of this growth is facilitated by hormones released by the endocrine glands. The pituitary gland, regulated by the hypothalamus, plays a pivotal role in releasing hormones that influence growth. Human growth hormone (GH), secreted by the pituitary gland, is a key factor in bone development. Thyroxine, released by the thyroid gland, supports the impact of GH on overall body and brain maturation. The adolescent phase introduces the release of sex hormones (estrogens and androgens) by the pituitary gland. These hormones influence the development of primary and secondary sex characteristics, as well as the maturation of the brain.

In this period of significant hormonal, physical, and emotional transformation, adolescence has often been characterized as a time of “storm and stress.” Originally conceptualized by philosophers like Aristotle and Socrates, and later formalized by G. Stanley Hall, this phase is seen as a period of conflict with parents, mood fluctuations, and risk-taking behaviors. Jeffrey Arnett (1999) revisited this concept and found that while individual experiences of storm and stress vary, most adolescents do undergo some degree of these components. Additionally, cultural influences play a crucial role in shaping the nature and extent of storm and stress experienced during adolescence.

Cognitive Development

Jean Piaget’s groundbreaking work has been instrumental in shaping our understanding of cognitive development. Derived from his meticulous observations of children, Piaget’s theory outlines the stages of cognitive development. To grasp his theory fully, it’s essential to appreciate its fundamental assumptions. Firstly, Piaget postulated an unvarying sequence of developmental stages that are qualitatively distinct, although he acknowledged the possibility of individual variations. Secondly, his theory adopts a constructivist perspective, asserting that children are not passive recipients of development but actively engage in constructing their understanding of the world through interactions and experiences. Lastly, Piaget proposed that there is no regression in stages under typical circumstances; the acquisition of knowledge and skills is cumulative, building upon prior stages.

Piaget’s observational research provided insights into how children acquire and refine their cognitive frameworks, or schema, of the world. When born, children possess minimal knowledge and a set of reflexes. However, as they interact with their environment and mature, they begin to integrate and adapt their existing understanding. Children employ two key processes to assimilate new information. One process is assimilation, where they incorporate novel information into their existing cognitive structures. For instance, if a child knows that a cow makes a “moo” sound, they might initially assume that all animals make this sound. When faced with a horse making a different sound, they might mistakenly label it as a “moo.” Over time, as their experiences broaden, they accommodate this information, adjusting their knowledge to align with the fact that horses “neigh.” Piaget described this process as achieving equilibrium—a balance between existing knowledge and new experiences. However, when new information disrupts this balance, disequilibrium occurs, prompting cognitive reorganization for equilibration.

Central to Piaget’s theory are his four stages of cognitive development: sensorimotor, preoperational, concrete operational, and formal operational. These stages delineate the evolving cognitive capacities of individuals as they progress through childhood and adolescence. The sensorimotor stage, for instance, characterizes the early years of life where infants primarily rely on their senses and motor actions to explore and understand the world. As children mature, they transition to the preoperational stage, marked by the development of symbolic thinking and language skills. The concrete operational stage follows, where children can engage in logical thinking and apply it to concrete situations. Finally, the formal operational stage signifies the emergence of abstract thinking, enabling adolescents to contemplate hypothetical scenarios and engage in complex reasoning.

In summary, Piaget’s theory has significantly enriched our comprehension of cognitive development. His emphasis on children’s active role in constructing knowledge, the processes of assimilation and accommodation, and the progressive nature of cognitive stages has had a profound impact on the field of developmental psychology.

Sensorimotor period (birth to roughly 2 years of age) .

Jean Piaget’s theory of cognitive development highlights the importance of the sensorimotor period, spanning from birth to approximately 2 years of age. During this phase, Piaget proposed that children construct knowledge through their sensory experiences and motor actions. He divided the sensorimotor period into six distinct substages, each characterized by unique cognitive achievements and advancements in understanding the world.

• Reflexes (0 to 1 months): In the earliest phase of life, infants possess innate reflexes that are initially uncoordinated but quickly become synchronized. These reflexes serve as the foundational basis for later cognitive development. Infants instinctively respond to stimuli, such as grasping objects placed in their palms or rooting for food.
• Primary Circular Reactions (1 to 4 months): As infants progress, they exhibit a basic level of intent in their behaviors. During this stage, accidental actions that lead to pleasurable outcomes prompt infants to repeat those actions purposefully. For instance, if a baby inadvertently brushes their lips with their hand and triggers the sucking reflex, they may intentionally place their thumb or finger in their mouth to recreate the pleasurable sensation. This marks the early formation of an infant’s interaction with their environment.
• Secondary Circular Reactions (4 to 8 months): Unlike the primary circular reactions that involve body movements, this substage shifts the focus to external objects. Infants begin to intentionally recreate events outside themselves. For example, if a baby shakes a toy with a rattle inside, producing an enjoyable sound, they will attempt to replicate the sound by shaking the toy again. Piaget saw this behavior as an indication of the infant’s growing interest in the world around them.
• Coordination of Secondary Circular Reactions (a.k.a. Means-End Behavior; 8 to 12 months): This phase showcases a significant step in intentional behavior. Infants display goal-directed actions, such as moving an obstacle to reach a desired toy. A key cognitive achievement during this stage is the concept of object permanence—the realization that objects exist even when they are not in direct sight. Infants grasp the idea that a hidden object can be retrieved by removing a covering, demonstrating further development of cognitive schemes.
• Tertiary Circular Reactions (12 to 18 months): This stage portrays infants as little scientists, engaging in experimentation within their surroundings. Building on the intent established in the previous stage, infants show purposeful and combinational actions. They manipulate various objects to observe the outcomes, exploring cause-and-effect relationships. For instance, a child might drop different objects from their high chair to observe the different sounds they produce upon impact.
• Mental Representation (18 months to 2 years): In the final stage of the sensorimotor period, children continue to refine their cognitive schemes and demonstrate the ability to solve simple problems mentally. Symbolic thinking emerges as children engage in pretend play and display deferred imitation. For example, a child who comprehends the concept of sleeping may engage in make-believe by pretending to sleep, even “fooling” their parents into thinking they are actually asleep.

In essence, Piaget’s sensorimotor period highlights the intricate process through which infants transition from reflexive responses to intentional actions, gradually constructing mental representations of the world around them. This framework underscores the significance of sensory experiences and motor interactions in shaping early cognitive development.

Preoperational Period (2 to 7 Years)

The preoperational period, spanning from 2 to 7 years of age, marks a phase of rapid cognitive development in children. During this stage, children’s cognitive abilities expand significantly, allowing them to mentally represent their schemes and engage in thinking about objects and events that are not physically present. However, a notable limitation during this period is children’s egocentrism, which is characterized by their inability to adopt the perspective of others. Jean Piaget described three dimensions of egocentrism evident in children’s thinking during the preoperational period: perceptual, affective, and cognitive.

Perceptual egocentrism is observed when children believe that others perceive the world as they do. For instance, if a child sees a specific object, they may assume that others can also see that object from their viewpoint. Affective egocentrism reflects children’s challenges in understanding the emotions of others. They may find it difficult to comprehend that different people can have diverse feelings about the same situation. Cognitive egocentrism is most vividly illustrated by the concept of conservation. Piaget discovered that children in this stage lack the realization that altering an object’s size, shape, or location does not alter its quantity or volume (conservation).

Concrete Operational Period (7 to 11 Years)

The concrete operational period, spanning from 7 to 11 years of age, witnesses a significant shift in children’s cognitive abilities. Children become more adept at logical thinking and demonstrate the ability to conserve objects. Furthermore, they develop the capability to take others’ perspectives into account. Thinking during this stage becomes more organized and flexible compared to earlier stages. However, children’s cognitive processes remain grounded in the present, making it challenging for them to think in abstract or hypothetical terms.

Formal Operational Period (11 Years and Beyond)

In the formal operational period, typically beginning around age 11 and extending beyond adolescence, a new level of cognitive development emerges. Adolescents acquire the ability to think logically, flexibly, and abstractly. They also become capable of contemplating abstract concepts and hypothetical scenarios. One of the distinctive cognitive abilities of this stage is hypothetic-deductive reasoning. Adolescents can formulate a general theory encompassing potential factors influencing a situation and then derive specific hypotheses to test in a systematic manner.

Nonetheless, this stage is not without limitations, as Piaget introduced the concept of a new form of egocentrism that influences adolescent thinking. Although adolescents possess the capacity to understand others’ viewpoints, they often display self-centered tendencies. Adolescent egocentrism manifests in various ways, including the personal fable, imaginary audience, and invincibility fable.

The personal fable involves adolescents believing that their experiences are unique and unparalleled. This conviction can lead to the perception that no one can truly understand their thoughts, feelings, and experiences. The imaginary audience encompasses adolescents’ belief that others are as preoccupied with their appearance and actions as they are. Consequently, adolescents may become excessively self-conscious and engage in behaviors aimed at conforming to societal norms. Lastly, the invincibility fable involves adolescents assuming that they are invulnerable to risks or harm. This perspective can lead to engaging in risky behaviors, such as unprotected sex or reckless driving, fueled by a belief in their immunity to negative consequences.

The transition through these cognitive stages, from preoperational to concrete operational and finally to formal operational, marks the intricate journey of cognitive development. Each stage brings its own set of cognitive abilities and limitations, ultimately shaping the way children and adolescents perceive and interact with the world around them.

In the realm of understanding cognitive development, the contributions of Lev Vygotsky offer a complementary perspective to that of Jean Piaget. Vygotsky’s sociocultural theory of cognitive development underscores the significance of social interaction in shaping a child’s cognitive growth. While Piaget’s theory emphasizes the child’s independent interaction with their environment, Vygotsky places a spotlight on the role of adults and peers in fostering cognitive development through social engagement.

Central to Vygotsky’s framework is the concept of the Zone of Proximal Development (ZPD), which refers to the range of tasks that a child can perform with the assistance of a knowledgeable adult or peer, but not independently. This concept highlights the idea that children can achieve tasks beyond their current capabilities when guided by others. Successful interaction within the ZPD hinges on two pivotal factors.

The first factor is intersubjectivity, which involves the child and others collaborating on a task and reaching a shared understanding by its completion. During this process, adults must convey their knowledge in a manner that aligns with the child’s level of comprehension. This shared agreement signifies successful intersubjectivity.

The second factor is scaffolding, a process in which adults or skilled peers adjust the amount of assistance they provide to match the child’s developing competence. In the early stages of learning, adults may offer direct instruction and substantial guidance. As the child’s understanding deepens, the assistance is gradually withdrawn until the child can independently accomplish the task. This technique is akin to a parent guiding a child’s initial efforts to make their bed and gradually transitioning to providing helpful hints as the child becomes more adept.

Vygotsky also introduced the concept of private speech—self-directed speech that children employ to guide their thoughts and actions. In the early stages, children audibly talk themselves through tasks, like tying shoelaces. Research has indicated that private speech becomes more pronounced when tasks are challenging, errors occur, or uncertainty arises. As children grow, this externalized speech evolves into an internal thought process, underpinning their cognitive activities.

Furthermore, Vygotsky highlighted the interplay between language development and thinking processes. He posited that language and thought are intricately connected and that the development of language leads to profound shifts in cognitive functioning.

While Piaget’s theory emphasizes independent exploration and individual cognitive development, Vygotsky’s sociocultural perspective accentuates the collaborative nature of learning and the influential role of social interactions in shaping cognitive growth. Both theorists offer valuable insights into the multifaceted journey of cognitive development, contributing to a richer understanding of how children and adolescents construct knowledge and understanding.

Language Development

The journey of language development follows a sequential trajectory that can be elucidated through a series of stages, each marked by distinct achievements and milestones. These stages provide a foundation for the comprehension of language development, with several prominent theories shedding light on its underlying mechanisms.

The inception of communication occurs in infancy through reflexive crying, an instinctive response that conveys messages of hunger, pain, or discomfort. As infants mature, they progress to cooing, which involves vowel-like sounds like “oo.” Around four months of age, they venture into babbling, combining consonants and vowels in strings, a precursor to their native language specialization.

The subsequent phase is characterized by one-word utterances, typically emerging around the age of one. These initial words, such as “mama” or “dada,” represent a fundamental leap in linguistic capability. This word acquisition initially unfolds gradually but soon accelerates in a phenomenon known as “fast mapping,” where connections between words and their referents occur rapidly, often without a full understanding of all potential word meanings.

Around two and a half years of age, children progress to the stage of two-word utterances. These early sentences, termed “telegraphic speech,” contain only essential words, omitting unnecessary ones. By ages three to five, children embrace basic adult sentence structure, demonstrating an understanding of syntax and becoming adept communicators. However, this stage also brings about errors like overregularization, where grammatical rules are misapplied to irregular words, such as saying “mouses” instead of “mice.”

Explaining this remarkable language acquisition process involves examining both nature and nurture influences. On the nurture side, learning theories like B. F. Skinner’s operant conditioning and Bandura’s social learning theory play a role. Operant conditioning highlights how parents reinforce sounds and early words through smiles and praise, while social learning theory emphasizes children’s imitation of their linguistic environment.

However, a purely nurture-based perspective falls short in explaining certain linguistic phenomena, such as irregular word forms like “goed.” To better understand language development, the nature side, characterized by inherent cognitive mechanisms, must also be considered. These mechanisms delve into the deeper intricacies of language acquisition.

Ultimately, the stages of language development, influenced by a delicate interplay of nature and nurture, illustrate the remarkable trajectory through which infants and children navigate the complexities of linguistic expression. These stages, alongside the insights provided by various theories, contribute to our comprehensive understanding of how humans acquire language and the intricate factors that drive this process.

Linguist Noam Chomsky’s influential perspective on language development centers around the concept of innate processes. Chomsky’s argument challenges the notion that language organization and syntactical rules are explicitly taught by parents and teachers. Despite this, children exhibit a grasp of basic syntax and attempt to apply grammatical rules, prompting Chomsky to propose an alternative explanation—the presence of an internal mechanism driving language acquisition. According to Chomsky, this mechanism is embodied in the form of a language acquisition device (LAD), an innate cognitive tool that enables children to naturally structure language in a grammatically coherent manner.

Within the framework of the LAD, Chomsky introduces the concept of universal grammar—a repository of grammatical rules that are applicable across languages. This idea implies that the ability to comprehend and manipulate linguistic structures is inherent, rather than the result of direct instruction. Steven Pinker, another influential linguist, echoes Chomsky’s viewpoint by asserting that the innate aspect of language lies not in the specifics of any one language, but in the innate capacity to arrange and generate language.

Nativist theorists like Chomsky and Pinker do acknowledge the role of environmental exposure in facilitating language development. They propose that while the innate process is triggered by exposure to language in the environment, it does not rely on explicit teaching or instruction by adults. This perspective contrasts with learning theories that emphasize conditioning and deliberate teaching by caregivers.

In the study of language development, most theorists and developmental psychologists recognize the intertwined contributions of both nature and nurture. The interplay between the innate processes, as postulated by nativists, and the environmental influences, such as conditioning and exposure, forms a dynamic and intricate framework for understanding the emergence of language in children. This multifaceted approach seeks to unravel the complexities of how language develops and how human beings inherently possess the capacity to comprehend and produce linguistic structures.

Personality and Social Development

The exploration of personality development has intrigued numerous theorists over time, with two prominent theories standing out for their comprehensive insights—Sigmund Freud’s psychodynamic theory and Erik Erikson’s psychosocial theory. These theories offer valuable perspectives on understanding personality differences and developmental trajectories. Additionally, the influences of temperament and attachment on personality development warrant special attention.

Sigmund Freud, an early pioneer in personality theory, proposed a framework consisting of five stages that elucidate the origins of personality development and individual differences. These stages revolve around the interplay of internal biological needs and interactions between children and their parents. Freud identified erogenous zones, specific bodily areas associated with libidinal energy and gratification, as pivotal aspects of each stage. He posited that appropriate gratification experiences during these stages were essential for healthy development, while deviations in gratification, either excessive or insufficient, could lead to fixation—a phenomenon where traits and behaviors linked to a particular stage manifest later in life. Freud’s conceptualization further incorporated three interconnected components of the mind: the id, driven by pleasure-seeking tendencies; the superego, an internal moral compass or conscience; and the ego, rooted in reality and tasked with reconciling the demands of the id and superego. While Freud’s theory encompasses more facets, these key elements are instrumental in comprehending his model of personality development.

Erik Erikson, another influential theorist, introduced the psychosocial theory, which accentuates the significance of social interactions and experiences in shaping personality development. Erikson proposed eight stages that span the entire lifespan, each marked by a unique psychosocial crisis or challenge. These stages involve a balance between a positive resolution and a negative outcome, and successful resolution fosters the acquisition of specific virtues and contributes to the evolving sense of self and identity. Erikson’s theory underscores the role of societal influences and personal interactions in personality formation, emphasizing the interplay between individual growth and social context.

Temperament and attachment are integral components influencing personality development. Temperament, encompassing individual behavioral tendencies and emotional reactivity, serves as an innate foundation upon which subsequent personality traits are built. Attachment, on the other hand, pertains to the emotional bond formed between infants and their primary caregivers, significantly influencing socioemotional development and interpersonal relationships later in life. Secure attachment experiences foster a sense of trust and security, facilitating healthy personality development, while insecure attachment patterns may give rise to maladaptive personality traits and difficulties in forming relationships.

As we delve into the intricacies of personality and social development, the multifaceted interplay of biological factors, environmental interactions, and personal experiences becomes evident. Both Freud’s psychodynamic theory and Erikson’s psychosocial theory offer valuable insights into these dynamics, shedding light on the complex journey of personality formation and growth across the lifespan.

Sigmund Freud’s psychodynamic theory offers a distinctive perspective on the stages of personality development, emphasizing the role of unconscious desires and experiences. Freud proposed five psychosexual stages, each centered on a specific erogenous zone and corresponding pleasure-seeking behavior. These stages provide insight into the origins of personality traits, behaviors, and fixation tendencies. Here, we’ll delve into each stage:

• Oral Stage (Birth to 18 months): The oral stage centers on the mouth as the erogenous zone, with infants gaining pleasure through activities such as sucking and biting. A fixation at this stage can occur if a child’s needs are not properly met, leading to oral-fixation behaviors in adulthood. Examples include nail-biting, pen-chewing, over- or under-eating, and verbal aggression. Fixation characteristics may manifest as dependency, gullibility, and excessive optimism.
• Anal Stage (18 months to 3 years): During the anal stage, pleasure is linked to the retention and expulsion of feces, making potty training a significant milestone. Parental approaches during this phase can shape personality traits. Harsh training may lead to anal-retentive fixation, characterized by compulsiveness and attention to detail. Lenient training could result in anal-expulsive fixation, leading to disorganization and disregard for details.
• Phallic Stage (4 to 5 years): The phallic stage is marked by the genitals as the erogenous zone. Freud’s controversial theory suggests that children develop the Oedipal complex (for boys) and the Electra complex (for girls) during this stage. Boys experience sexual attraction to their mothers and fear castration anxiety from their fathers, leading to identification with the father. Girls develop penis envy and experience the Electra complex, resolving it by identifying with their mothers. Freud argued that this stage’s outcomes shape gender-based differences in morality.
• Latency Stage (6 to Puberty): The latency stage is a period of relative rest after the turbulent phallic stage. Sexual interests are suppressed, and the primary focus is on forming same-sex friendships. During this stage, Freud believed that children repress their sexual and aggressive impulses.
• Genital Stage (Puberty and Beyond): The genital stage emerges during puberty and is characterized by the reawakening of sexual desires. Individuals seek mature, healthy relationships, ultimately culminating in adult romantic partnerships.

Freud’s psychodynamic theory presents a complex framework in which personality development is shaped by the interplay of unconscious desires, fixation, and early experiences. While this theory has contributed valuable insights into the understanding of personality dynamics, it has also faced criticism for its lack of empirical evidence and overly deterministic views of human development.

Erik Erikson’s psychosocial theory offers a comprehensive view of personality development that emphasizes the interplay between individual development and societal influences. Unlike Freud’s psychosexual stages, Erikson’s stages span the entire lifespan and focus on psychosocial crises that individuals confront as they grow. These crises emerge as conflicts between personal growth and societal expectations. Here are the stages relevant to childhood and adolescence:

• Basic Trust versus Mistrust (Birth to 1 year): In this stage, infants develop a sense of trust or mistrust based on their interactions with caregivers. If caregivers consistently meet the infant’s needs, a sense of trust is formed. However, inconsistent or unresponsive caregiving can lead to mistrust. The resulting ego strength is hope.
• Autonomy versus Shame and Doubt (1 to 3 years): Toddlers assert their independence and autonomy. If caregivers support this exploration and provide opportunities for decision-making, children develop a sense of autonomy. If caregivers are overly controlling or critical, children may feel shame and doubt. The resulting ego strength is will.
• Initiative versus Guilt (3 to 6 years): During this stage, children develop a sense of initiative and engage in imaginative play. Positive reinforcement of their explorations leads to initiative, while excessive restrictions can cause guilt. The resulting ego strength is purpose.
• Industry versus Inferiority (6 to 11 years): In middle childhood, children become increasingly aware of their social environment and are expected to contribute to it. Success in tasks and collaboration with others fosters a sense of industry, while feelings of inadequacy lead to inferiority. The resulting ego strength is competence.
• Identity versus Identity Confusion (Adolescence): Adolescence is marked by the search for identity and self-definition. Teens explore their values, beliefs, and future roles. Successful resolution results in a clear sense of identity, while confusion and uncertainty can lead to identity crisis. This stage sets the foundation for future intimate relationships. The resulting ego strength is fidelity.

Erikson’s theory emphasizes the importance of social interactions and the development of a coherent identity that guides future life decisions. It accounts for the dynamic interaction between personal growth and external pressures, such as family, peers, and societal expectations. While Erikson’s theory provides valuable insights into how social and individual factors shape personality development, critics have noted that it is less focused on unconscious processes and more influenced by cultural and social contexts.

James Marcia expanded upon Erik Erikson’s work on identity development in adolescence by proposing different identity statuses that adolescents may experience during their search for identity. These statuses reflect the degree of exploration and commitment an individual has made in terms of their values, beliefs, and roles. Marcia identified four identity statuses:

• Identity Diffusion: Adolescents in this status have not actively explored their identity options and have not committed to any specific beliefs or values. They may seem apathetic or confused about their future identity.
• Identity Foreclosure: Individuals in this status have committed to an identity without actively exploring other options. They adopt the identity defined by their parents, culture, or authority figures, often without questioning it.
• Identity Moratorium: Adolescents in this status are actively exploring various identity options but have not yet committed to one. They may be experiencing a period of questioning and exploration without a definitive conclusion.
• Identity Achievement: This status represents individuals who have actively explored different identity options and have made a commitment to a particular set of beliefs, values, and roles. They have gone through a process of self-discovery and reflection.

The concept of identity statuses highlights the diversity of experiences adolescents go through in their quest for identity and emphasizes that identity development is not a linear process.

In addition to identity development, temperament plays a significant role in shaping how children interact with their environment and influence their relationships with parents and others. Alexander Thomas and Stella Chess conducted research that led to the categorization of children’s temperament into three broad categories:

• Easy Children: These children are adaptable, have a positive mood, and approach new situations with ease.
• Slow-to-Warm-Up Children: These children are more cautious and take time to adapt to new situations. They may initially respond negatively to change but can eventually adjust with repeated exposure.
• Difficult Children: Children in this category have more irregular and intense reactions, are less adaptable to change, and may display inconsistent behavior patterns.

Temperament is believed to have a biological basis and can influence how children respond to their environment, interact with others, and approach new experiences. It’s important to note that these temperament categories provide a general framework and that individual children can exhibit a combination of characteristics from these categories.

Attachment theory, developed by John Bowlby and further studied by Mary Ainsworth, focuses on the emotional bond between a child and their caregiver, typically the parent. This attachment plays a crucial role in shaping a child’s socioemotional development and influences how they interact with others throughout their life.

Attachment theory is organized into several phases that describe the development of the attachment bond between a child and their caregiver:

• Preattachment (birth to 6 weeks): In this initial phase, infants are responsive to all people and do not yet show a distinct preference for specific individuals. Their behaviors are primarily instinctual and reflexive.
• Attachment in the Making (6 weeks to 6-8 months): Infants start to become more intentional in their behaviors. They become more selective in their social interactions and show preferences for certain individuals. Babies may exhibit behaviors like smiling, babbling, and crying more specifically in response to these preferred individuals.
• Clear-Cut Attachment (6-8 months to 18 months to 2 years): This phase is characterized by a stronger attachment to one primary caregiver. Infants develop separation anxiety when they are separated from this caregiver and experience relief when reunited. They also display stranger anxiety, showing fear and wariness toward unfamiliar adults.
• Reciprocal Relationships (18 months to 2 years and beyond): During this phase, the attachment bond becomes more interactive and reciprocal. The child not only seeks care and attention from the caregiver but also responds to the caregiver’s emotional cues. This marks the transition from a more one-sided attachment to a more mutual and emotionally connected relationship.

Attachment styles established during early childhood can have lasting effects on an individual’s social and emotional development. Ainsworth further classified attachment styles into categories such as secure attachment, anxious-ambivalent attachment, and avoidant attachment, which reflect different patterns of behavior in response to the caregiver’s presence and absence. Securely attached children tend to exhibit more positive socioemotional outcomes, while insecurely attached children may struggle with relationship difficulties and emotional regulation.

Attachment theory provides valuable insights into how early relationships impact various aspects of a child’s development, including their sense of security, self-esteem, and ability to form healthy relationships later in life.

Mary Ainsworth’s groundbreaking research on attachment led to the development of the “Strange Situation” procedure, which is a widely used assessment tool for identifying different attachment patterns in infants and young children. The Strange Situation involves a series of separations and reunions between a child and their caregiver in an unfamiliar setting. This procedure helps researchers understand the quality of the attachment relationship and how the child responds to the caregiver’s absence and return.

Based on her research using the Strange Situation, Ainsworth identified three primary attachment patterns:

• Secure Attachment: Infants with secure attachment show distress when their caregiver leaves the room, but they are easily comforted when the caregiver returns. These infants use their caregiver as a secure base to explore their environment. They actively seek proximity and contact with their caregiver and are generally responsive and cooperative. Securely attached children tend to have caregivers who are consistently responsive and sensitive to their needs.
• Insecure-Avoidant Attachment: Infants with insecure-avoidant attachment appear indifferent when their caregiver leaves the room and may avoid or ignore the caregiver upon their return. They do not show much preference for their caregiver over a stranger. These infants may have learned that their needs are not consistently met, leading them to develop a strategy of self-reliance and minimizing their emotional expressions.
• Insecure-Ambivalent Attachment: Infants with insecure-ambivalent attachment are very distressed when their caregiver leaves the room and are difficult to console when the caregiver returns. They display clingy and resistant behavior, often seeking close proximity but then resisting efforts to be comforted. These infants may have experienced inconsistent caregiving, leading to confusion and uncertainty about their caregiver’s responsiveness.

In addition to these primary attachment patterns, research has identified a fourth pattern known as disorganized attachment. Children with disorganized attachment exhibit contradictory behaviors, showing both avoidance and proximity-seeking behaviors in response to their caregiver. This attachment pattern is often associated with experiences of inconsistent and sometimes frightening caregiving.

The attachment patterns identified in infancy can have lasting effects on an individual’s social and emotional development. Securely attached individuals tend to have more positive relationships, better emotional regulation, and higher self-esteem, while those with insecure attachment patterns may struggle with forming and maintaining healthy relationships and managing emotions. These attachment patterns can also influence parenting styles and the parent-child attachment in the next generation.

Absolutely, you’ve highlighted some important developments and refinements in attachment theory. The addition of the “disorganized/disoriented” attachment category reflects the recognition that some children exhibit inconsistent and confusing behaviors in the Strange Situation, possibly indicating unresolved conflicts or confusion about their attachment figures.

It’s also significant that researchers have expanded their focus to include factors beyond just the mother-child relationship. The role of fathers in attachment relationships has gained more attention in recent years, challenging the historical emphasis on mothers as the primary caregivers. Research has shown that infants can indeed form secure attachments with their fathers, and the factors that contribute to a strong attachment bond are similar to those observed in the mother-child relationship. Sensitivity, responsiveness, and emotional availability on the part of the father play key roles in nurturing a secure attachment.

Additionally, the influence of daycare and cultural differences on attachment has been a growing area of research. Understanding how different caregiving environments and cultural norms impact attachment relationships provides a more comprehensive view of attachment dynamics across diverse contexts.

Attachment theory has greatly contributed to our understanding of how early relationships shape later social and emotional development. It emphasizes the significance of secure attachment bonds for healthy emotional development, relationships, and overall well-being throughout life.

Moral Development

The realm of moral development stands as a deeply intricate domain, intricately woven with the threads of the previously explored themes. Undoubtedly, the orchestration of physical maturation and cognitive growth serves as the bedrock upon which moral reasoning takes form. Our capacity for moral reflection is further articulated through the prism of language, enabling us to express and elucidate our ethical ruminations. Inextricably linked with this process, the contours of our personality and the tapestry of our social environment interweave to shape the very fabric of our moral convictions and the rationale behind our ethical choices.

Lawrence Kohlberg and Carol Gilligan are two noted theorists in this area. Kohlberg’s theory of moral development, based largely on Piaget’s thoughts of moral reasoning, stems from his longitudinal research (i.e., research spanning several years with the same group of participants) with adolescent boys. To best understand how his participants morally reasoned, Kohlberg posed moral dilemmas that had no clear right or wrong answers, asking the participants what would be the right thing to do, and why. He was more interested in the reasoning behind participants’ answers than the answers themselves. Based on his research, Kohlberg developed a theory with three levels and six stages to explain moral reasoning development; he did not give specific age ranges for his stages and levels, but assumed that as we age, we become more sophisticated in our reasoning, and thus progress in an invariant sequence:

Preconventional level : Moral reasoning at this level generally is guided by external forces.

• Embarking on Stage 1, the Obedience Orientation , young individuals cast their gaze toward authority figures to discern the boundary between right and wrong. Employing punishment as a lodestar for moral deliberation, the premise is that an act deemed punishable is inherently wrong. For instance, when figures of authority such as parents or teachers categorically declare theft as morally reprehensible and tether it to punitive outcomes, children in this stage invariably internalize the belief that theft constitutes an illicit act. The act of stealing, when met with punishment, further reinforces its classification as morally improper.
• Advancing to Stage 2, the Instrumental Orientation , individuals pivot their moral compass to the realm of personal welfare, gain, and needs. Ethical judgments find their mooring in the calculus of reciprocity, wherein actions are measured by their capacity to directly benefit the self. For instance, a child’s rationale might crystallize around the notion that reporting a friend’s candy theft is not inherently wrong, given the benefit accrued from the shared candy. In this realm, personal advantage tilts the scales of ethical evaluation, offering a perspective where instrumental gains eclipse broader ethical considerations.

Conventional level : Progressing into the conventional level of moral reasoning, ethical contemplation becomes interwoven with the fabric of societal norms and expectations.

Advancing to Stage 3, the Interpersonal Norms stage , often referred to as the “good boy/good girl” stage, individuals pivot their moral judgments towards the perceptions of others. The drive to uphold one’s reputation and adhere to the expectations of their social circle becomes a fulcrum for discerning right from wrong. For instance, the perception that individuals who engage in stealing are socially branded as “bad” can mold the ethical compass of those in this stage, leading them to label stealing as inherently wrong. Nevertheless, this stance remains malleable in the face of specific contexts. For instance, if parents, propelled by dire circumstances, resort to stealing food for their hungry children, the ethical calculus might undergo a shift. In this light, the parents’ act might be viewed as justifiable within the framework of familial care, potentially challenging the unequivocal moral verdict on stealing.

Progressing to Stage 4, the Social Systems Morality stage , also known as the “Law and Order” stage, individuals anchored in this mode of reasoning hold firm to the belief that the societal framework is buttressed by laws that serve to preserve order and foster collective well-being. Breaking these laws, from their perspective, bears the potential to plunge society into chaos or anarchy.

Postconventional level : Entering the postconventional level, moral reasoning takes root in a personal moral framework, reflecting a heightened sense of individual ethics and principle.

Transitioning to Stage 5, known as the Social Contract stage, individuals harness principles at this level that uphold the notion that laws are conceived from a collective agreement aimed at advancing the welfare of society’s constituents. Yet, this stage acknowledges that when these laws deviate from fairness or disadvantage segments of society, there emerges a rationale for their reconsideration or, under certain circumstances, even their defiance.

Advancing to Stage 6, the Universal Ethical Principles stage, individuals navigate their moral compass guided by abstract ethical tenets such as justice and equality. Within this realm, they acknowledge the potential for their personal moral convictions to occasionally diverge from societal norms. Nonetheless, they assume ownership of their reasoning and beliefs, assuming a sense of accountability for aligning their actions with the ethical ideals they hold dear.

Kohlberg’s theory, while widely acknowledged and substantiated by his and others’ research, has been critiqued by scholars like Carol Gilligan for certain limitations. Gilligan points to the deficiency in Kohlberg’s sample, which exclusively consisted of male participants, as a notable shortcoming. Furthermore, Gilligan contends that Kohlberg’s theory predicates moral judgments on the concept of justice. However, she contends that while justice may serve as the central framework for moral reasoning among boys and men, women’s moral decision-making revolves around the principle of care.

In response to Kohlberg’s theory, Gilligan formulated a three-tier framework. In the preconventional stage, Gilligan highlights a focus on self-care, where decisions about right and wrong are influenced by self-preservation. Shifting to the conventional stage, women reorient their care and concern from themselves to others. Finally, in the postconventional stage, moral reasoning centers on an interdependent care for both self and others.

While research provides some evidence to support the idea that girls and women utilize a “care” paradigm in their ethical deliberations, it has also indicated that certain men also employ a similar “care” model, and conversely, some women utilize a “justice” model akin to Kohlberg’s proposal. Thus, it is apparent that gender alone may not comprehensively account for these divergent approaches to moral reasoning. Factors such as family upbringing may also contribute to the nuances in how we ascertain what is morally right or wrong.

Childhood and adolescence represent a crucial phase of development that significantly shapes our future as adults. Through the exploration of diverse topics, it becomes clear that these aspects of growth are interconnected rather than isolated. Their interplay profoundly impacts an individual’s developmental trajectory. It’s important to recognize that children and adolescents are distinct entities, not mere replicas of adults, making them intriguing subjects of study in their own right.

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Back to Developmental Psychology

• Adolescent-development
• Summary And Conclusion

Summary and Conclusion

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Adolescence is an amazing period of growth spanning the ages of 12-24 years old. Youth enter this developmental stage with the body and mind of a child, and then exit 10-12 years later, with the body and mind of an adult. This article examined the physical, cognitive, emotional, social, moral, and sexual dimensions of adolescent development. While these individual areas of development were discussed separately by necessity, it was emphasized there is a strong inter-relationship among these various aspects of development. Furthermore, it was emphasized that there is a great deal of individual variation within the normal developmental process. Individual youth may reach developmental milestones at ages that are different from averages presented in this article, and yet these youth would still be considered "normal." Caregivers were advised to consult a health care professional if they have concerns about their child's developmental progress in any of these areas.

Physically , adolescents grow to reach their adult height, and their bodies begin to resemble adult bodies in size, shape, and body composition. Moreover, they become capable of sexual reproduction.

, adolescent thinking skills rapidly advance as they enter Piaget's stage of formal operations . Youth are now able to think in abstract terms so that they can conceptualize theoretical ideas, moving beyond the limitations of concrete information. Youth begin analyze problems in a more logical and scientific manner. This ability to think abstractly and analytically simultaneously promotes their social, emotional, and moral development. As their brain continues to develop , youths' capacity for memorization expands as the brain develops more sophisticated methods of organizing information, allowing for more rapid and accurate information storage and subsequent retrieval. However, the brain's frontal lobe is not fully developed until the very end of adolescence. The frontal lobe of the brain enables humans to inhibit primitive sexual or emotional impulses by using rationale thought to override these impulses. The incomplete development of the frontal lobe means that adolescents will continue to struggle to make wise and thoughtful decisions in the presence of powerful emotional, social, or sexual pressures.

Emotionally , adolescents encounter many new experiences that challenge their ability to cope with a broad array of intense emotions. Youth must learn how to handle stressful situations that trigger powerful emotions without harming or hurting themselves, or other people. Once youth have learned to identify their emotions, and the source of their emotional reactions, they must then learn healthy ways to cope with situations that cause strong emotional reactions. When this learning is completed, youth will have developed emotional efficacy ; a landmark skill that enables them to be successful in their future careers, and to enjoy meaningful relationships with others.

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Emotional maturity is closely tied to the knowledge of oneself, and one's values. This self-identity develops and solidifies during adolescence. Erik Erikson and James Marcia both proposed theories of identity development and these theories were reviewed. Despite theoretical differences, both theorists agree some youth will develop a clear set of values and beliefs through experimentation with different identities, and an examination of their values. Other youth will not advance this far. These youth will either continue to question their values; or, they may not examine their values at all. Some youth are so disadvantaged they do not have opportunities to explore values beyond mere survival.

Socially , as youths' need for independence increases, their primary social support shifts away from their families, and toward their peers . Because of the increased importance of peer relationships, youth are especially sensitive to peer pressure (meaning, to conform to the standards of the peer group ). By late adolescence youth will ordinarily re-establish close relationships with their families, provided these relationships were positive to begin with. Youth also create more meaningful and productive relationships with other people outside their circle of family and friends; e.g., bosses, coaches, teachers, co-workers, and other acquaintances. Romantic relationships begin to flourish during this developmental phase . In early adolescence these connections may be of a more flirtatious nature, and may bloom and fade rather quickly. However, by late adolescence, many of these relationships become more stable, mature, and emotionally intimate.

Moral development naturally progresses as mental and emotional maturity improves. Youths' understanding of right and wrong becomes more sophisticated and nuanced. Both Piaget' s and Kohlberg's theories of moral development were reviewed, but Kohlberg's theory has been more strongly supported by the research. According to Kohlberg's theory, some youth will eventually base their moral decisions on a set of ethical principles that surpass existing laws or rules. Other youth will remain primarily concerned with rules, laws, and fairness.

Sexual development was described as a complex merger of physical, cognitive, emotional, social, and moral development. During this time youth solidify their gender identity as masculine, feminine, or transgendered . Youth will also become aware of their sexual orientation which refers to a pattern of attraction to others, not sexual behavior. Youth will begin to realize they are primarily attracted to the opposite gender (straight), the same gender (gay or lesbian), both genders (bisexual), or still uncertain (questioning). During early adolescence most teens become curious about sex, but any sexual behavior is usually limited to masturbation. However, by middle to late adolescence, many teens begin to experiment with various sexual behaviors via masturbation, partners, or both. Because of the brain's incomplete development youth are at risk for making poor or risky decisions regarding their sexuality. Ultimately youth must determine what type of sexual behavior is acceptable to them, and under what circumstances. These decisions are best made in advance of the need to make them.

In conclusion, adolescent youth experience monumental changes in every single aspect of their lives as they make the transition from childhood into adulthood. The purpose of this article was to provide parents and other caregivers the foundational information needed to recognize and to appreciate the normal developmental progression of adolescents. Therefore, this article was primarily descriptive in nature. However, the process of adolescent development can become quite challenging and sometime overwhelming for both youth and their families. The next article in this series will build upon this foundation to provide parents and other caregivers concrete advice and practical solutions to common problems that arise during adolescence. Armed with this information, caregivers will feel more confident and successful as they guide their child through these often confusing and difficult years. 

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• Academic Effects of After-School Programs
• Adolescent Emotional Development
• Adolescent Moral Development
• Adolescent Physical Development
• Adolescent Sexual Development
• Adolescent Social Development
• Allowing Children More Autonomy
• An Overview of Adolescent Development
• Body Piercing
• Bullying in Early Adolescence: The Role of the Peer Group
• Bullying in Schools
• Child & Adolescent Development: Overview
• Child & Adolescent Development: Puberty
• Child Development Overview Summary
• Common Nutritional Challenges for Teenagers: Adolescent Obesity
• Common Nutritional Challenges for Teenagers: Eating Disorders and Unhealthy Dieting
• Computers and Young Children
• Discipline and Guidance: Older Adolescents and Young Adults (18 Years and Older)
• Emotional Self-Efficacy
• Introduction to Puberty
• John Bowlby
• Menstruation, Wet Dreams and Related Subjects
• MET/CBT: Treatment of Adolescent Substance Abuse
• Middle to Late Adolescence (ages 15 to 22): The Age of Romance
• Parental Guidelines to Promote Physical Activity in Teens
• Parenting Teens: Discipline, Love, Rules & Expectations
• Parents and Teenagers: Always Battling?
• Primary Physical Changes Associated With Puberty
• Psychological Testing: Stanford-Binet IQ Test
• Self-Identity and Values
• Skipping A Year: When Retention Is Recommended, What Should Parents Do?
• Social Pressures Influence Mood and Behavior
• Tattoos and Body Piercing
• Teenage Caloric Requirements
• The Development of Adolescent Sexuality
• The Development of Gender Identity
• The Maturing Adolescent Brain
• The Transition to Middle School
• Video Games and Children
• Warning Signs
• Oppositional Defiant Disorder
• Mens Health
• What Is Addiction?
• Signs, Symptoms, & Effects Of Addiction
• What Causes Addiction?
• Mental Health, Dual-Diagnosis, & Behavioral Addictions
• Addiction Treatment
• Addiction Recovery
• Information On Specific Drugs
• Homosexuality And Bisexuality
• Internet Addiction
• Childhood Mental Disorders
• ADHD: Attention Deficit Hyperactivity Disorder
• Anxiety Disorders
• Bipolar Disorder
• Depression: Major Depression & Unipolar Varieties
• Eating Disorders
• Childhood Mental Disorders And Illnesses
• Dissociative Disorders
• Impulse Control Disorders
• Internet Addiction And Media Issues
• Intellectual Disabilities
• Obsessive-Compulsive Spectrum Disorders
• Post-Traumatic Stress Disorder
• Schizophrenia
• Somatic Symptom And Related Disorders
• Tourettes And Other Tic Disorders
• Physical Mental Illness Flipbook
• Suicide Rates Vector Map
• Alzheimers Disease And Other Cognitive Disorders
• Chronic Obstructive Pulmonary Disease
• Colds And Flu
• Crohns Disease / Irritable Bowel
• Heart Disease
• High Blood Pressure
• Memory Problems
• Men's Health
• Sexually Transmitted Diseases
• Sleep Disorders
• Women's Health
• Anger Management
• Mindfulness
• Stress Reduction And Management
• Weight Loss
• Disabilities
• Domestic Violence And Rape
• Family & Relationship Issues
• Grief & Bereavement Issues
• Pain Management
• Relationship Problems
• Self Esteem
• Terrorism & War
• Health Insurance
• Health Policy & Advocacy
• Health Sciences
• Mental Health Professions
• Alternative Mental Health Medicine
• Medications
• Psychological Testing
• Psychotherapy
• Virtual Outpatient Eating Disorder Treatment
• Child Development And Parenting: Infants
• Child Development And Parenting: Early Childhood
• Sexuality & Sexual Problems
• Homosexuality & Bisexuality
• Aging & Geriatrics
• Death & Dying
• Physical Development: Motor Development
• Vygotsky's Social Developmental Emphasis
• Bullying & Peer Abuse
• Family And Relationship Issues
• Grief And Bereavement

386 Childhood Topics and Examples

🏆 best topics about childhood, 👍 good childhood title for essay, 💡 interesting childhood title ideas, 📌 simple & easy titles about childhood, ✍ childhood title ideas, 🎓 most interesting childhood topics to write about, ❓ growing up essay titles and questions.

• Early Childhood Education Essay The goal of the organization is to ensure that children between the ages of zero and eight years access their rights to education in all the member countries.
• Essay on Language Development in Early Childhood The following are some of the ways through which a child’s parent or caregiver can promote language development pertaining to the stage of development. We will write a custom essay specifically for you by our professional experts 808 writers online Learn More
• How Childhood Experiences Affect Adulthood Physical and emotional experiences Thirdly, a child who experienced physically and emotionally understanding relationship with parents and other siblings can express out his/her feelings in a relaxed and positive.
• Leaders vs. Managers in Early Childhood Education The role of a leader in educational settings includes numerous aspects such as the ability to influence the group to achieve the set tasks and goals, strategy and tactics development, creation of vision and meaning […]
• Wordsworth’s Vision on Childhood and the Basic Themes As a result, the poet refers to the representation of the Fall, the metaphor that allows Wordsworth to render the transition between youth and adulthood, reason and emotion, gain and loss, experience and innocence.
• The Modern Concept of Childhood and Its Consequences in Modern Irish Society The idea of childhood is not to be confused with affection for children: it corresponds to an awareness of a particular nature which distinguishes the child from the adult, even the young adult”..
• Early Childhood Education Center’s Ethical Dilemma Therefore, it is necessary to involve different people in the discussion of this case because there are several ethical responsibilities applied to a new child, the children of the class, the staff, parents, and the […]
• Importance of Early Childhood Education Early Childhood Development According to Mouw and Weyrick, the education in early years of a child is vital in the overall development of an individual.
• Early Childhood Development: Teacher’s Responsibilities Moreover, the teacher should motivate students to be tolerant towards opinions of others. In addition, the teacher is responsible for social and emotional development of the students.
• Early Childhood Classroom Layouts Based on project constructivism, the environment must be able to offer an environment where children can exercise creativity and learn from the environment presented to them. In addition, the children must be able to feel […]
• Why Is Early Childhood Education Important? The social capability of a child is critical in the overall social growth of a child. Research carried out on a child’s brain capacity indicates that eighty five percent of the brain develops at the […]
• Generation Gap: Childhood, Adulthood, Old Age At the same period, the younger generation says about the impact of the modern tendencies, changes of the way of life that give an opportunity to claim that the younger generation is more advanced.
• Parental Responsibility for Childhood Obesity It is widely known and proven by numerous studies that parents have the most significant influence on their children’s lifestyles, especially their eating habits; in addition to the fact that children copy everything their parents […]
• Impressions of an Indian Childhood It is worth mentioning that the nineteenth century was a period of intensive upheaval of American Indian tribes, which was caused by the danger of disappearance of oral traditions because of the fragmentation of Indian […]
• The Effective Early Childhood Educator Effective early childhood educators are the backbone to successful early childhood education. Effective early childhood educators must be able to anticipate and provide the necessary emotional and educational support to their students.
• Early Childhood Studies: Role of Social Workers Over the course of time, the idea of social work was developing and soon transformed into a necessary help to those members of the human society who were in need due to the new conditions […]
• Disney Movies as a Part of Childhood Entertainment The opposition between good and evil is very strong in the movie as the protagonist is determined to bring back peace to his pride that was captured by the lying and the manipulation of Scar.
• Creative Arts in Early Childhood Education In turn, the essentiality of the creative arts in the early childhood education have to be depicted to highlight its necessity, and the benefits have to be analyzed.
• Childhood Obesity: The Precede-Proceed Model Obesity is a rather common health concern in the US, and both scholars and healthcare practitioners have dedicated many efforts to identifying the causes of the disease and finding solutions to it.
• Early Childhood Development: Implementing Cognitive, Behavioral, and Social Theories Child development theories explain the ways children grow and change, providing a framework for learning strategies.
• Perception of Childhood and Youth Through History The advent of industrialization led to the employment of many young people. The aristocracy and the bourgeoisies took their children to schools as part of the transition into adulthood.
• Early Childhood Education: Reflection and Research Introduction The school I was attached to was (give the name) and is located in (give area: street and town name or city name). It is a small childcare center set up last year by (give her name) who owns the school. She did not have enough experience in the care of young children and […]
• The Importance of Education During Early Childhood Continuously and supervised use of safety scissors among the pre-school children help in developing the dexterity vital for mastery of writing skills.
• Identification, Discussion and Analysis of the Nature of Childhood In the early years of the 17th century, the interpretation of the nature of childhood significantly changed because it was at this period that childhood was first perceived as a separate developmental stage of human […]
• Childhood Obesity: Causes/Solutions Therefore, failure of the government to take precautionary measures such as controlling the foods served to children, introduction of BMI checking to schoolchildren, and planning of anti-obesity campaigns amongst others will automatically threaten the health […]
• The Problem of Childhood Depression Thus, it is essential to explore the reasons for the disease and possible ways to treat depression in kids. In kids, the prevention of depression is fundamental to understanding the cause of the poor mood […]
• Health Promotion for Childhood Obesity by Nazaret The study described in the article spans three years and focuses on the effects of a gamified approach to weight loss in children suffering from obesity.
• Examining the Expression of Childhood Nostalgia with the Help of Minimalistic Forms The use of primary colors, thick brush strokes, and slightly blurred lines help to create the sense of a dreamlike setting that reflects the nature of childhood memories with their sense of vagueness perfectly.
• Causes of Developmental Delays in Early Childhood The review of the literature is focused on the causes of developmental delays in early childhood. The findings of the study indicate that gestation age is a factor that can be used to predict the […]
• Perspectives of Childhood and Authors’ Views on Childhood In this context, we can see that when children are described as being innocent, they are in effect displayed as entities that are free from evil, that is not guilty of wrongdoing, and unspoiled by […]
• The NAEYC Early Childhood Program: Quality Evaluation With the help of this checklist, educators review the program’s ability to engage parents in the education process and facilitate communication between the staff and families.
• Health Promotion Model in Childhood Obesity Medicine This theory will create a safe space for the patient and staff and improve the relationship and understanding of each other’s needs.
• ECE512: Early Childhood Curriculum Thus, it is necessary to take into account the audience of the curriculum, the place and the circumstances of its holding, and what goals the educators expect to achieve.
• The Alliance for Childhood and Computers in Education Of course, there are certain benefits of computers and the abilities children may get, however, it is necessary to remember about the limits and pay enough attention to active life, healthy food, and real communication […]
• Middle Childhood and Adolescent Development Given the environment that surrounds them, their ideologies, and their characters, adolescents usually face a number of pressures in the process of development and transition into adulthood.
• Social Impact of Stress in Childhood Stress in childhood can profoundly affect the cognitive and social development of a person. They can have a life-long impact on the behavior and identify of a person.
• Childhood Learning in a Digital World Continued use of technological gadgets makes children be conversant with the digital devices. Knowledge of the intellectual capabilities of children facilitates the development of computer applications that fit children’s learning style.
• Effects of Childhood Experiences on Self-Destructive Behavior DHS is commonly known to cause future suicidal attempts, what dominates this kind of behavior includes being social-economical disadvantaged, gender researchers found out the female gender are the most affected, having psychiatric disorders, adverse childhood, […]
• Moral Development in Early Childhood The only point to be poorly addressed in this discussion is the options for assessing values in young children and the worth of this task.
• Childhood Disorders: Causes, Prevention and Treatment It also discusses the symptoms associated with these disorders and the methods of treatment including social interventions. Abnormal working of the neurotransmitters or abnormalities in the brain leads to abnormal mental functioning and development.
• Early Childhood Memories Impact on Artists’ Journey The reason for childhood memories to have such profound importance for the development of one’s artistic style and attributes can be explained by the acquisition of the executive function that occurs during early childhood.
• Middle Childhood and Adolescence Periods Observation The first participant is a boy of 7, and the following series of questions will be offered to him: Do you like watching the outside world and nature changes?
• Culturally Responsive Practices in Early Childhood Education Thus, there are many opportunities to apply your knowledge of your pupils’ background but the thing that makes it important is your ability to communicate with children in a more effective way and prevent the […]
• MMPI Test in Determining Women Who Were Exposed to Childhood Sexual Abuse Furthermore, to conduct a successful psychological assessment, a complete medical assessment should be included in the process so that the psychologists performing the test ascertain that the participants’ symptoms are not subject to ailments or […]
• Wordsworth’s Vision of Childhood in His Poems “We Are Seven” and “Alice Fell or Poverty” Specifically, the joint publication he released in 1798 known as “Lyrical Ballads” are considered the most important publications in the rise of the Romantic literature in the UK and Europe.
• Educational Management in Early Childhood Education However, it is important to point out that the major concern of contemporary educators is development of standards in the area concerned with children.
• Approaches Used in Early Childhood Education in the 20th Century The concept of early childhood education began at the beginning of the 20th century. There are two main approaches that are used in early childhood education in the 20th century i.e.the Kindergarten model and the […]
• Causes and Development of Sociopathic Tendencies in Early Childhood That Would Be Carried Into Adulthood As such, it is the duty of the parents to seek professional help whenever they observe antisocial tendencies in their children. The characteristics of a sociopath have been highlighted and explanations as to why children […]
• Developing Language in Early Childhood On the other hand, it will give an overview of the various aspects that address the language acquirement in the early childhood, as well as the factors that influence the language development in young children.
• Designing the Curriculum for Early Childhood Education It is important to ensure that the curriculum is organized in such a manner that the learners are able to follow the instructional content.
• A Nutrition Guide for Early Childhood The high energy requirements of children must be met in time to promote growth and development. This can be accomplished by including iron-rich foods in the diet and teaching children the importance of including them […]
• Cognitive, Psychosocial, and Physical Development During Childhood This essay evaluates various aspects of childhood development, the effects of home context on neonatal development, the best practices for new parents, and how the involvement of a child’s father contributes towards the child’s advancement.
• Influence of Childhood Trauma on Adult Personality The reviewed works of Hampson et al.and Merritt study the connection between latent and active trauma experienced at a young age with adult traits, health problems, and perception of the world.
• Community Resources in Early Childhood Education and Communal Living Quality childcare and early education services play a significant role in determining the young children’s healthy development in Canada.
• Childhood Obesity as a Serious Public Health Problem Cooperation between medical experts, researchers, and parents is recommended to understand the basics of obesity progress in children today. In this project, the goal is to combine several preventive interventions and understand if they could […]
• Observation: Early Childhood Classroom The activities included playing some toys, playing with plasticine, and listening to the teacher playing the guitar. For instance, when the girls were playing with plasticine, the teacher asked some questions that helped the learners […]
• Leadership in the Early Childhood Field This is the case because early childhood professionals, teachers, and institutional leaders are required to promote desirable behaviors that can support the needs of the targeted chidlren. I strongly believe that my leadership competencies have […]
• Creativity and Development in Early Childhood In this scheme the first one, the creative person, is defined by the biological, psychological, sociological and cultural factors, which means that the surroundings where the child grows up are what shapes them as a […]
• Problem of Childhood Bullying in Modern Society To begin with, the family which is the basic and the most important unit in the society as well as the primary socializing agent plays a major role in shaping behavior of children include bullying.
• Childhood Obesity Problem The purpose of the project is to do a survey on the prevalence of obesity and the intervention strategies of preventing the disease in children.
• Childhood, Adolescence, Young Adulthood Psychology Any intervention that can be used in the prevention of child abuse should focus on the causes of the same and the needs of children who are more prone to abuse.
• Early Childhood Lesson Plan The majority of the exercises for the writing and reading skills should be represented, so I will suggest the “Who, What, When, Where and Why” activity.
• Bonnin’s “Impressions of an Indian Childhood” In conclusion, Bonnin’s “Impressions of an Indian Childhood” belongs to the canon of a college survey course of American writers for a number of reasons.
• Say “Stop” to Childhood Obesity: Logic Model The company is related to the priority population since it aims at reducing the rates of childhood obesity among Hispanic children.
• Childhood Obesity and Advertising Before discussing the relationship between child obesity and marketing of junk food through the media, it is paramount to understand the meaning of obesity and some of its effects in human beings, especially in children.
• Early Childhood Education and Development in the US According to the early childhood care and education unit of the UNESCO, early childhood refers to the first eight years of a child.
• Really Achieving Your Childhood Dreams The injury became a brick wall in the quest to fulfill my childhood dreams. He also shares his experiences and successes with the world as a way of inspiring people to fulfill their dreams.
• A Child and Society; the Role of the Society in Enhancing Sustainable Development Through Childhood Education As Dewey indicates, this is the only way children can heighten their intellectual and reasoning abilities to become adults with a good moral standing or persons who can understand and address the needs of the […]
• The World of Childhood and Media Influence Through the analysis of the youth issues contemplated as multifaceted problems under the performance grouping, this paper addresses the issue of beauty products as portrayed by the media and the effects on the youth’s or […]
• Childhood Development: Language and Non-Verbal Cognitive Abilities The consensus is that a healthy meal routine provides children with important nutrition and energy to support their growth and development.
• COVID-19 & Early Childhood Cognitive Development Children who play and have the opportunity to completely involve themselves in their activities grow more intelligent and sophisticated. Both attention span and memory abilities are improved when children have the chance to play for […]
• Parenting Practices and Theories in Early Childhood While modern parenting practices and thoughts do not specify precisely how to interact with children through the ages of 6-11, they suggest that parents can develop knowledge about children’s development process.
• Friendship and Peer Networking in Middle Childhood Peer networking and friendship have a great impact on the development of a child and their overall well-being. Students in elementary need an opportunity to play and network with their peers.
• Childhood Obesity and Nutrition in the United States In this article, the author analyzes how people in the Northeastern United States discussed and valued the concept of ‘option’ in the context of reducing childhood obesity.
• Early Childhood Development: Fostering Cognitive Growth Sleep and nutrition are integral to a child’s cognitive growth. Caregivers should therefore regulate screen time to ensure nutrition and sleep Sleep is a vital factor affecting a child’s cognitive and language development.
• The Lion, the Witch, and the Wardrobe: Childhood Trauma The protagonists in “The Lion, The Witch, and The Wardrobe” are between the ages of 13 and 8 and have recently experienced a childhood trauma related.
• Development and Childhood: The Key Issues Thus, an individual learns the world by interacting with the environment and studying the world. This is explained by the fact that a reading individual can process large amounts of information, quickly learn and adapt […]
• Screening for Adverse Childhood Experiences Both a child and his caregiver should undergo the screening process; then, the therapist evaluates the information and diagnoses the number of ACEs the number of criteria present in the specific case.
• Early Childhood Education: Key Issues PBL learning is a suitable teaching method as it directly involves students in their learning. Describes willingness to interact and raise their hand in class.
• Financial Difficulties in Childhood and Adult Depression in Europe The authors found that the existence of closer ties between the catalyst of depression and the person suffering from depression leads to worse consequences.
• Childhood Obesity: Effects and Complications The understanding of the pathogenesis and development of this health condition is now enough and detailed, but the issues of prevention and treatment remain insufficient.
• Childhood Obesity: Causes and Prevention The article “perceptions of low-income mothers about the causes and ways to prevent overweight in children,” written by Danford, Schultz, Rosenblum, Miller, and Lumeng, focused on the causes and ways to prevent overweight in children.
• Social Constructs of Childhood UNICEF is the branch of the United Nations that deals with issues affecting children and conducts oversight of how the rights of children are observed in their countries.
• Childhood Trauma Long-Term Psychological Outcomes Moreover, ethical considerations are to be implemented during study conduction, which will limit certain challenger correlated with the lack of focus on privacy, confidentiality, and consent.
• The Risk Factors for Childhood Obesity The study by Mahajan et al.will be engaged to identify the prevalence of obese children in a particular region to confirm the relevance of the intervention presented in the PICOT question.
• “Childhood and Adolescent Obesity”: Article Review In the article “Childhood and adolescent obesity: A review,” the authors examine the different treatment options for obesity and argue that current medication is the most effective approach to addressing this issue.
• Childhood Obesity: Review and Recommendations The main focus of the research articles was on the cluster randomized-controlled trials of the interventions for a specified timeline between the years 1990 to 2020.
• Early Childhood Financial Support and Poverty The mentioned problem is a direct example of such a correlation: the general poverty level and the well-being of adults are connected with the early children’s material support.
• Environmental Psychology: The Impact of Interior Spaces on Childhood Development Nevertheless, with regards to children and their physical and cognitive development, environmental psychology addresses how experiences and exposures to various socio-environmental components affect children’s brain structure and their ability to control their emotions and behaviors.
• Childhood Depression in Sub-Saharan Africa According to Sterling et al, depression in early childhood places a significant load on individuals, relatives, and society by increasing hospitalization and fatality and negatively impacting the quality of life during periods of severe depression.
• Advanced Childhood Experiences and Adult Health Due to the Dunedin Study starting in the early 70s and the knowledge of the existing since the 90s, the investigation’s definitions of retrospective and prospective adverse childhood experiences were somewhat necessarily varying.
• Adverse Childhood Experiences: Literature Review Assignment However, it is logical that ACE screening and communication with young patients can increase the chances of identifying dysfunctional family life patterns or children’s poor quality of life and connecting families to the right resources.
• Impact of Childhood Trauma on Person At the same time, in the overwhelming majority of cases, the lifestyle, the appropriate environment, and the atmosphere can create conditions for the depletion of internal reserves necessary to survive the bitterness of loss.
• Gender and Racial Differences Understanding in Childhood It is extremely important to talk to young children about racial differences correctly to avoid the appearance of prejudices and misunderstandings.
• National Occupational Standards for Early Childhood Educators For example, both Section A in the National Occupational Standards and the first standard of the college of ECE are both focused on the importance of child development and well-being.
• Biological Embedding of Childhood Adversity by Berens et al. The article contains an analysis of the adverse childhood experience associated with the deterioration of human health in the aftermath. Violation of the regulation of glucocorticoids contributes to the formation of oncogenic tumor cells, which […]
• The Problem of Childhood Obesity in New York City Overweight and its complications are found in adults and children, and the number of cases increases each year. The leading causes of obesity in children are genetic factors, lack of physical activity, and eating disorders.
• Childhood Obesity: Prevention and Management Often attributed to a combination of hereditary problems and an unhealthy lifestyle, it is considered to be one of the leading causes of diabetes and cardiovascular diseases amongst youth.
• Diet Quality and Late Childhood Development The analytics of the children with low diet quality brain functioning shows the regression leading to the mental health deviation. Thus, the dieting quality is an essential factor in developing the physical and psychological health […]
• Effects of Future Advancement on Childhood Obesity With the current advancement in genetics, scientists will in the future be able to exclude genes that cause childhood obesity. High amounts of calories have been the cause of childhood obesity.
• Childhood Ear Infection and Determinants of Health However, in childhood and adolescents, the risk factors are meningitis and diverse infections, accumulation of fluid in the ear, and chronic ear infections.
• Studying the Childhood Obesity Problem The study’s design is considered quasi-experimental, as the authors included the results of a survey of physicians in the conclusions of the study.
• Analysis of Childhood Obesity Problem The government will have to channel a considerable amount of taxpayers’ money to programs that aid in creating awareness to the most affected social class on childhood obesity and designing related rehabilitation programs.
• Preventing Childhood Exposure to Addiction-Forming Factors The implementation of the method relied on the use of advanced questionnaire that provided the researchers with sufficient data to reflect and address the children’s inclination toward any form of addiction. Evidently, the role of […]
• Childhood Obesity in Context of Dietetics The purpose of this paper is to review the existing literature on the topic of childhood obesity, analyze this problem through the field of dietetics and nutrition, and point out gaps and conflicting details in […]
• The Deferred Action for Childhood Arrivals (DACA): Aims and Advantages For example, people who are in the United States under this program can contribute to the fight against coronavirus, being students of medical and educational institutions.
• Aggressive Disorders in Childhood This is only a small part of the requests that the method of doll therapy and art therapy in particular works with.
• Early Childhood Behavioral Intervention in Primary Care The goal of the study was to learn more about parents’ preferences for the content and approach of mental health counseling in pediatric primary care.
• Spiritual Development in Childhood While it might be challenging to explain faith to a child, it is necessary to create a basis for it early on.
• Alice Walker’s Beauty: Accident From Childhood As such, group membership is likely to have both negative and positive effects on members and the group as a whole.
• Children’s Literature and the Definition of Childhood More importantly, it helps parents in having a better understanding of their children and how to make the best out of them.
• Childhood Caries: Research Discussion For example, Ezer, Swoboda, and Farkouh in their study on early childhood caries revealed that ECC has become a serious issue as far as the health of children and infants is concerned.
• Educational Models in Early Childhood Education This presentation will delve into early childhood education models and apply this knowledge to the needs of people in San Dimas.
• Repressed Memory in Childhood Experiences The suffering often affects a child’s psychological coping capacity in any respect, and one of the only ways of dealing with it is to force the memory out of conscious perception.
• Professionals in Early Childhood Special Education Key sections of this document highlight the inclusion/exclusion criteria, coding processes, data analysis methods, findings of the literature search, limitations of the review, and the implications of the findings.
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• Resource Collection on Early Childhood Education To get the right telephone number and name of the agency one can call the information operator from their country for information. The other way is to call the Red Cross agency and ask for […]
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• Reducing Childhood Obesity In this case, this paper aims at reviewing the external and internal validity of the research carried out on reduction of child obesity.
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• Disseminating Evidence: Childhood Obesity The attendees at the meeting will also publish the proposed solutions and results of the research study. It is also vital to mention that researchers of the study will be expecting feedback after the convention.
• Developing an Evaluation Plan: Prevent Childhood Obesity It is crucial to mention that the plan was based on the views of all stakeholders who took part in the research program.
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• Childhood Obesity: The New Epidemic The school acted as a representative of the other elementary schools in the country and the findings and recommendations are therefore applicable to other elementary schools.
• The Studies of Childhood Obesity The studies of Foreyt et al.and Olstad and McCargar both present the idea that childhood obesity begins from the ages of 2 to 5 and can actually be prevented provided that it be detected early […]
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• The Problem of the Childhood Obesity There are associations between socioeconomic and behavioral characteristics and physical activity and inactivity among children. Prevention of obesity in children and youth is, greatly determined by the community, comprising individuals and families sharing similar values […]
• Primary Prevention of Childhood Obesity Guideline The practice recommendations, offered in the Primary Prevention of Childhood Obesity, contain rather important information that helps to identify the duties of nurses and underline the rules, people have to follow in order to protect […]
• The Basics of Good Nutrition in Childhood The lack of milk in the diet of four-year-old Carlos can hurt the balance of calcium, lactose, and casein. It is essential that in addition to carbohydrates, Sofia gets the right amount of proteins, fats, […]
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4 Key Ways Your Childhood Shapes You

While your childhood is part of you, it doesn’t have to dictate who you become..

Posted March 8, 2019 | Reviewed by Ekua Hagan

• Understanding Child Development
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To say that the child is the father to the man is old news — we all realize the influence of our childhoods on the adult we become. Like the foundation of a house, our childhood experiences are the foundation on which the rest of our lives are built. And if the foundation is not solid — has emotional cracks and wounds — these affect the structure of our adult lives.

Each of has a story that we walk out of our childhoods with — about the way our parents always argued, that our brother was abusive, that our sister was supportive, that our grandmother was the rock that kept us stable, that school was hell. We fill in the story with memories — of that awful argument when our father punched a hole in the wall, that time our bullying brother held us down on the playground until the teacher made him get off, the kind attention of our sister when we lost a toy, the way our grandmother listened when we were upset one Christmas, how we felt lonely when we switched schools in the 6th grade. The memories reinforce the story, and the story reinforces our sense of the story of why we are who we are now.

But while each of our stories are unique, there are broader impacts of childhood that affect us all. Here are the most common ones:

Birth order

There are decades of research on birth order and its impact on child/adult development. It has suggested, for example, that by and large, the oldest children (or an only child) are likely to grow up and be good leaders, do well in school and be high achievers, be "good" kids, the ones who follow the rules. They can also often be anxious, can walk on eggshells around others, be sensitive to authority, can be self-critical.

Why? Because they bear the full brunt of the parents' expectations and emotions. They have no siblings to serve as barriers. In this two-against-one scenario, they adapt, are sensitive to what the parents expect, and to emotionally survive in the family, step up and accommodate.

The second child: Often rebellious, pushes the boundaries , questions authority, bucks the system. There’s a theory that our American culture with its independent, land of opportunity, pull-yourself-up-from-your-own-bootstraps climate is the result of all those second-born children who immigrated to the new world because their first-borns siblings would inherit all the property and wealth and so needed to make their own opportunities. Bunching them together in one place, it's no surprise they found kindred spirits and were ready to start a revolution.

But just as the first-born is reacting to the parents and their expectations, the second born is bouncing off the first-born. Their identity comes from being unlike the first — the anti-good child — and from this stance they are able to grab the parents' attention.

The middle child: The middle child often described as struggling to grab the parents' attention at all. They are often labeled the forgotten child, the lost child, the one who gets overlooked in the shuffle between the first and second or the attention heaped on the baby. Where the first-born may leave his childhood sensitive to pleasing others, the second sensitive to power and objecting to rules, the middle child may be sensitive to being overlooked, not being appreciated, not feeling important.

The baby: The stereotype of the youngest children is that they are spoiled — everyone in the family paid attention to them because they were the youngest, so cute, etc. Getting used to having so much attention without much effort can lead to them feeling entitled as an adult and angry when they don’t get what they expect. But it can also lead to anxiety — because others were always stepping in take care of them, they never were able to build up the strong self-confidence that comes from handling things on their own. As an adult, they can get overwhelmed and then instinctively lean on others to bail them out.

Emotional wounds

Emotional wounds are about what you particularly learned to be sensitive to in growing up. It is usually one or two of five things: criticism, micromanaging, feeling neglected, not feeling heard or feeling dismissed, not being appreciated. We all walk out of our childhoods with something.

As a child, your only ways of coping are to get good á la first-born; get angry, á la second-born; or withdraw, á la often the middle-born. And like the birth order, you bounce off your siblings — my brother is the good one, my sister the angry one, I’m the quiet one. The consequences here are that you bring these coping styles into your adult relationships and when you feel wounded, do what you learned. The problem is that this often triggers the other guy’s wound (you withdraw because you feel criticized, the other gets angry because he feels neglected) and the cycle feeds off itself with each person feeling wounded and operating out a childhood brain.

And if these wounds come from trauma — abuse, severe neglect, grief , and loss — this adds another layer: When we are traumatized we instinctively, though often unconsciously, decide how we need to be in order to protect ourselves from such pain in the future. Here we decide not to get close to others, to not trust, to cling so others don't leave, to try and be perfect, to put up a wall of anger .

Family climate

Or you become hyper-alert. This is often the childhood default for growing up in an unsafe environment: your parents arguing all the time or your mother being anxious and yelling; your dad drinking and knowing his moods could change in a nanosecond; there never-ending tension though you could never quite figure out the source. And so your only defense as a child is to always be on guard — to stay on your toes and try and adjust to the emotional weather. Here the oldest child tries to walk on eggshells better, the second child is always ready to pick a fight, the middle retreats to her room, the baby cries and waits for someone to take care of him.

Role models

We usually develop a black and white reaction to our childhood role models. You either identify with the aggressor – I become my mom and can easily yell when I’m stressed or become aggressive like my dad — or I move towards the opposite: I decide sometime in my teen or early adult years not to be like them and instead I never get angry and hold things in, or if my dad drank, I don’t.

The problem here is that your solution is too simple because it is viewed through a child’s eyes. You don’t yell or drink but instead, internalize all your emotions and get self-critical and depressed . Or you don’t drink but instead, act like a dry drunk.

The point here is that all these come together to become the person you are. Your coping styles become your default when you become emotionally triggered, your sensitivities don’t go away and you easily fall back into your childhood feelings and coping styles, your hyper-vigilance doesn't get turned off and you develop a generalized anxiety disorder, the decision you made to protect yourself from further trauma limits your adult life. You try your best to change your past, but find yourself falling back into the same potholes and behaviors as your parents despite your efforts.

Changing the pull of the past

The foundation that was laid down don't have to be permanent and can be repaired. The coping styles you developed for a lot of good reasons don’t have to be your defaults now that you are an adult. The challenge for each of us to have ways of redoing and repairing our childhoods, repairing those cracks in the foundation, noticing the triggers, upgrading the software of our brains. Here’s how to begin to do it:

Understand the impact . If you know why and how you became the person you are, you now have an opening to begin to change it. This is self-awareness, the counter to going on auto-pilot — that I do what I do because I do it. If you know you tend to walk on eggshells, can too easily flare up with anger, can withdraw or are sensitive to feeling overlooked or can become passive and feel entitled, you now have a key to unlock that door that is holding you back.

Change your reactions . Psychodynamic approaches help you do this by helping you unravel your past and gain insight into the sources of those old wounds. With this, you can begin to consciously separate the past from the present and then now make different and choices in the present. But you can also do this without all the drudging into the past. You can do it in the present, in your current relationships.

Here you notice and focus on your reactions or over-reactions. You use your self-awareness of your triggers, your wounds, and now proactively decide to do something different; this is what cognitive-behavioral therapy focuses on. Here you slow down and calm your automatic emotional reactions so that your rational adult brain can step in and help you see other options: that you need to speak up rather than accommodating; that you listen to your wants rather than your shoulds; that instead of being angry and rebellious and angry, you use your anger as information to let others know what you need; you move forward rather than retreating and avoiding, you tackle a problem on your own rather than waiting and expecting for others to take care of it for you.

You move against your grain; you do now what you couldn’t do as a child.

Take baby steps . And it's important that you go slow; you don’t have to do the one-week makeover. Take small steps to redo your reactions: Start with those who don’t trigger you as strongly, whose reactions you care less about. The situation is not as important as your response. This is about rewiring your brain, stepping outside your comfort zone, building your self-confidence by finding out through experience that what your childhood brain is telling could happen doesn't.

Decide on who you want to be . Often, we leave our childhoods only aware of negative space, who were don’t want to be: not the yelling mother, the drunk father. Instead go proactive, towards the positive, and as an adult define who you want to become based not on your fears, but your image of what a solid good adult can be. This is about defining your values, rather than just following the shoulds, about deciding what role models you want to follow or what role model you want to be for your own children, rather than just struggling to avoid becoming your own parents. Rather than thinking about how you need to be to avoid repeating history, instead think about the history you want to create, right here, today, right now.

Our childhoods are a part of us. While we can't change the past, we can choose to look at it through a different lens; we can move forward in the present in spite of our childhood wounds, and in the process heal them. Step back, look at what you've walked out with, see what you’ve learned, decide what to keep and what to ignore.

And most of all, move forward.

Bob Taibbi, L.C.S.W., has 49 years of clinical experience. He is the author of 13 books and over 300 articles and provides training nationally and internationally.

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Five things teens wish you knew about them, to allow teens to become the best adults they can be, family researcher ellen galinsky says we must reframe the way we view the teenage years..

When Ellen Galinsky was trying to come up with a title for her massive research project and book about adolescence, The Breakthrough Years seemed fitting. After all, adolescence is a true “breakthrough” time when the brain is developing rapidly and is particularly sensitive to environmental influences. It’s when we seek new experiences, build and strengthen connections, and form essential life skills we will use in the future.

Since the founding of the field of adolescent development in 1904, researchers have viewed adolescence as a time of “storm and stress.” But our expectations—negative or positive—affect how teens behave. That’s why Galinsky believes it’s important to reframe our understanding of adolescence from negative to positive—from dread to celebration.

Across more than nine years, Galinsky surveyed more than 1,600 tweens and teens between the ages of 9 and 19 and their parents, asking them what they want to tell adults about people their age. She hopes parents and caring adults will take their messages seriously.

Eden Pontz: You’ve curated a series of five main messages from young people that they feel are key for adults to understand about them. What are they?

Ellen Galinksy: The first message from young people is “Understand our development.” In our nationally representative survey, we asked parents, “If you had one word or phrase to describe the teen brain, what would that be?” Only 14% of the parents used positive words about the teen brain. The most frequently used word by 11% of the parents was “immature,” and another 8% used similar words. Far too many of us are seeing adolescents as deficit adults. We wouldn’t say a toddler is a deficit preschooler. But we see adolescents as “not adults.”

Adolescents need to be explorative and have adventures. You need to be able to react quickly and know if a situation is safe or not. That’s what they need to do to survive. Much of adolescent research has been on negative risks, like taking drugs, drinking, and making what are often called “stupid decisions.” People wonder, “Do adolescents make these decisions because they feel they’re immune from danger?” That’s not true. Research by Ron Dahl from the University of California at Berkeley has found that when young people are doing scary things, they’re more attuned to danger. They’re learning to go out into the world—to move out and be more on their own. He describes it as “learning to be brave,” a characteristic that’s admired around the world.

The second message is “Talk with us, not at us.” Adolescents need to have some agency—to learn how to make decisions for themselves. I don’t mean to turn everything over to them—but to find an appropriate level of autonomy. They’re right in saying, “Don’t just tell us what to do.” As one young person said, “If we’re the problem, then we need to be part of the solution.” The best parenting, the best interventions, and the best teaching involve adolescents in learning to solve problems for themselves, not having problems solved for them.

The third message is “Don’t stereotype us.” Thirty-eight percent of adolescents wrote sentiments like we’re not dumb, we’re smarter than you think, we’re not all addicted to our phones and social media. Don’t put us all in a big group and say we’re the “anxious or depressed generation” or the “entitled generation,” or the “COVID generation.” Let us be the individuals that we are. Research shows if we expect the worst, we sometimes get the worst. When parents’ views of the teen years were negative—59% of parents had negative words to use about teens’ brains—their own children weren’t doing as well. They were more likely to be sad, lonely, angry, or moody.

The fourth message from adolescents is “Understand our needs.” There’s a stream of research in psychology called the “self-determination theory.” This theory suggests we don’t just have physical needs for food, water, and shelter; we also have basic psychological needs. These needs include having important relationships or caring connections, feeling supported and respected, having some autonomy, and finding ways to give back. I found the kids who had those basic needs met by the relationships in their lives before the pandemic did well during the pandemic.

The fifth message is “We want to learn stuff that’s useful.” That speaks to the importance of executive function skills. People who have these skills are more likely to do well academically, in health, wealth, and life satisfaction, than people who don’t. These are skills like understanding others’ perspectives, goal-setting, communicating, collaborating, or taking on challenges. They’re skills that build on core brain processes that help us thrive.

EP: In the second message, you say adolescents don’t want to be “talked at.” What does that look like, and why does it cause conflict?

EG: We’re likely to talk “at” adolescents versus “with” them for several reasons. The first is that we forget what it’s like to be an adolescent. It’s called “the curse of knowledge.” It’s like a doctor talking to you about a medical condition. The doctor assumes you know what they’re talking about, but you haven’t a clue. It’s because it’s hard for us to not know what we already know.

The second reason is they can look like adults so we can see them like adults.

There’s still another reason why adolescents don’t like to be talked “at.” Teens need some autonomy. Autonomy doesn’t mean complete control. It means being choiceful and feeling you are in charge of your life to some degree. We all need that, but adolescents particularly need it because they know their parents will not always be there.

EP: Instead, adolescents want to be talked “with.” What does that look like?

EG: The research on autonomy support is very useful here. I call it a “skill-building approach.” It includes the following: 1) Checking in on ourselves because our feelings can spill over into how we handle challenges. 2) Taking the child’s view and understanding why they might be behaving how they’re behaving. 3) Recognizing that we’re the adults so we need to set limits. Everybody needs expectations and guidance in their lives. Nobody wants to be without guardrails. 4) Helping adolescents problem-solve solutions.

What does problem-solving look like? Here’s an example—“shared solutions.” I’ve used this approach as a teacher and as a parent. If there’s a problem—for example, kids aren’t keeping their curfew, homework isn’t getting done, they’re on their devices, or they’re disruptive in class—you state the problem and what your goals are. Then, you ask the young people to suggest as many solutions as possible. They can be silly ideas, they can be wonderful ideas, you can even get jokey about it.

Then you go through each idea and ask, “What would work for you in that idea? What would work for me?” You are helping adolescents to take your perspective. Next, you come up with a solution to try together. Now you both own that solution. If you need consequences, that’s when you establish them—not in the heat of the moment. Finally, you say, “This is a change experiment. We’re going to see if it works.” You try it out. And if it does work, great. It probably will for a while, but when it needs changing, you go through the shared solutions process again.

EP: What are some things we do that may send unintended messages to adolescents, that leave them feeling unseen or unheard? And what can we do instead?

EG: The late child psychiatrist Dan Stern once said, “Every human being wants to feel known and understood.” It isn’t just our children or younger people. It’s all of us.

I asked some open-ended questions in my study. One of them was, “If you had one wish to improve the lives of people your age, what would it be?” A number of young people wrote about the things that made them feel unseen, unheard, and not understood—statements like “Get over it,” “You’ll grow out of it,” “Stop being such a teen,” or “It’ll get better.” To them, statements like those made them feel that the adults in their lives weren’t understanding, weren’t taking their problems seriously. We’re better off if we try to understand what our kids are trying to achieve with communication before we respond to it.

EP: What are things parents can do to ensure their child knows they are supported and a priority?

EG: Here’s an example from my own life. My daughter was upset at my grandson for loving technology as much as he does. And she told him so in no uncertain terms. He said, quietly under his breath, “But you’re on it all the time, too.” And he was absolutely right.

We had a family meeting where he told his mom how he felt, with her acting one way to him and living another way. And she listened to him and was more mindful of how she used technology. That made a big difference in their relationship. So many young people wrote in, “We see you,” or “You think we don’t understand, but we’re watching you,” or “We’re learning from what you’re doing, not just what you’re saying.” At our best, we need to live the way we want them to live.

Discover more from our conversation with Ellen Galinsky at parentandteen.com .

About the Author

Eden Pontz is an award-winning journalist, writer, and blogger. She is executive producer and director of digital content at the Center for Parent and Teen Communication at Children’s Hospital of Philadelphia. Eden brings more than a decade of experience as former executive producer of News Gathering at CNN and has field produced, reported, and written content from around the world.

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Childhood Essay for Students and Children

500+ words essay on childhood.

Childhood is the most fun and memorable time in anyone’s life. It’s the first stage of life which we enjoy in whatever way we like. Besides, this is the time that shapes up the future. The parents love and care for their children and the children to the same too. Moreover, it’s the golden period of life in which we can teach children everything.

Memories of Childhood

The memories of childhood ultimately become the life long memory which always brings a smile on our faces. Only the grownups know the real value of childhood because the children do not understand these things.

Moreover, Children’s have no worries, no stress, and they are free from the filth of worldly life. Also, when an individual collects memories of his/her childhood they give a delighted feeling.

Besides, bad memories haunt the person his entire life. Apart from this, as we grow we feel more attachment to our childhood and we want to get back those days but we can’t. That’s why many people say ‘time is neither a friend nor a foe’. Because the time which is gone can’t come back and neither do our childhood. It is a time which many poets and writer praises in their creations.

Importance of Childhood

For children, it has no importance but if you ask an adult it is very important. Moreover, it a time when the moral and social character of the children develop. In this stage of life, we can easily remodel the mindset of someone.

Also, it is very important to understand that the mindset of children can be easily altered in this time. So, we have to keep a close eye on our children.

Get the huge list of more than 500 Essay Topics and Ideas

What Should You Do in Childhood?

In childhood, one should need to enjoy his/her life without any worry. It is a time in which one should have to take care of his diet, his health, and immunity. Besides, the children should be taught to be neat and clean, to eat, read, sleep, play, and to do exercise regularly and these things should be in the habits of the child.

Moreover, we should try to influence children to start productive habits such as reading, writing that should help them in later life. But the books they read and what they write should be carefully checked by the parents.

Care for Everyone

Children are like buds, they care for everyone equally without any discrimination. Also, they are of helpful nature and help everyone around them.

Moreover, they teach everyone the lesson of humanity that they have forgotten in this hectic lifestyle of this world. Besides, these children are the future of the country and if they do not grow properly then in future how can they help in the growth of the nation .

In conclusion, we can say that childhood is the time that makes our adulthood special. Also, children’s are like pottery vessels whom you can shape in any way you like. Besides, this their innocence and helpful nature gives everyone the message of humanity.

Most importantly, they learn by either making mistakes or seeing their elders.

FAQs about Childhood

Q.1 Why childhood is the best period of life? A.1 It is the best time of life because the memories that we make in our childhood always brings a smile on our face. Also, it is the time when the character of the child is shaped. Besides, it also is the best time to understand life and gain knowledge.

Q.2 What is the most important characteristics of a child? A.2 According to me, the most important characteristics of a child is his innocence and helpful nature.

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