Human Growth and Development II

Introduction

This paper aims at understanding the human growth that relates to various stages in life cycle. The middle childhood involves a period when children starting to build social relationships, develop basic skills and learn roles in preparation for adolescence and young adulthood. Adolescence stage focuses on the period where the child is developing psychologically and physically more so in the period after onset of puberty to the young adulthood. Young adulthood focuses on the stage that precedes middle adulthood that has passed the late adolescent stage.

In middle childhood, a child self identity relates to the development of competence in social and interpersonal relationships. The self-concept of the child is under the influence of the various relationships with peers, family members and teachers. Most children at this stage develop the self-definition, self-understanding and self-control and which is influenced by the support they receive from the people around them such as parents and peers (Feldman, 2011). If a child is excellent in a given area, this raises their overall self –esteem and thus sense of belonging in a social world. For instance, a child who dislikes mathematics may discover a talent for playing piano or music. At this stage there is relatively little concern about physical appearance more so for the boys. This may as well be influenced by media or peers. In adolescence self-image and the identity formation process becomes intense and with beginning of puberty there is increased social comparison as the girls experience pressure to conform to gender stereotypes (Oregon State University, 2001). At this stage there is experimentation with various roles, for example, looks, values, sexuality, friendships, values and more so occupations.  Minority youths may seem to explore various patterns of identity formation such as bi-cultural identity and ethnic identity. They may also want to be included into or alienated from the majority culture. In the transition from the late adolescent to adulthood, an individual’s tends to become more independent and some of these individuals tend to be struggling with identity exploration, self-focus and an in-between feeling (Oregon State University, 2001). A major feature of this stage of development is a need for exploration in work, love and views of the general world than other the other age periods.

During the middle childhood years, a child is need of individuation and autonomy affects their intimate relationship with family members and their peers at school. They look forward to sharing and communicating with their peers while enjoying their company. The interactions are based on the need for coexistence between the love they had in early childhood and newfound independence. The parent-child relationship aspect influences on the efficiency of the adaptations of the child (Feldman, 2011). The competence the child acquired through the interaction with the family members more so parents are reflected in how the child interact with the their peers at school. The peer interaction at school is characterized by sensitivity and autonomy and the ability to express emotions reflect the formation of later intimate relationships. This is shown in adolescence, where the children must start adapting to the adult world while coming to understanding their own emerging parts. As adolescents experience emotional and physical changes, they seek out relationships that enhance their adaptation to new stresses. They seek to share their feelings or thoughts with fellow age mates experiencing similar changes. Since the intimate interactions offer opportunities for self-identity, they are more pronounced. As the adolescents enter into early adulthood, they have to deal with the issue of many selves. They start realizing their personality changes from a situation to the other. At this stage they desire to form a narrative of how they are different from the others (Feldman, 2011). They tend to be keen in forming intimate romance and friendship which is influenced by early childhood and adolescent relationships. Identity difference can be recognized by their capacities to establish intimate relationships that are deep, committed and individuation of partner on the basis of early interactions (Prager, 1997).

In middle childhood, the intimacy experienced relates to the understanding of various friendships. Children become friends with others who have similar behavioral characteristics. At this stage, there is a great deal of growth and change in the peer relationships of children and interpersonal skills (Prager, 1997). The selection of friendship is normally informed by the neighborhood at this stage and these children depend on caretakers to bring them close to other children (Oregon State University, 2001). Conditions within their surroundings such as classrooms organizations or seating arrangements are reflected in the selection of the children friendships. The intimacy in friendship is characterized by preference for same sex friends and even companions. While some children with sophisticated behavior may engage in conversation that are intimate and self-disclosing for no apparent reason, there is little intimacy changes in the middle childhood (Prager, 1997). However, these intimate relationship offer psychological preparation for higher intimate friendship they may experience in their adolescence and even in young adulthood. In adolescence unlike middle childhood, there is more emphasis on the peer group and close relationships with both sexes. The increased emphasis on intimate relationships is informed by the improved social cognitive capabilities and the growth in experience for the young person. While the young children’s intimacy is activity based while the young adults become more intimate due to interpersonal situations (Prager, 1997). The transition to the young adulthood, intimacy for the sake of romantic relationships becomes more pronounced especially for the girls. This intimacy fills the need for young adults to confront the challenges associated with the molding of adult identity (Feldman, 2010). Young adults look for love and companionship with others.

The physical development in middle childhood involves uneven growth of organs which can lead to awkward appearance and early inception of puberty. The children’s logical thinking has limited ability to extend logic to abstract ideas. There is accumulation of general knowledge, steady development of learning ability in application of the concepts (Prager, 1997). In adolescence, there is wide difference in growth spurt and onset of puberty and clear sexual development and changes in voice. Cognitive ability is more developed and thinking is more dimensional and about possibilities (Oregon State University, 2001). In the young adulthood, the youth has entered complete puberty, and there is little variation in growth and are sexually developed. There is a huge broadening of abilities to think and more so abstract thinking. The young adults are now considering various possibilities and possible outcomes of any events (Oregon State University, 2001). Due to ability for more perspective-taking, they can be more empathy or concern for other people.

This assignment was aimed at understanding of the various aspects of human and growth and development of a person from the middle childhood to the young adulthood. These populations involve individuals who are in the process of growing physically, emotionally and socially. The information has informed my understanding of the various changes that children undergo which are informed by the environment in which they grow in including family and school.

References

Feldman, R. S. (2011). Development across the Life Span.

Oregon State University, (2001). Middle Childhood and Adolescent Development.Retrived from:

http://extension.oregonstate.edu/tillamook/sites/default/files/documents/4h/ecno1527.pd

 

Prager, K. (1997). The Psychology of intimacy. New York: Guilford Press.