Exploring Child Development: Observations and Developmental Theories

Introduction

“Social psychology often looks at basic human need to fit in and calls this the normative social influence” (AtheneWins, 2011).

There are many developmental theories and there is a relative overlapping among them. The knowledge of this theories is important in the nursing field because you can predict future behaviors and detect some organic pathologies, for example, if a toddler development is slower than other kids the same age it could because a medical condition let say if a toddler does not point to objects it can mean that he is suffering from diminished vision. The detection of this abnormalities may enable health care providers to establish a line of interventions to help restore the normal functioning either physical, anatomical and within the social context.

This essay is based on an observation of kids between ages three and six years old, students of Emiliano Zapata kinder garden in the rural town of Mexico and how to relate their behavior with the development theories such as Sigmund Freud, Erikson, Vygotsky, Bronfenbrenner, and others.

The Role of Social Validation in Child Development

When we are kids, social validation has a profound effect in the way we behave, how our parents and relatives behave, these are guiders for how a kid understands the word and this will mark their adulthood. “When we grow up, our moral and ethical compass is almost entirely forged by our environment” (AtheneWins, 2011), so our actions often result of the validation we get from society, classmates, teachers and every single person that influence our formation. “Social validation increases the levels of dopamine and serotonin in the brain and allows us to let go of emotional fixations” (AtheneWins, 2011) and become self-aware more easily. By been self-aware it is easier to understand the world around us and to be self-conscious.

Reflection on Infancy and Early Childhood

The first day of school, a kid starts his new routine by waking up way too early, wearing a uniform and interact with people they don’t know. They bring to class the behavior that they learned at home, at their comfort zone where they no need to speak clearly because mom will translate baby talk, they don’t have to share toys, playgrounds and attention with other kids. Most of the time at home the rules are established by them (at what time do I want to eat, at what time do I watch tv, at what time do I take a snap). For a toddler starting kindergarten all is new, how do I get the attention of my teacher? What do I need to do to get the toy that I like? How will I interact with other kids that I don’t know? How do I protect myself from the outer world? Has my mom abandoned me here?

For starts they learn quickly, they are young and if the teacher says; “let's learn a song”, they will learn it in no time, this practice is done so they know that everything else is the same: watch and learn. They will get their first assignment, a piece of paper with a drawing of a house on it and they have to fill the spaces with little paper balls that they have to glue. There is only one glue can at the table that 4 kids share...

Alonso: “I want the glue!” (Sigmund Froud ID, Ego, and Superego)

Brittany: “I am using it, wait”

Just like this the learn that to be accepted is this new social network they have to say please and Thank You, they have to speak actual words because no one else understand baby talk and also that you can not hit the teacher on the face because you want to stay outside playing in the swings all day (this actually happened). Time for a recess, they go outside to play, whit in 10 mins I saw groups forming, the ones that like to explore, the ones that will stay in the playground and the ones that feel don’t belong, the teacher plays a lead role here for those isolated students, we will be part of the group, teacher asks what do you like to do at home? Let's play something you already know! They open and share their games and soon enough the rest will follow this isolated group because the teacher is in it and the group gets bigger.. after the first day of school they already have a bigger picture of what do I need to do here to be accepted. Social touch plays a central roll in play. In rats an many other mammalian species, juveniles engage in rough-and-tumble social play, a reinforcing experience that can induce conditioned plays preference. Trezza et al, 2011 (as cited in Cascio, 2018, p.8).

Empowerment of children to seek, and permit touch when desire, while denying this when not desired will likely have positive developmental outcomes (Cascio, 2018, p. 8-9). In the classroom positive, contingent touch from teachers has been demonstrated to increase on-task behavior and decrease disruptive behavior in young children. Wheldall et al, 1986 (as cited in Cascio, 2018, p.9). At the end of the day, they take their work with them, a piece of paper with a house drawing, half full with paper balls that mom admires like is the best piece of art they had ever seen. All kids leave happy. The second day of school is much easier, they already know a song, they know other kids, they know at what time they get to play outside and eat their lunch, they put much effort on their assignments because Mom and the teacher will be happy is it is well done. They adapt to the new environment and slowly start to go from one stage to the next (Erikson’s Theory) a slow process they will happen without knowing it.

Conclusion

Growth and developmental theories help the health care providers to easily understand and to detect the normal and abnormal milestones and social behavior in children, this is a helpful tool to implement preventive and corrective interventions. But it is important to be aware of the cultural differences as well because a conduct that is appropriate in one social context may not be appropriate in another.

References

1. Leifer, G., & Fleck, E. (2013). Growth and development across the lifespan a health promotion. Focus (pp. 107-123). (2nd ed.). St. Louis, MO: Elsevier.
2. Cascio, C., Moore, D., McGlone, F. (2018). Social Touch and Human Development. Developmental Cognitive Neuroscience, 5, (pp.5-11)
3. AtheneWins (2011, January 23). Athene's Theory of Everything. Retrieved from https://youtu.be/dbh5l0b2-0o