Development Analysis: Childhood and Adolescence
David Blanding:
Date: February 27, 2021
Development Analysis: Childhood and Adolescence
Human Development代写 Childhood and adolescence are perhaps the most important phases of human metamorphosis because of the very ···
Introduction
Childhood and adolescence are perhaps the most important phases of human metamorphosis because of the very critical changes they encapsulate. In childhood, most children exude the growth progression they had at infancy. It is also the time the family dynamics, support structures and meaningful occurrence play critical roles in shaping physical development, cognitive development, language development, spiritual/moral development et cetera. Childhood sets forth exciting and vital paragon or foundation for a child to ultimately become an adult.
For instance
Most children begin their kindergarten at the age of five thus, leaving their parents’ home to experience a new environment with new structures. That further helps in shaping all faculties of their development including their social lives (Putra et al., 2020). Likewise in the adolescence stage; however, at this stage much of the changes happen in the mind, body and social lives. At adolescence for example, pubic hairs starts to grow with much physical changes happening to an individual. This defines and shapes even their relationships with the parents, teachers and even the environment. I went through the same process of metamorphosis with my life being defined momentarily by some very particular aspects like poverty, trauma and conflict in my childhood.
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介绍 Human Development代写
童年和青春期可能是人类蜕变的最重要阶段，因为它们包含了非常关键的变化。在童年时期，大多数孩子都表现出他们在婴儿时期的成长过程。这也是家庭动态、支持结构和有意义的事件在塑造身体发育、认知发展、语言发展、精神/道德发展等方面发挥关键作用的时候。童年为孩子最终成为成年人奠定了令人兴奋和重要的典范或基础。
例如
大多数孩子在五岁开始上幼儿园，因此离开父母的家去体验新环境和新结构。这进一步有助于塑造他们发展的所有能力，包括他们的社交生活（Putra 等，2020）。同样在青春期；然而，在这个阶段，许多变化发生在思想、身体和社会生活中。例如，在青春期，阴毛开始生长，个体发生许多身体变化。这甚至定义和塑造了他们与父母、老师甚至环境的关系。我经历了同样的蜕变过程，我的生活暂时被一些非常特殊的方面所定义，比如童年时期的贫困、创伤和冲突。
Theoretical Perspectives of Development
Stage of Development According to Freud
Freud perspective is that personality development in childhood happens during five psychosexual phases classified as the oral, anal, phallic, latency and genital stages (Putra et al., 2020). The oral stage helps in EGO development and child uses its mouth to suck and swallow food because the child’s libido is centered in the mouth. While anal, phallic, latent and genital stages are responsible for the development of SUPEREGO (Freud, 2021). During the SUPEREGO development, libido’s position shift focus momentarily from the anus, the genitalia, and moves to a latent stage where it becomes dormant due to lack any further psychosexual development (Putra et al., 2020). At the genital stage, is when an individual reaches adolescence and becomes enthusiastic and curious of experimenting their sexual urges (Freud, 2021).
Yes, it is true that some of these stages have captured both my childhood and adolescence stages.
For example, being a child the life at infant was just about sucking and swallowing while during my adolescent stages my sexual urges grew so tremendously with the only possible approach is to try and experiment such changes (Putra et al., 2020).
So to be very clear on this, the possible parallels I have to draw from Freud’s psychosexual stages are perhaps the oral stage at childhood and the genital stage at adolescence. At my adolescence I have the memories quite clear, but at my childhood, my mother helps me to identify the oral stage and emphasizes my weird libido in the mouth when it came to sucking and swallowing milk (Putra et al., 2020).
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发展的理论视角 Human Development代写
弗洛伊德的发展阶段
弗洛伊德的观点是，童年时期的人格发展发生在五个性心理阶段，分为口腔、肛门、阴茎、潜伏期和生殖器阶段（Putra 等，2020）。口腔阶段有助于自我发展，孩子用嘴吸吮和吞咽食物，因为孩子的性欲集中在嘴里。而肛门、阴茎、潜伏和生殖器阶段是 SUPEREGO 发展的原因（弗洛伊德，2021）。在 SUPEREGO 发展过程中，性欲的位置会暂时将焦点从肛门、生殖器转移到潜在阶段，由于缺乏任何进一步的性心理发育，它进入休眠状态（Putra 等，2020）。在生殖器阶段，是一个人进入青春期并对尝试他们的性冲动变得热情和好奇的时候（弗洛伊德，2021）。
是的，的确，这些阶段中的一些已经捕捉到了我的童年和青春期阶段。
例如，作为一个孩子，婴儿时期的生活只是吮吸和吞咽，而在我的青春期，我的性冲动增长得如此之快，唯一可能的方法是尝试和试验这些变化（Putra 等，2020）。
因此，要非常清楚这一点，我必须从弗洛伊德的性心理阶段中得出的可能相似之处可能是童年的口语阶段和青春期的生殖器阶段。在我的青春期，我的记忆非常清晰，但在我的童年，我的母亲帮助我识别口腔阶段，并强调我在吮吸和吞咽牛奶时口腔中的奇怪性欲（Putra 等，2020）。
Stage of Development According to Erikson
Being an ego psychologist, Erikson had drawn some of insights from Sigmoid Freud’s propositions. However, instead of focusing on psychosexual, his theory focused on psychosocial developments envisaged by humans based on the following eight stages; Trust vs. Mistrust, Autonomy vs. Shame and Doubt, Initiative vs. Guilt, Industry vs. Inferiority, Identity vs. confusion, Intimacy vs. Isolation, Generativity vs. Stagnation and Integrity vs. Despair. Taking a closer look at these theoretical propositions by Erikson and pitting them against my childhood and adolescence development, I must admit that some of them have been my embodiment during the two phases (Syed & McLean, 2017). In my childhood parse, embodied autonomy vs. shame and doubt, initiative vs. guilt, industry vs. inferiority whereas the adolescence stage I exuded identity vs. role confusion.
For example
As a child I think my parents and teachers had allowed me make some choices and gain control of my environment as part of the development. Developing this sense of autonomy help me grasp some critical physical skills and of which when I failed I could feel the sense of shame and doubt. And I suppose until now, this has been my point of strength and weakness at the same time (Hawes et al., 2018).
I love being independent and I love exploring and curving my own niche to gain control of my own independent being; however, every time I experience any failure in life, am always reduced into shame and doubt. Another, observation of psychosocial element I noticed strongly in my adolescence is the development of ego identity. As young teenager, I loved to explore my autonomy and establish a sense of self because I always wanted to have this strong feeling of independence and control (Syed & McLean, 2017).
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根据埃里克森的发展阶段 Human Development代写
作为一名自我心理学家，埃里克森从 Sigmoid Freud 的命题中得出了一些见解。然而，他的理论并没有关注性心理，而是关注人类基于以下八个阶段所设想的心理社会发展；信任与不信任、自主与羞耻与怀疑、主动与内疚、行业与自卑、身份与困惑、亲密与孤立、生成与停滞以及正直与绝望。仔细研究 Erikson 的这些理论命题，并将它们与我的童年和青春期发展进行对比，我必须承认其中一些是我在这两个阶段的体现（Syed & McLean，2017）。在我童年的解析中，体现了自主性与羞耻和怀疑、主动性与内疚、勤奋与自卑，而在青春期我散发出身份与角色混淆。
例如
作为一个孩子，我认为作为发展的一部分，我的父母和老师允许我做出一些选择并控制我的环境。培养这种自主感有助于我掌握一些关键的身体技能，当我失败时，我会感到羞耻和怀疑。我想直到现在，这一直是我的强项和弱点（Hawes 等人，2018 年）。
我喜欢独立，我喜欢探索和弯曲自己的利基以控制自己的独立存在；然而，每次我在生活中遇到任何失败，总是陷入羞耻和怀疑。我在青春期强烈注意到的另一个社会心理因素是自我认同的发展。作为年轻的青少年，我喜欢探索自己的自主权并建立自我意识，因为我一直希望拥有这种强烈的独立感和控制感（Syed & McLean，2017）。
Stage of Development According to Piaget
Jean Piaget perspective on cognitive development suggest that a child develops through four stages of sensorimotor between birth and 2 years. Preoperational stage from 2-7 years, concrete operational stage between 7-11 years. And finally the formal operational stage from age 12 to adulthood (Babakr et al., 2019). Because cognitive development are those changes that defines the cognitive process and abilities. I think Paget’s suppositions highlights all the development have ensued since my childhood up to now cognitive wise.
Because, my childhood involved most of the time, processes defined by actions and this continually changed overtime into my adolescence to a process based on mental operation. However, some of the domineering stages in these Piaget’s collection I have to note are my preoperational stage and the operational stage (Babakr et al., 2019). At the former, I become much more skilled at pretending, playing and continuously and consciousness held concrete thoughts about by environment. For the latter stage, I began to understand my thoughts and could share my feelings and opinions with the people and the world around me.
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根据伯爵的发展阶段 Human Development代写
让·皮亚杰 (Jean Piaget) 对认知发展的看法表明，从出生到 2 岁，儿童经历了四个感觉运动阶段。前运算阶段为2-7年，具体运算阶段为7-11年。最后是从 12 岁到成年的正式运算阶段（Babakr 等，2019）。因为认知发展是那些定义认知过程和能力的变化。我认为佩吉特的假设突出了从我童年到现在的认知智能的所有发展。
因为，我的童年大部分时间都涉及到由行动定义的过程，并且随着时间的推移，我的青春期不断转变为基于心理操作的过程。但是，我必须注意的这些 Piaget 系列中的一些霸气阶段是我的前运算阶段和运算阶段（Babakr 等，2019）。在前者，我变得更加擅长假装、玩耍和不断地意识对环境的具体思考。到了后期，我开始了解自己的想法，可以与周围的人和世界分享自己的感受和意见。
Nature versus Nurture
I can think of nature as much of the physical world which is largely influenced by genetic inheritance and other areas of biology. However, nurture is generally the influence of external variables after a life is conceived. These might include but not limited to the following; the product of exposure, experiences in life, and the learning of a person. So in my case nature and nurture both have played critical roles in my childhood and adolescence. The way I act and relate with my parents during my childhood was strongly intertwined. The feelings of telepathy clearly suggested to me that there is some element of nature combining us- the genetic and other biological flows really anticipated my relationship with my parents and the environment around me to larger extend. Even in adolescence the feeling remained mutually the same.
Similarly I gaze being brought up in a low class family, my response to parenting were determined by various factors. I could always seek for love, and the where the feelings of happiness are showed but move away from such issues that results into pain. I think this concept of nature and nurture has helped in my adolescence to understand how things run in our family. It has helped me to must all the behavioral aspects and patterns and influences of the family.
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先天与后天 Human Development代写
我可以将自然视为很大程度上受遗传和其他生物学领域影响的物理世界。然而，养育一般是受孕后的外部变量的影响。这些可能包括但不限于以下内容；一个人的接触、生活经历和学习的产物。因此，就我而言，先天和后天在我的童年和青春期都发挥了关键作用。我在童年时期的行为方式和与父母的关系密切相关。心灵感应的感觉清楚地向我表明，有一些自然元素将我们结合在一起——遗传和其他生物流动确实预示着我与父母的关系以及我周围环境的关系更大。即使在青春期，这种感觉仍然相互相同。
同样，我在低等家庭长大，我对养育子女的反应是由各种因素决定的。我总是可以寻求爱，寻求幸福的感觉，但远离这些导致痛苦的问题。我认为这种先天和后天的概念帮助我在青春期了解我们家庭的运作方式。它帮助我了解家庭的所有行为方面、模式和影响。
Bowlby’s Attachment
Fundamentally, attachment theory focuses on the primary caregivers who are available and responsive to the child’s needs and in essence, this develops a sense of security. The infant or the child is encouraged by the dependable nature of the caregiver thus, creating a secure base for the child to be able to explore the world. In my early childhood, this attachment theme was highly enhanced by my mother who would respond to my needs very sensitively and thereby making me to develop the secure attachments with her.
Even today as a young adult, that attachment still persists (Stroebe, 2019). To me attachment is like the bond that united me with my parents. It helped me during my adolescence through sharing my intimate feelings with my parents because of the sensitive bond that sprouted between us since my childhood. It helped me to deal with anxiety and respond to strange behaviors during my adolescence. Also, I was able to understand and appreciate the meaning of this attachment the family and beyond and learn how to extend it across my environment.
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鲍尔比的附件 Human Development代写
从根本上说，依恋理论侧重于对孩子的需求有帮助并对其做出反应的主要照顾者，从本质上讲，这会培养一种安全感。婴儿或儿童受到照顾者可靠的性质的鼓励，从而为儿童探索世界创造了一个安全的基础。在我的童年早期，我的母亲会非常敏感地回应我的需求，从而使我与她建立安全的依恋关系，从而大大增强了这种依恋主题。
即使在今天，作为一个年轻的成年人，这种依恋仍然存在（Stroebe，2019）。对我而言，依恋就像将我与父母联系在一起的纽带。它帮助我在青春期通过与父母分享我的亲密感受，因为我们之间从童年开始就萌生了敏感的纽带。它帮助我在青春期应对焦虑和应对奇怪的行为。此外，我能够理解和欣赏这种对家庭内外的依恋的意义，并学习如何将其扩展到我的环境中。
Faith Development Human Development代写
Fowler’s Stages of Faith and Identity are seven running through stage 0 to stage 6. At stage 0 he talks about Primal Undifferentiated Faith that is experienced between birth and 2 years. Stage 1 he talks about Intuitive-Projective Faith which is experienced at age 3-7. The next stages are; Mythic-Literal Faith (Ages 7-12); “Synthetic-Conventional” Faith (Ages 12 to Adult); ”Individuative-Reflective Faith” (Ages Mid-Twenties to Late Thirties); “Conjunctive” Faith (Mid-Life Crisis) and finally the ”Universalizing” Faith (or ”Enlightenment”).
(Later Adulthood) (Mayer, 2017). I think the most important ones in the childhood and adolescence development run from stage zero to three. As such in my case and based in my history of moral and spiritual upbringing, I have experienced faith development from stage one to stage three. This is because, it is the time I believed I had acquired language and developed ability to express my thoughts up until I began to grasp deeper concept of belief system, authority, and gained strength for personal religious and spiritual identity.
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信仰发展 Human Development代写
福勒的信仰和身份阶段有七个阶段，从第 0 阶段到第 6 阶段。在第 0 阶段，他谈到了从出生到 2 岁之间经历的原始无差别信仰。第一阶段，他谈到了在 3-7 岁时经历的直觉-投射信仰。接下来的阶段是；神话文学信仰（7-12 岁）； “综合传统”信仰（12 岁至成人）； “个人反思信仰”（二十多岁至三十多岁）； “联合”信仰（中年危机），最后是“普遍化”信仰（或“启蒙”）。
（成年后期）（Mayer，2017 年）。我认为童年和青春期发展中最重要的阶段是从零到第三阶段。就我而言，根据我的道德和精神教养历史，我经历了从第一阶段到第三阶段的信仰发展。这是因为，那是我相信自己已经掌握了语言并培养了表达思想的能力的时候，直到我开始掌握更深层次的信仰体系、权威的概念，并获得了个人宗教和精神认同的力量。
Challenges and Success Human Development代写
To me some of the successes in my childhood and adolescence development can be categorized as psychological, and social. Much of my childhood development, I was very successful in learning fast within my environment, developing bonds with the people close to me like parents teachers, siblings and other children. This has helped me to development in various fronts like cognitive development, moral and social developments and even behavioral developments.
The various challenges I have faced during my developmental stages mostly were informed by the structure and economic perspectives. I have been raised in a low class family with little opportunities and shrinking life experiences. It has been fundamentally survival; this to some extent traumatized me, and hurled a lot of anxious moments for me. Such had direct impact on my psychological wellbeing and even social development as child and as adolescence. The parentage care I received only taught me how to survive particularly in hardships but not how to navigate through life to reach the top. Such are things I have to cope-up with today to thrive in life.
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挑战与成功 Human Development代写
对我来说，我童年和青春期发展中的一些成功可以归类为心理和社会方面。在我童年的大部分发展中，我在我的环境中快速学习非常成功，与我亲近的人建立了联系，比如父母、老师、兄弟姐妹和其他孩子。这有助于我在认知发展、道德和社会发展甚至行为发展等各个方面的发展。
我在发展阶段所面临的各种挑战主要来自结构和经济观点。我在一个低级家庭长大，机会很少，生活经历也越来越少。它从根本上是生存；这在某种程度上使我受到了创伤，并为我带来了很多焦虑的时刻。这对我童年和青春期的心理健康甚至社会发展产生了直接影响。我得到的亲子关怀只教会了我如何在艰难中生存，而没有教会我如何度过人生以达到顶峰。这些是我今天必须应对的事情才能在生活中茁壮成长。
References Human Development代写
Babakr, Z. H., Mohamedamin, P., & Kakamad, K. (2019). Piaget’s Cognitive Developmental Theory: Critical Review. Education Quarterly Reviews, 2(3), 517-524.
Freud, S. (2021). Three essays on the theory of sexuality. eBookIt. com.
Hawes, S. W., Byrd, A. L., Gonzalez, R., Cavanagh, C., Bechtold, J., Lynam, D. R., & Pardini, D. A. (2018). The developmental course of psychopathic features: Investigating stability, change, and long-term outcomes. Journal of research in personality, 77, 83-89.
Mayer, C. H. (2017). Stages of Faith Development. In The Life and Creative Works of Paulo Coelho (pp. 119-142). Springer, Cham.
Putra, I. G. N. E., Astell-Burt, T., Cliff, D. P., Vella, S. A., & Feng, X. (2020). Association between green space quality and prosocial behaviour: A 10-year multilevel longitudinal analysis of Australian children. Environmental Research, 110334.
Stroebe, M. (2019). The Study of Security and Separation: An Unexpected Forerunner of Attachment Theory?. OMEGA-Journal of Death and Dying, 0030222819880706.
Syed, M., & McLean, K. C. (2017). Erikson’s theory of psychosocial development.
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