Essay Sample on Psychosocial Development of Children

Introduction

I have selected autonomy for a group of three-year-old children because it is central to the development. As the children attain toddler years, it becomes critical to increase a sense of personal control (Batra, 2013). They have a drive of being independent and choose to do some things on their own. As a parent or a caregiver, giving a chance to a child helps them to grow and develop well. Caregivers can help children to cultivate a sense of independence by encouraging them to take responsibility when it is possible. By so doing, children can learn a lot as a result of doing things on their own. Some of the areas they can have more control include; feeding themselves, food choices and toy preference. When they practice skills such as feeding, they can take care of themselves. Giving them a chance to make some choices for themselves enables them to gain confidence and build self-esteem that has a significant effect on the development of a child (Cote-Lecaldare, Joussemet & Dufour, 2016). If children cannot take care of their basic needs, they may feel shameful when they see their age mates performing tasks such as feeding themselves.

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The topic is age-appropriate because, at the age of three, children can start doing some things on their own. By so doing, they learn how to become independent without relying on others such as caregivers. Learning essential skills encourage children to try new things that assist in both growth and development (Cote-Lecaldare, Joussemet & Dufour, 2016). If they do not learn and develop basic skills at this stage, it may negatively affect them in other stages in life.

Autonomy is individually appropriate because it focuses on self-development of a child. A child should be nurtured and encouraged to become independent at toddler age. The process should be gradual until the individual learns and develop skills. For example, self-feeding is crucial to every individual, but a child cannot learn how to feed himself or herself at once. A caregiver can begin offering finger food; introduce fork and spoon and give the toddler adequate time for practice (Newman & Newman, 2017). It is crucial to allow a child to be as independent as possible when taking meals and provide the necessary tools required to prevent an individual from getting frustrated.

The topic is socioculturally appropriate because it takes place within a social and cultural context. Toddlers are social beings, and therefore they need a sense of encouragement, acceptance, and independence (Batra, 2013). When they meet other children, they want to feel they are capable of doing things for themselves similar to other children. For example, when a child sees another one choosing a toy of his preference he also wants to decide for his own. It is a culture for the parents or caregivers to teach toddlers how to become independent. Nurturing and encouraging them contributes significantly to the growth and development of children.

I have selected industry versus inferiority for a group of 8-year-old children because it encompasses a stage where individuals interact with others and develop competence. According to Erikson's stage of development, children at this stage increase their level of awareness (Batra, 2013). They reason logically and understand others matters taught in school. They also start competing with each other in academics and other activities. Children develop self-confidence after successful completion of a task. Those encouraged by parents and teachers develop a feeling of competence and tend to believe in their abilities and skills. Children who are not encouraged by those around them doubt their abilities. Sometimes, they develop low self-esteem that negatively influences their performance in various activities since they lack self-confidence (Newman & Newman, 2017).

The topic is age-appropriate because, at the age of 8, children become competitive. They compete with others in the class and those who achieve good grades receive encouragement that instills courage and confidence to work on tasks ahead. A child who scores high marks and leads in class is likely to receive support from teachers and parents. Such individuals gain confidence in themselves and work harder to ensure they retain the same position. They are also motivated to try new tasks at higher levels due to self-confidence they have built at this stage. High self-esteem enables them to build confidence (Sokol, 2009).

It is individually appropriate because it involves individuals competing with each other. Most of the children desire to lead others in academic activities. Therefore, every individual tends to work hard to ensure they get top positions. Those who manage to score high marks believes in their abilities. Those who score low marks feel inferior that eventually affects their performance due to lack of self-confidence (Batra, 2013).

Conclusion

Industry versus inferiority is socioculturally appropriate because children start to develop a sense of pride in their abilities and accomplishments through social interactions. When they compete with others from diverse backgrounds and defeat them, they get encouraged and believe in their abilities. Teachers, parents, and peers encourage them due to their accomplishments. It is culturally appropriate because it involves cultural aspects. Some schools have a culture of rewarding the top performers to motivate them to continue with the same spirit. Children who are awarded raise their self-esteem while those who do not receive rewards develop a sense of inferiority (Sokol, 2009).

References

Batra, S. (2013). The psychosocial development of children: implications for education and society-Erik Erikson in context. Contemporary Education Dialogue, 10(2), 249-278.

Cote-Lecaldare, M., Joussemet, M., & Dufour, S. (2016). How to support toddlers' autonomy: A qualitative study with child care educators. Early Education and Development, 27(6), 822-840.

Newman, B. M., & Newman, P. R. (2017). Development through life: A psychosocial approach. Cengage Learning.

Sokol, J. T. (2009). Identity development throughout the lifetime: An examination of Eriksonian theory. Graduate Journal of Counseling Psychology, 1(2), 14.