Module 5: CHILDHOOD EARLY CHILDHOOD 2 years to 6 years

Characteristics of Early Childhood: 1. As perceived by parents Early childhood is considered as a. A problem age or troublesome age. Young children develop behaviour problems due to their developing distinctive personalities and their demands for independence which they are incapable of handling successfully. They are often obstinate, stubborn, disobedient, negativistic, and antagonistic. They have frequent tantrums. b. The toy age. Young children spend much of their time playing with toys. As perceived by educators Early childhood is referred to as the preschool age. This is the preschool, nursery school, day-care centers, and kindergarten years. It is a time of preparation to formal schooling. 2. As perceived by psychologists Early childhood is known as a. the pregang age This is the time when children are learning the foundations of social behaviour. b. the exploratory age / questioning age Children want to know what their environment is, how it works, how it feels, and how they can be part of it. Their most common way of exploring is by asking questions. c. the imitative age Children tend to imitate the speech and actions of others. d. And the creative age. Most children show more creativity in their play.

LATE CHILDHOOD 6 years to the time the individual becomes sexually mature (puberty)
Characteristics of Late Childhood: 1. As perceived by parents, late childhood is a. The troublesome age This is the time when children are no longer willing to do what they are told to do and when they are more influenced by their peers than by their parents and other members of the family. b. The sloppy age Most older children, especially boys, are carele.ss and irresponsible about their clothes and other material possessions. They tend to be careless and untidy about their appearance and when their rooms and possessions are so cluttered. c. The quarrelsome age. Sibling fights are common during this age. 2. As perceived by educators, late childhood is called as a. The elementary age b. A critical period It is a time when children form the habit of being achievers, underachievers or overachievers. 3. As perceived by psychologists, late childhood is a. The gang age It is the time when childrens major concern is acceptance by their age mates and membership in a gang. b. The age of conformity Children are willing to conform to group-approved standards in terms of appearance, speech, and behaviour. c. The creative age This is the time when it will be determined whether children will become conformists or producers of new and original work. d. And, the play age.

FREUDS STAGES OF PSYCHOSEXUAL DEVELOPMENT

Sigmund Freud (1856-1939) is probably the most well known theorist when it comes to the development of
personality. He advanced a theory of personality development focussing on the effects of the sexual pleasure drive on a person's emerging personality. According to his theory, parts of the personality develop as we move through a series of psychosexual stages. Each stage is characterised by different demands for sexual gratification and different ways of achieving that gratification.

If as growing humans, we do not receive an appropriate amount of gratification - receiving either too little or too much we may become fixated in a particular stage. That is, we continue to have the same demand for gratification that we had at that stage throughout the rest of our lives. This condition is thought to produce a variety of adult behaviours.

Oral stage (birth to about 15 months) Oral stage drives A newborn is governed only by its drives. Only the id is present at this stage, so the infant seeks immediate gratification, achieved throug its mouth - feeding, crying, and oral exploration of the world.

Result of oral stage disturbance According to Freud, disturbance of the oral stage may result in a permanent fixation on the oral channel for gratification. Examples of resulting adult behaviours include smoking, overeating, thumb-sucking, and pencil chewing. Typical resulting personality traits include impatience, passivity, greediness, dependence and a preoccupation with giving and taking. Anal stage (15 months to about 3 years) Anal stage drives The focus of gratification shifts from the mouth to the anus. The child experiences pleasure from the elimination of faeces. According to Freud, this brings them into conflict with their parents. Random elimination (as demanded by the id) incurs parental displeasure, yet withholding elimination (as requested by the parents) is denying the demands of the id, which until this point has been the source of all motivation. The resolution of this conflict requires the development of the ego, and as such has important implications for behaviours later in life. Result of anal stage disturbance Freud suggests that fixations may be caused by either exceptionally strict toilet training or intense pleasure associated with taboos such as smearing faeces on the wall. Too little gratification in this stage results in an 'anal' or obsessive character who has a wish to make a terrible mess and therefore must build defences against this, such as orderliness, cleanliness, rigidity, and hatred of waste, perfection, and control (anal retentive). They are also obstinate, stingy, punctual and possessive. Too much gratification will result in opposite behaviours, untidiness, a hot temper, disorganized and destructiveness (anal expulsive). Phallic stage (3 years to about 5 years) Phallic stage drives According to Freud, the focus of gratification is now on the genitals, although this gratification is not the same as that experienced by adults. Children take an increasing interest in their own genitals, and show a curiosity about other people's bodies. Freud implies that the major conflict faced during this stage is the Oedipal/Electra conflict. Resolution of this conflict should result in the attachment to the parents, most notably the same sex parent and the development of a superego. Freud suggests that an Oedipus conflict applies to boys. A boy wants his mother and therefore is jealous of his father and wants to remove him. The fear that his father will discover the son's feelings are expressed in terms of fear of castration, but is finally resolved through identifying with the father. For girls, the Freudian Electra complex describes the events leading up to gender resolution. The young girl has 'penis envy' and resents the mother for not providing her with one. Result of phallic stage disturbance According to Freud, the conflicts may result in homosexuality, authority problems, and rejection of appropriate gender roles if not resolved. Latency stage (around five years until puberty) Latency stage drives The drives that have been responsible for gratification in the previous stages appear relatively inactive. This is partly due to the repression of sexual drives that is accomplished during the Oedipal stage. Result of latency stage disturbance Freud suggests that these repressed drives may be redirected into other activities, such as the formation of friendships, or hobbies. Its during this stage that sexual urges remain repressed and children interact and play mostly with same sex peers.

Genital stage (puberty onwards) Genital stage drives With puberty there is re-emergence of the earlier drives. Drive energy is focused on the genitals once more, but this time with an adult expression of sexuality. Although the term 'genital' suggests that gratification during this stage must inevitably be sexual, Freud emphasised the importance of secondary process thinking as a form of symbolic gratification in this stage. Thus, forming loving relationships or assuming the responsibilities of adult life may all be seen as symbolic ways of satisfying the drive energy of this stage. Result of genital stage disturbance If too much libidinal energy is taken up in the first three stages, the individual cannot reach maturity, cannot shift the focus from their own body, their own parents and their immediate needs to larger responsibilities involving others.

ERIKSONS PSYCHOSOCIAL STAGES OF DEVELOPMENT

Erik Erikson (1902 -1994), a German psychoanalyst heavily influenced by Sigmund Freud, explored three aspects of identity: the ego identity (self), personal identity (the personal idiosyncrasies that distinguish a person from another, social/cultural identity (the collection of social roles a person might play). Eriksons psychosocial theory of development considers the impact of external factors, parents and society on personality development from childhood to adulthood. According to Eriksons theory, every person must pass through a series of eight interrelated stages over the entire life cycle.

1. 2. 3. 4. 5. 6. 7. 8.

Infant (Hope) Basic Trust vs. Mistrust Toddler (Will) Autonomy vs. Shame Preschooler (Purpose) Initiative vs. Guilt School-Age Child (Competence) Industry vs. Inferiority Adolescent (Fidelity) Identity vs. Identity Diffusion Young Adult (Love) Intimacy vs. Isolation Middle-aged Adult (Care) Generativity vs. Self-absorption Older Adult (Wisdom) Integrity vs. Despair

These eight stages, spanning from birth to death, are split in general age ranges. 1. Infancy: Birth-18 Months Old - Basic Trust vs. Mistrust Hope During the first or second year of life, the major emphasis is on the mother and fathers nurturing ability and care for a child, especially in terms of visual contact and touch. The child will develop optimism, trust, confidence, and security if properly cared for and handled. If a child does not experience trust, he or she may develop insecurity, worthlessness, and general mistrust to the world. 2. Toddler / Early Childhood Years: 18 Months to 3 Years - Autonomy vs. Shame Will The second stage occurs between 18 months and 3 years. At this point, the child has an opportunity to build self-esteem and autonomy as he or she learns new skills and right from wrong. The well-cared for child is sure of himself, carrying himself or herself with pride rather than shame. During this time of the terrible twos, defiance, temper tantrums, and stubbornness can also appear. Children tend to be vulnerable during this stage, sometimes feeling shame and and low self-esteem during an inability to learn certain skills. 3. Preschooler: 3 to 5 Years - Initiative vs. Guilt Purpose During this period we experience a desire to copy the adults around us and take initiative in creating play situations. We make up stories with Barbies and Kens, toy phones and miniature cars, playing out roles in a trial universe, experimenting with the blueprint for what we believe it means to be an adult. We also begin to use that wonderful word for exploring the worldWHY? While Erikson was influenced by Freud, he downplays biological sexuality in favor of the psychosocial features of conflict between child and parents. Nevertheless, he said that at this stage we usually become involved in the classic Oedipal struggle and resolve this struggle through social role identification. If were frustrated over natural desires and goals, we may easily experience guilt. The most significant relationship is with the basic family. 4. School Age Child: 6 to 12 Years - Industry vs. Inferiority Competence During this stage, often called the Latency, we are capable of learning, creating and accomplishing numerous new skills and knowledge, thus developing a sense of industry. This is also a very social stage of development

and if we experience unresolved feelings of inadequacy and inferiority among our peers, we can have serious problems in terms of competence and self-esteem. As the world expands a bit, our most significant relationship is with the school and neighborhood. Parents are no longer the complete authorities they once were, although they are still important. 5. Adolescent: 12 to 18 Years - Identity vs. Role Confusion Fidelity Up until this fifth stage, development depends on what is done to a person. At this point, development now depends primarily upon what a person does. An adolescent must struggle to discover and find his or her own identity, while negotiating and struggling with social interactions and fitting in, and developing a sense of morality and right from wrong. Some attempt to delay entrance to adulthood and withdraw from responsibilities (moratorium). Those unsuccessful with this stage tend to experience role confusion and upheaval. Adolescents begin to develop a strong affiliation and devotion to ideals, causes, and friends. 6. Young adult: 18 to 35 - Intimacy and Solidarity vs. Isolation Love At the young adult stage, people tend to seek companions hip and love. Some also begin to settle down and start families, although seems to have been pushed back farther in recent years. Young adults seek deep intimacy and satisfying relationships, but if unsuccessful, isolation may occur. Significant relationships at this stage are with marital partners and friends. 7. Middle-aged Adult: 35 to 55 or 65 - Generativity vs. Self absorption or Stagnation Care Career and work are the most important things at this stage, along with family. Middle adulthood is also the time when people can take on greater responsibilities and control. For this stage, working to establish stability and Eriksons idea of generativity attempting to produce something that makes a difference to society. Inactivity and meaninglessness are common fears during this stage. Major life shifts can occur during this stage. For example, children leave the household, careers can change, and so on. Some may struggle with finding purpose. Significant relationships are those within the family, workplace, local church and other communities. 9. Late Adult: 55 or 65 to Death - Integrity vs. Despair Wisdom Erikson believed that much of life is preparing for the middle adulthood stage and the last stage involves much reflection. As older adults, some can look back with a feeling of integrity that is, contentment and fulfilment, having led a meaningful life and valuable contribution to society. Others may have a sense of despair during this stage, reflecting upon their experiences and failures. They may fear death as they struggle to find a purpose to their lives, wondering What was the point of life? Was it worth it?

Module 6: ADOLESCENCE
ADOLESCENCE comes from the Latin word adolescere, meaning to grow to maturity. It starts when children become sexually mature (puberty) and ending when they reach the age of legal maturity. Puberty is that stage in development during which maturation of the sexual apparatus occurs and reproductive capacity is attained. It is derived from the Latin word pubertas which means age of manhood. It usually referred to as teens, terrible teens, youths, young men and young women.

CHARACTERISTICS: 1. Adolescence is a Period of Change. Physical, as well as attitudinal and behavioural, changes are rapid. Physical Changes: Height (growth spurt) and weight Changes in body proportion broadening of hips and shoulders, a waistline develops, legs and arms grow Primary sex characteristics (sex organs) development of sexual apparatus that has directly related to the reproductive capacity of the individual. For male- the rapid growth of the testes and penis; for female the growth of the uterus, fallopian tubes, ovaries and vagina. When the male reproductive organs have become mature in function, nocturnal emissions (ejaculation) generally begin to occur, usually when the boy is having a sexually exciting dream, when he has a full bladder or is constipated, when he is wearing tight underpants, or when he is too warmly covered. The first

ejaculatory experience of boys is termed semenarche. Spermarche refers to the beginning of development of sperm in boys testicles at puberty. It occurs between the ages 11 15. The first indication that a girls reproductive mechanism is becoming mature is menarche, or the first menstrual flow. Secondary sex characteristics. These are the physical features which distinguish males from females and which make members of one sex appealing to members of the other sex. They are unrelated to reproduction.

Hair Muscles

Voice Breasts Hips

BOYS Pubic hair, axillary and facial hair, chest and tummy hair Increase in size and strength, broader shoulders and bigger and harder muscles esp. on arms and legs Husky, lower in pitch, increase in volume, voice breaks

GIRLS Pubic hair, axillary and lesser facial hair Body contours

Fuller and more melodious Breasts develops, become rounder and larger Become wider and rounder

Attitudinal and Behavioral Changes: Heightened emotionality moodiness, sulkiness, temper outbursts, and a tendency to cry at the slightest provocation. It is a time of worry, anxiety, and irritability, depression Loss of self-confidence. The rapid changes that accompany sexual maturing make adolescents unsure of themselves, of their capacities, and of their interests. They fear failure. They usually experience inferiority complex. Interests, values and behavioural patterns change. What was important to them as children seems less important to them now that they are near-adults. Oftentimes they feel bored. Incoordination Rapid and uneven growth affects habitual patterns of coordination, and the adolescent is clumsy and awkward for a time. Excessive modesty They become excessively modest for fear that others will notice the bodily changes and comment on them unfavourably. Desire for Isolation They usually withdraw from peers and family activities. They spend much time in daydreaming about how misunderstood and mistreated they are and in experimenting with sex through masturbation. Part of this withdrawal is the refusal to communicate with others.