Developmental Analysis Paper Part2

Developmental Analysis Paper Part 1 COMPLETED

Developmental Analysis Paper

Personal Introduction of Childhood-Adolescent

Feud Sigmund’s psychosexual theory provides a critical theoretical framework for understanding and appreciating the critical changes throughout the life of an individual. The stages include infancy, childhood, adolescence, early and middle adulthood as we as the older age. During the childhood-adolescent stages of development, parents and primary caretakers, as well as the surroundings, play significant roles in the event of a child. For example, the parents provide emotional and material support as the child grow. They also impact some necessary but essential life skills that allow the child to transition to the next stage. Conversely, the adolescent stage is characterized by the growing sense of identity as one interacts with the peers. Therefore, the purpose of this analysis paper is to discuss my development stages, childhood and adolescence, in the perspectives of different theorists as discussed below;

Theoretical Perspectives of Development

Other than Feud’s psychosexual theory, other leading theorists include Piaget, Bowlby, and Fowler. The scholars give different perspectives on the childhood and adolescent stages of development as outlined below;

Stages of Development According to Freud

According to Feud, childhood development includes the development of pleasure which is primarily on the anus, and the joy of the child comes from defecation. During this time, toilet training becomes the essential skills for children. The authorities, the parents, need to gently with the child to prevent the formation of maladaptive behaviors such as obsession with cleanliness. On the other hand, in adolescence, the primary focus on building sexual relationships with the opposite sexes (Templeton & Eccles, 2006). The adolescents derive pleasure from having heterosexual intercourse. Sexual experimentation tends to have profound impacts on the adolescents, especially when authority fails to check on some behaviors from the onset.

Personal life experiences and correlation with the Feud’s theory reveals some exciting revelations. For instance, during my childhood, my mother emphasized toiletry training leading to my current obsession with cleanliness and hygiene in general. Conversely, I also experienced increased intensity for a sexual drive during the adolescence stage marked by the formation of heterosexual relationships. The relationships went through different tides, separation and forming new ones. During this stage, I received parental guidance on the need for chastity and abstinence to mitigate possible adverse effects of overindulging in intercourse (Templeton & Eccles, 2006). Therefore, to a more significant extent, Sigmund’s theory relates closely to my personal experiences.

Stage of Development According to Erikson

Erikson provides interesting perspectives on the critical changes during the development of a person. In his theory, childhood stage mainly serves to build trust and a sense of security by the children particularly on their parents and primary caregivers. It is also critical in helping the child to develop autonomy and acquisition of a new set of skills as well as differentiating wrong from right. Like in Feud’s case, Erikson’s childhood stage primarily helps the child to acquire skills such as feeding themselves, toiletry as well as changing of clothes. Such skills are critical in eliminating the need to rely on others for assistance; which can result into a feeling of inadequacy and helplessness among the children who fail to acquire them (Baltes, Reese, & Nesselroade, 2014). The period is sometimes marked with stubbornness and throwing of tantrums occasionally due to the sense of frustrations. Thus, childhood stage is characterized by autonomy versus shame.

On the other hand, adolescent stage mainly relies on the past experiences. The adolescents develop the need for self-identity as they try to define their unique attributes. It is at this stage that the adolescents build a sense of uprightness and morality as they face the responsibilities of adulthood that lies ahead. Frustrations may set in among the individuals who fail to succeed during the stage (Templeton & Eccles, 2006). Thus, the overarching goals of the adolescent stage are to achieve self-identity and responsibilities.

Reflection on my personal life and developmental theory show some merits and demerits on my upbringings. For instance, during my childhood experience, my mother played a leading role in equipping with the essential skills such as toiletry, feeding, and changing of clothes on my own. Such capabilities have remarkably shaped my adult life most positively. However, the strictness in the way in which observance of personal hygiene was emphasized has been the main reason for my obsession with cleanliness. Conversely, my adolescence stage was characterized with some challenges as well as other areas of great strengths. For example, having been brought in a Presbyterian family, values such as morality and uprightness were at the centre stage of family virtues. Such environments were critical in the acquisition of outstanding achievement during my development (Templeton & Eccles, 2006). However, the levels of strictness of my father denied me the opportunity to learn from my mistakes, mostly on the consequences of failing to a beacon of moral perfection and uprightness in the society.

Stage of Development According to Piaget

Piaget made a significant contribution to the understanding of cognitive development and their effects on the future lives of individuals. According to Piaget, the childhood stage is characterized by the use of more mature language and symbolic thinking among the children. The period is also associated with the remarkable growth in memory and imagination based on self-intuition. However, complex concepts such as making a comparison, understanding time and effect are beyond the rich of the children at this stage. Contrarily, Piaget describes the adolescence as a formal operational stage. The children can understand various things in the abstract forms (Fonagy, 2018). The thinking processes become more effective coupled with an understanding of advanced concepts in science and life in general.

Assessment of the relation between the cognitive developments reveals some valuable insights into the roles of parenting. As I grew up during my childhood, my parents made significant contributions by introducing games and activities that enhance creative thinking and continued development of language. Moreover, such supportive programs were provided in high school to reinforce further understanding of different and complex concepts in science and social life (Fonagy, 2018).

Nature versus Nurture

Nature and parenting provide a vital role in the development of people right from birth to adulthood. About the contributions of the environment, my parents and teachers presented me with a supportive and conducive environment including the provision of gaming and activities that spur creativity and perfection in the use of language. Additionally, the presence of authorities also helped in rooting out maladaptive behaviors thereby streamlining desired and morally accepted behaviors. On the other hand, nature also has an immense role in shaping my character and personality. For example, seeing my peers explore and perfect some skills was a stimulus from the surroundings to cope by learning a new set of skills and competencies. Additionally, the need and hunger may drive one into learning how to feed on themselves without necessarily depending on others for assistance (Baltes, Reese, & Nesselroade, 2014). Therefore, it is essential to recognize the roles of nurture and nature in the development of people.

Bowlby’s Attachment

John Bowlby’s theory shows the influence of the presence of a motivational system in the development of individuals. For example, during childhood, the development of positive and supportive relationships between the primary caregivers and the children mainly depending on the motivational approaches put in place by the adults. When the parents are close to their children and willing to encourage their young ones, the kids can achieve meaningful cognitive growth which is critical for their future lives. Any positive behavior displayed by the kid needs a reward from the parent to enable them to exploit their potentials fully. In this regard, the parents play vital roles in helping their children to actualize their potential. Similarly, during the adolescence, motivational systems are essential in the formation of rewarding relationships and the respectful relation between the parents and the adolescents (Fonagy, 2018). Furthermore, the adolescents understand the importance of virtues such as morality through a support system as compared to when such systems are not in place.

My personal life was punctuated with effective measures put in place by my parents and teachers. In as much as harshness was one of the significant approaches my father used to like, especially when emphasizing on the need to embrace some positive behavior, he had a rewarding system where improvement in one’s character is rewarded with gifts such as bicycles and other gifts. However, I faced numerous challenges during my adolescent stage mainly due to the absence of motivational systems in sexual relationships (Fonagy, 2018). Therefore, to no small extent, the attachment theory draws some parallels in my personal life.

Faith Development

The Fowler’s stages of faith and identity also provide a unique angle for assessing development processes. During the childhood, the theory propounds that parents play more significant roles in acting as conduit pipes through which their children tend to learn their faith and identity. In other words, religion and character are not ideas formulated by the children but a set of principles they usually acquire from their parents and primary caregivers. Often, people in the middle childhood see their faith as intrinsically linked to the family identity. The children tend to learn the religious practices from their communities and what their families part on in their everyday lives (Templeton & Eccles, 2006). However, in adolescence, things are a bit different, the individuals tend to involve their self-intuition in understanding their faith and identity. The older the adolescents, the higher the prerogative of making an important decision on the matters concerning religious practices and cultural values. In connection to my personal experiences, my family made it clear that the family members subscribe to Christianity. It was the widely practiced religion in my community (Templeton & Eccles, 2006). Such as practices are in tandem with the Biblical teaching of teaching children the way right way while they are still young to prevent from deviating to set principles.

Challenges and Success

There are numerous challenges as well as successes which are lacking in any of the theories discussed in the preceding discussion. The roles of culture and timing in shaping the development of people are missing in all arguments. Various cultures place significance on different aspects of personal development. For example, the Asian culture might be different from those of people in the western countries. However, the theories provide historical accounts of growth stages that can form the basis for the implementation of life skill measures aimed at to instil some moral values in children while they are still young (Fonagy, 2018).

References

Baltes, B. P., Reese, W. H., & Nesselroade, R. J. (2014). Life-span developmental psychology: Introduction to research methods. New York: Psychology Press.

Fonagy, P. (2018). Attachment theory and psychoanalysis. New York: Routledge.

Templeton, L. J., & Eccles, S. J. (2006). The relation between spiritual development and identity processes. The handbook of spiritual development in childhood and adolescence, 252-265.