MAEd-ECE Educ 502

2. Donna Claire M. Bachinilla

4. leader

5. feels left-out

6. dependent

7. center of attention

9. Alfred Adler
(1870-1937)
Developed theories of
personality that focused on a
therapist’s need to
understand an individual
within the context of social
environment

10. Birth order is define as the position of a child among
his siblings, and it is considered to be a factor that
affects the role of a child among his sibling in terms
of treatment and care which in turn is reflected on
his activities.

11. FIRST-BORN CHILDREN
Prone to perfectionism and need for affirmation
Tends to become intellectual, conscientious and dominant in social
setting
They act like mini-adults
Diligent and want to be the best at everything
Reliable
Cautious
Controlling
Achievers

12. SECOND AND MIDDLE
CHILDREN
Adler describes this as someone who is a
“pacemaker”
Due to their “middle” status, they also may be the
most flexible members of the family
People-pleasers
Somewhat rebellious
Feels left-out

13. YOUNGEST
Dependent and selfish
Possess positive traits of confidence, ability to have fun
and comfort at entertaining others
Fun-loving
Manipulative
Outgoing
Attention-seeker
Self-centered

14. ONLY CHILD
A unique position in family
Monopolizes his parent’s attention and resources
It makes an only child be a “super-firstborn”
Perfectionist
Diligent
Leaders
Sensitive

16. TWINS
With twins, one is usually seen as the older
and is stronger and more active. This one
often becomes the leader, though both may
develop identity problems due to being treated
as one unit instead of two people.

17. ONLY BOY AMONG GIRLS
Adler suggest this boy may develop
into an adult who is always trying to
prove his manhood, or conversely,
may become effeminate.

18. ONLY GIRL AMONG BOYS
May become very feminine or,
attempting to outdo the boys, may
become a tomboy. She may tend to
work hard to please her father.

19. He encouraged to understand the psychological
situation in each family is different; birth order is
simply one possible tool to help guide and assess.

21. We all remember our first childhood friend. The one we woke up
excite to see outside our house. Play dates filled with adventure, fun,
and laughter.

22. For children, making friends is a vital part of growing up and an
essential part of their social and emotional development.

23. Studies have found that friendships enable children to learn more
about themselves and develop their own identity.

24. And, as children mature, friends are able to help reduce stress and
navigate challenging developmental experiences, especially during
teenage years.

25. Studies have shown that children who played frequently with active
friends were far less likely to mention barriers for not exercising, such
as low self-esteem, feeling self-conscious or lack of enjoyment.

26. The role of friendships play throughout life is important, multifaceted
and profound. To cite an Nigerian proverb, “Hold a true friend with
both hands!” This overview shows how these wonderful friendships
we all cherish in adult life evolves through the developmental stages
in childhood and adolescence.

27. Friendship for children provide numerous important functions
including companionship, stimulation, physical support, ego-support,
social comparison and intimacy, and affection.

28. Many theorist view the development of friendships similarly to other
areas of human development, as going through predictable
progressive stages.