This case study examines the physical, cognitive, language, emotional, and social development of a 6-year-old boy named Joachim. Observations showed that Joachim has age-appropriate gross motor skills like walking and running, can think logically about concrete concepts, is forming more complex sentences, experiences pride in his work but also feelings of shyness or shame, and interacts well with his classmates while seeking their approval. The researchers concluded that Joachim is developing normally across all domains studied for his age. They recommend John Dewey School for future case studies due to its supportive environment.
Social Emotional Development in Special Needs Children 0-5 yearsMichelle Fitzpatrick
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Our last forum will look at social development. Please answer the following three questions in your initial posting.
1-How is social learning linked to academic learning?
2-How are schools providing for social development for children?
3-What are notable issues on gender-role development in society today and how are we as a family and society reacting?
Emotional and Social Development in Early Childhood
The focus of this lesson is the emotional and social development in early childhood. It is critical that, during a child’s early years, he or she is exposed to great variety of experiences that contribute to healthy social and emotional growth. Furthermore, this lesson will focus on the ways in which children develop a sense of self. When children interact with peers, they also advance in their social skills and social development. Finally, being aware of the different roles that genetic and environmental influences play on gender-role development will lead to greater understanding of gender expectations for these young children.
TOPICS TO BE COVERED INCLUDE:
· The development of the aspects of the self
· Peer sociability
· Moral development
· Gender-role development
Development of Aspects of the Self
As children learn to talk and their language skills improve, they become more self-aware as seen in the ways in which they subjectively talk about themselves. As children become able to understand their
self-concept
‒ their attributes, attitudes, abilities, and qualities that make them unique ‒ they truly begin to develop a sense of self-awareness. This self-awareness has a profound impact on a child’s emotional and social life. Additionally,
self-esteem
is also affected by children’s awareness of self.
Self-Awareness
· RECOGNIZING SELF AS SEPARATE
·
SELF-AWARENESS GROWS
·
REFERRING TO SELF BY NAME
·
PREFERENCES AND EMOTIONS
In infancy children develop an awareness of their body. As children continue to age, they begin to understand that they are separate beings from others. For example, during late toddlerhood, children learn that they have different emotional states, different characteristics (physical and emotional) and different actions or responses from others.
Psychosocial Developmental Stages
This self-awareness development corresponds to the second stage of Erik Erikson’s Psychosocial Development. Click on the icons to read about the milestones for each stage.
Age
Erikson’s Stage
1 ½ to 3
Autonomy versus Shame and Doubt.
3 to 4
Initiative versus Guilt.
5
Superego
FREUD’S SUPEREGO
CONSCIOUS
PRIDE AND HAPPINESS
IF SUPEREGO IS OVERLY STRICT
SOME SHAME AND GUILT IS NEEDED
Self-Concept
Self-concept is the image that we hold about ourselves. These ideas or images stem from the beliefs that a child has about him or herself as well as how other individuals view that particular child. Self-concept is what children think about themselves, how they evaluate themselves, and perceives themselves.
.
CHAPTER 13 EMOTIONAL AND SOCIAL DEVELOPMENT IN MIDDLE CHILDHOOD.docxrobert345678
CHAPTER 13 EMOTIONAL AND SOCIAL DEVELOPMENT IN MIDDLE CHILDHOOD
Walking in the Rain
Hennie Brandt, 7 years, Republic of Namibia
As children reach school age, empathy increases and friendships become more selective, developing into mutual relationships based on trust and emotional commitment.
Reprinted with permission from Children’s Museum of the Arts Permanent Collection, New York, NY
WHAT’S AHEAD IN CHAPTER 13
13.1 Self-Understanding
Self-Concept • Cognitive, Social, and Cultural Influences on Self-Concept • Self-Esteem • Influences on Self-Esteem
13.2 Emotional Development
Self-Conscious Emotions • Emotional Understanding • Emotional Self-Regulation
13.3 Moral Development
Moral and Social-Conventional Understanding • Understanding Individual Rights • Culture and Moral Understanding • Understanding Diversity and Inequality
13.4 Peer Relations
Peer Groups • Friendships • Peer Acceptance
■ Biology and Environment: Bullies and Their Victims
13.5 Gender Typing
Gender-Stereotyped Beliefs • Gender Identity and Behavior
13.6 Family Influences
Parent–Child Relationships • Siblings • Only Children • Lesbian and Gay Families • Never-Married Parent Families • Divorce • Blended Families • Maternal Employment and Dual-Earner Families
13.7 Some Common Problems of Development
Fears and Anxieties • Child Sexual Abuse • Fostering Resilience in Middle Childhood
■ Cultural Influences: Impact of Ethnic and Political Violence on Children
■ Social Issues: Health: Children’s Eyewitness Testimony
One afternoon as school dismissed, Joey urgently tapped his best friend Terry on the shoulder. “Gotta talk to you,” Joey pleaded. “Everything was going great until I got that word—porcupine,” Joey went on, referring to the fifth-grade spelling bee that day. “Just my luck! P-o-r-k, that’s how I spelled it! I can’t believe it. Maybe I’m not so good at social studies,” Joey confided, “but I know I’m one of the best spellers in our class, better than that stuck-up Belinda Brown. I knocked myself out studying those spelling lists. Then she got all the easy words. If I had to lose, why couldn’t it be to a nice person?”
Joey’s conversation reflects new emotional and social capacities. By entering the spelling bee, he illustrates a major change of middle childhood: energetic pursuit of meaningful achievement in his culture. As Erik Erikson emphasized, children whose previous experiences have been positive enter middle childhood ready to forge a sense of industry: feelings of competence at useful skills and tasks. In cultures everywhere, adults respond to children’s improved physical and cognitive capacities by making new demands, and children are ready to benefit from these challenges.
In most of the world, the transition to middle childhood is marked by the beginning of formal schooling. With it comes literacy training, which prepares children for a vast array of specialized careers. In school, children discover their own and others’ unique capacities. Notice how the spelli.
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New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
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This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
2. This case study compares Joachim’s
development to what developmentalist say is
normal. The paper is focused primarily on the
physical, cognitive, language, emotional, and
social developments of Joachim. This paper
gives examples of how Joachim is
successfully developing normally for his age.
3. 6 years old
Grade 2
Joachim John Dewey School for Children
4. Background of the Child
This case study is on a 6 year old boy named Joachim Angelo D.
Banlao. He is a grade 2 student at John Dewey School for Children. He
lives at home with his parents. He said that his mom will be going to
America so he usually spends his time with her. He admires his sister
because his sister is the smartest in their family. While being observed
he rather play with boys than the girls. He always watches T.V at home
so he doesn’t have time to do his assignments and that his parents are
too busy to help him do it. During weekends, he does skateboarding
and biking.
5. Physical Development
Joachim's Fine Motor Skills and Gross Motor Skills are observed for his
Physical Development.
Gross Motor Skills Fine Motor Skills
observe the large muscles in
the arms and legs.
factors that experts look at
include strength, muscle tone,
movement quality and the
range of movement.
Walking, running, balance and
coordination
Drawing, writing, grasping
objects, throwing, waving and
catching
6. Cognitive Development
In Jean Piaget’s Cognitive Theory, Joachim is at the concrete operational
stage, between seven to eleven, wherein the child gains a better
understanding of mental operations, children should be able to think
logically about concrete events, but has problem and difficulty in
understanding hypothetical or abstract concepts (Cherry).
Joachim, has shown signs of being sociocentric, in the part where he is
asking his fellow classmates about a view on this particular topic.
He has good thinking abilities and working patience, though he has trouble
with spelling.
sociocentric (as opposed to
egocentric) being who is
aware that others have
their own perspectives on
the world and that those
perspectives are different
from the child's own.
7. Language Development
• He can be able to pronounce all vowels,
consonants, and diphthongs.
• experience trouble pronouncing s, z, th, and ch.
• He can be able to provide stories, descriptions or
explanations relating to a specific topic.
• Although he can’t be able to form grammatically
correct sentences, he can put together simple and
complex sentences.
• According to Chomsky’s theory in language, Every
child has a ‘language acquisition device’ or LAD
which encodes the major principles of a language
and its grammatical structures into the child’s brain.
This ability makes the task of learning a first
language easier than it would be.
In Joachim’s case, his first language is Filipino so he tends to learn it easier
than other languages.
8. Emotional Development
He is happy at times, but there are times when he is shy and looks away
from the researcher when he is being talked to.
There was the time when he was asked to spell in front of class, and he
was feeling ashamed at that point.
School-aged children begin to take pride in their ability to exert self-control,
and enjoy the feedback that they receive from being responsible
and cooperative.
9. Social Development
Joachim is a good friend to his classmates, and gets along them just well
enough.
He likes to play with others and likes to go around the room talking to other
children.
According to Parten’s stages of play, Joachim is at the stage of Associative play
wherein the child is interested in people playing, but not interested in
coordinating his activity to what the others are doing, in other words, not being
in sync with them.
He imitates the teacher as he was showing everyone the step- by-step process
of how to draw a cat.
According to Erik Erikson’s Psychosocial Theory, Joachim is at the school age,
6 – 11 which has the basic conflict of Industry V.S. Inferiority. Children need to
cope with new social and academic demands. Success leads to a sense of
competence, while failure results in feelings of inferiority (Psychology.com).
Joachim showed signs of this stage of development, in the part
where he was seeking my approval and the approval of his fellow
classmates, he was working hard so that he could be praised.
10. Conclusion
The researchers have concluded that the child Joachim has been
developing very well and is at the normal milestones of the physical,
cognitive, language, emotional and social developments. The
researchers have conducted the observation of each skills and the
results are the following: For Physical Development, Joachim showed
the signs of walking, running, balance and coordination. For Cognitive
Development, Joachim showed signs of being sociocentric, and being
more realistic as well as logically thinking. For Language
Development, J oachim showed signs of putting together simple and
complex sentences. For Emotional Development, Joachim showed
signs of feeling pride from his work and getting happy or sad about
positive and negative feedbacks that are directed at him. For Social
Development, Joachim showed signs of being competent and seeking
approval from the researcher and from Joachim’s peers.
11. Recommendation
The researchers recommend that for future researchers
and future case studies that they use John Dewey School
for children that is owned by the school directress,
Rochelle M. Razo. This is so because John Dewey has
excellent students, staff, and teachers that will help guide
future researchers in their studies. The students of John
Dewey are bright, cooperative, and very well mannered.
The researchers of this case study suffered very little
hassle when involving the students.
12. References
[1] http://psychology.about.com/od/developmentalpsychology/ss/early-childhood-
development_3.htm , K. Cherry
[2] Case Study Child Development, K. Heisler, 2009
[3] http://en.wikipedia.org/wiki/Child_development_stages
[4] http://en.wikipedia.org/wiki/Parten's_stages_of_play
[5] http://www.learning-theories.com/vygotskys-social-learning-theory.html
[6] http://www.kidsdevelopment.co.uk/emotionaldevelopmentchildren.html,
Emotional Development in Children, E. Grace, 2012
[7] http://www.livestrong.com/article/155646-the-language-development-of-a-
6-year-old/
[8] http://www.slideshare.net/ottymcruz/chomskys-theories
oflanguageacquisition112254800109047428
[9] http://aggslanguage.wordpress.com/chomsky/