Factors Influencing Child Development and Identity

This paper explores the social, emotional and psychological aspects of development in children aged 0 to 5 years, the James Marcia identity and psychological development theory, and the effects of early childhood settings and educators on children’s social, emotional, and psychological wellbeing.

Running head: Child Development and Identity 1
Factors Influencing Child Development and Identity
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Child Development and Identity 2
1.0 Introduction
Several factors can affect a child’s self-identity and their social, emotional and psychological
aspects of development. Several studies have been conducted with an objective of exploring
and promoting the social and emotional development of children (Dishion, Tipsord, 2011;
Vaish, Grossmann, & Woodward, 2008). Scholars in education psychology have also
associated social and emotional competencies to a child’s success in different stages at school
and even in the later phases of adulthood (Denham & Kochanoff, 2018).
Marcia, Waterman, Matteson, Archer,& Orlofsky (2012) defines self-identity as the
conscious sense of self that an individual develops through social association, which is
continuously varying due to new experiences and information that is gained in daily life. In
order to develop an in-depth understating of the children development and self-identity, this
paper will consider the social-emotional and psychological aspects of development in
children aged 0 to 5 years. The paper will also examine the James Marcia identity and
psychological development theory, the ways in which early childhood settings and instructors
can affect the emotional, social and psychological wellbeing of a child, and a conclusion of
the paper will also be provided.
2.0 Social, Emotional and Psychological Aspects of Development of Children Aged
From Birth to 5 Years.
Social and emotional development can be defined as the emerging ability of young children
aged between 0 to 5 years to develop close and secure adult and peer associations;
experience, control, and demonstrate emotions in socially and culturally suitable manner; and
discover the ecosystem and learn- all in the context of family, community, and culture (Yates
et al., 2008). According to Diamond & Lee (2011), social-emotional development comprises

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of the experience, expression and regulation of the emotions of the child and the ability to
develop positive and profiting associations with others. It includes both intra-personal and
interpersonal processes.
The main features of emotional development include the ability to identify and comprehend
one’s personal feelings, to correctly read and understand emotional states in others, to control
overriding emotions and their manifestation in an effective way, to control one’s own
conduct, to develop compassion for others, and to develop and sustain relationships (Music,
2016).
Children experience, manifest, and perceive emotions before they fully comprehend them.
While the children learn to recognize, label, control, and express their emotions and to
perceive and try to comprehend others’ emotions, they develop skills that link them with
family, friends, instructors and the society. Britto et al. (2017) observed that such growing
capacities aid the growing children to build competency in manoeuvring increasingly
intricate social relations, to effectively be involved in relationships and corporate activities,
and to gain the rewards of social support which is significant to human development and
functioning.
Healthy social emotional development for toddlers and children below 5 years begins in an
interpersonal context; positive continuing connections with familiar nursing adults. Studies
have shown that young children are predominantly inclined towards social and emotional
stimulation. According to Senju and Johnson (2009) new-borns tend to have more stimuli
towards familiar faces. Blasi et al. (2011) found out that the infants were more inclined to the
voices of the mothers more than those of other women. Nurturing is a means by which the
adults support the initial experiences of emotion control of the infants (Buss & Plomin,
2014).

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Studies on brain show that emotion and cognition are significantly linked. Leerkes, Paradise,
O'Brien, Calkins, and Lange (2008) indicates that the neural mechanisms responsible for
emotional control maybe similar to those responsible in cognitive processes. There is a close
connection between emotion and cognition, and together they work to create awareness to the
child regarding impressions of situations and influencing behaviour. Huppert (2009) found
out that emotional supports are the basis of almost all learning in the early years. The author
also assert that in-depth interpretations of emotions and cognitions develop the primary
psychic scripts for each life of the child. Emotion also affects cognitive processes such as
decision making. The ability of the children to persevere in an activity that is goal oriented, to
seek for assistance in case of need, and to be involved in and gain from relationships is
affected by emotions and social behaviours of the child.
3.0 Identity Status Theory
James Marcia expounded more on Erik Erikson’s identity and psychological development
theory by focusing on the development of children (Marcia, Waterman, Matteson, Archer, &
Orlofsky, 2012). As opposed to Erikson’s view of identity crisis, Marcia contended that the
stage of adolescence doesn’t comprise of both identity resolution and confusion, but instead
the extent to which an individual has explored and is devoted to an identity in different
aspects of life such as religion, associational preferences, gender roles etc. the identity theory
of achievement by Marcia opines that two discrete parts form the identity of an adolescent.
The first is crisis (defined as a period of re-evaluation of ones values and choices) and
commitment. He argued that the outcome of a crisis results to a commitment towards a given
role or value.
Marcia’s theory categorises identity development into four main statuses: identity diffusion,
identify foreclosure, identity marotorium, and identity achievement. However, these are

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identity status and should not be thought as sequential processes Marcia, Waterman,
Matteson, Archer, & Orlofsky, 2012).
Identity diffusion – this is the status in which the child doesn’t possess a sense of individual
choices; he or she has not committed himself or herself. These individuals are reactive,
passively going through life and addressing each situation as it comes. They derive their
comfort from pleasure seeking and avoidance of discomfort.
Identity Foreclosure – this is the status in which the adolescent appears ready to commit
some pertinent roles, values or aims for the future. The children haven’t experienced an
identity crisis at this stage. They are inclined towards conforming towards the expectations of
others about their future. Thus, these group of people have not explored a lot of options. They
do not question the doubt the beliefs and practices of the family, society and culture.
Identity Marotorium – in this status the adolescent is in a crisis, discovering different
commitments and is willing to make choices, but with no commitment to the choices yet. In
other words, this group represents high degree of exploration but minimal extent of
commitment. Their existence in a midst of a crisis is a motivation for exploration and
experimenting of various values, beliefs and aims.
Identity Achievement – at this level, the adolescent has passed the identity crisis and has
already committed himself or herself to a sense of identity of her/his choice. Identity
achievement is achieved through active exploration and decided commitment to specific sets
of aims, values and beliefs
3.1 The Process of Identity Formation
The main idea is that the determination of an individual’s identity is greatly dependent on the
choices and commitments are about specific individual and social traits. Marcia’s work

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shows how much an individual has made some choices and his or her demonstration of
commitment to those choices. Identity comprises of the adoption of gender orientation,
specific values and ideals, and a professional course. An identity that is well-built provides
some sense of an individual’s strength, weakness, and personal exceptionality. An individual
with an identity that is not well-developed is unable to clearly point out his or her strengths
and weaknesses, and doesn’t have a well-expressed sense of self Marcia, Waterman,
Matteson, Archer, & Orlofsky, 2012).
4.0 Effects of Early Childhood Setting and Educators on Children’s Social, Emotional,
and Psychological Wellbeing
Several studies have been conducted on the influence of one’s environment and educators on
overall child development. Some of the impacts of early childhood environments and
educators on the social, emotional and psychological wellbeing of children are discussed
under this section.
4.1 Cognitive development and educational attainment
Early childhood environment affects the cognitive development and educational attainment of
children. A study done by Burger (2010) found out that children who were brought up in an
environment of good social relationships were better performances in academics than their
counterparts. According to Goodman and Gregg (2010) children that live in settings
considered to stable residentially are less likely to miss school, an aspect that is later reflected
in their performance. A positive early childhood environment fosters the development of
social relationships between a child, peers and educators, thus leading to the development of
pre-social behaviour. On the other hand, children who are brought up in a disadvantaged
environment will experience poor cognitive development and academic performance. The

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authors also found out that even later modifications of environment cannot equal the effects
already produced by the early childhood environment.
4.2 Emotional attachment and sociability skills
Silver, Measelle, Armstrong, and Essex (2010) observes that the fundamental relationship
between pre-school children with their teacher is largely based on initial attachment. A study
conducted by Jennings and Greenberg (2009) found out that pre-school children that had a
close emotional attachment with their instructors were emotionally stable and could easily
mingle with any other unfamiliar individuals or people. Good social relationships and
attachments instils a sense of belonging and have a direct impact on mental health. Children
with low self-esteem due to poor social relationships and attachments with either their parents
or teachers are more likely to experience mental related difficulties such as anxiety and
depression.
4.3 Health
Social environment affect the health of children by influencing their parent’s behaviour.
According to Lewig, Arney, and Salveron (2010) study, parents who lived in communities
with readily accessible services were less likely to adopt aggressive parenting methods
(which later produced negative psychological impact on their children) compared to those
who resided in communities with limited resources.
Social-emotional development of a child is directly associated with health. Thus a childhood
setting that does not promote emotional development will have a negative influence on the
child’s mental development. Duncan, Ziol‐Guest, and Kalil (2010) found out that children
who were brought up in non-social and aggressive environmental setting were likely to
receive additional behavioural or mental health care once they enrolled for primary school

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4.4 Motivation
Children from Early childhood settings characterised by positive social associations are more
motivated than their counterparts. Studies have found out that peer support is a significant
predictor of a child’s motivation to trail social aims, whereas instructor support increases the
motivation for both social and education goal quests (Wentzel, Battle, Russell, & Looney,
2010). The researchers also found out that support from parents impacted the children
regarding their interest level in school and their quest for aims.
Conclusion
The development of a child socially, emotionally, and psychologically is impacted by every
activity that takes place in the childhood setting. These can include culture, peers, parents,
instructors, family member, and community among others. The initial emotional development
of a child comprises of the ability to identify and comprehend one’s personal feelings and to
correctly read and understand the emotional states of others. This process of emotional
development in children takes place over a period of time and is affected by the environment
in which the child is brought up. Furthermore, this process is closely linked with self-
identification as is expounded more in the identity and psychological development theory by
James Marcia. Childhood environments and educators affect the child’s social and emotional
and psychological wellbeing in various ways including cognitive development and
educational attainment, emotional attachment and sociability skills, health and motivation.

Child Development and Identity 9
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