Children’s Self-Identity and Family Contexts

This essay evaluates the social, psychological and emotional development of children aged from infant to 5 years. Shedding light on Erik Erikson and Bowlby's theories of psychosocial development and attachment theory of development and wellbeing.

Running head: CHILDREN’S SELF-IDENTITY AND FAMILY CONTEXTS
CHILDREN’S SELF-IDENTITY AND FAMILY CONTEXTS
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1CHILDREN’S SELF-IDENTITY AND FAMILY CONTEXTS
Introduction
Babies are identified as born communicators and are highly competent of experiencing
and exhibiting a broad range of emotions. With the courses of several positive interactions with
caregivers, infants or young children develop the sense of awareness about them and initiate their
enjoyment relating to others (Cooper, Masi & Vick, 2009). Infants or young children further
attain the understanding and ideas of the way to manage wide range of emotions and feelings to
communicate effectively and obtain the needs and requirements which need to be accomplished.
Children’s experiences during the stage of their initial years influence the functioning of their
brains, processes through which they respond towards stress and their capability to establish
trusting associations. The brain during these phases of criticality experiences its most striking
development, further establishing the platform for social, emotional and psychological
development (Collett & Speltz, 2006). Linguistic ability develops that is the essential form of
motor abilities and thought process becomes highly complex thus letting young children to
comprehend their own sentiments, feelings and those of others (Cooper, Masi & Vick, 2009).
The following essay evaluates the social, psychological and emotional development of children
aged from infant to 5 years. In addition to this, the paper further sheds light on the way Erik
Erikson and Bowlby explained the stages of psychosocial development and attachment theory of
development and wellbeing.
Discussion
Social development fundamentally engages gain ideas of the values, perceptions,
knowledge and expertises which further facilitate infants and young children to associate to
others in an effective manner and to contribute in positive ways to family, school as well as the

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community (Tronick, 1989). This form of learning has been expanded to children directly by the
ones who care for them or teach them and further directs them through forms of social
relationships within the family and through children’s involvement in the culture around them.
Through their associations with others and their ranging awareness of social values, ideas and
expectations, young children develop a sense of their identity as well as their social roles
accessible to them. As young children develop socially they both tend to be responsive towards
the influences around them and tend to serve a critical role in altering their relationships (Vaish,
Grossmann & Woodward, 2008). While parents and caregivers are identified as vital influencers
of social development of children, there can be identified other critical decisive factors of social
developments as well. Collett & Speltz, (2006) have observed that children’s growth and
development has been highly influenced by broader networks of social support which involves
their extended family, friends along with religious groups integrated to them. These associations
or networks essentially provide opportunities for children up to 5 years to effectively develop
their sense of social awareness and competencies as they associate to various people and also
encounter wide array of roles as well as expectations (Cole, Martin & Dennis, 2004).
Darling-Churchill & Lippman, (2016) hold the opinion that friendships, belongingness
and associations with other children tend to develop into more crucial to children as they raise
and initiate their learning regarding associating with others. Infants and young children who
develop the understanding of positive friendship abilities have exhibited tendencies to develop
enhanced relationships with others which further aid their cognitive health and welfare. Thus it
can be stated that infants’ and children’s earliest and most crucial learning experiences about
social associations emerges within familial contexts (Colmer, Rutherford & Murphy, 2011). At
these stages parents and caregivers of infants and young children can sustain social growth when

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they model forms of dignity, respect and consideration and further inspire children to respond
with utmost respect in all associations.
Psychological development regarded as the development of humans’ cognitive,
emotional, intellectual along with social competencies along with the functioning through the life
span from infant age through maturity. This psychological development is identified as an area
of discipline known as developmental psychology (Dss.gov.au, 2018). Child psychology has
been identified as a customary focus of study, however 21st century has efficiently developed
ideas about infancy and adulthood as well. Infants typically create rapid progress in both
recognition and recall memory and further augment their capacity to comprehend as well as
predict events in their surroundings (Earlychildhoodaustralia.org.au 2018). However an essential
development at the stage of infancy and young childhood relies on the identification of object
performance which is the awareness that external entities have its existence in autonomy of the
infant’s perception about them. Cooper, Masi & Vick, (2009) have been observed that healthy
and strong development of infants and young children primarily relies on excellence of care and
early contact and attachments. Young children who show psychological as well as physiological
needs are accomplished tend to develop high level of self-buoyancy, improved cognitive
efficiency along with self-control abilities (Collett & Speltz, 2006).
Author considered the neurobiology of early stage of affection and observed that primary
caregivers’ treatment and care impacts the maturing limbic system of young children and the
flexibility of mental condition. It has further been evaluated that early attachment events of
young children tend to determine the growth and development of the appropriate hemisphere
(Berk & Meyers, 1996). For instance, during interpersonal interactions formed between mother
and infant, a child’s brain experience essentially raises levels of dopamine that affirmatively

4CHILDREN’S SELF-IDENTITY AND FAMILY CONTEXTS
influences the brain (Colmer, Rutherford & Murphy, 2011). Furthermore, apprehensively
attached children exhibit a greater degree of stress hormone cortisol along with extreme amounts
of which tends to be immensely destructive and can further result to severe health issues. As
result it has been noted that abnormalities in early stage care and relationships have a strong
effect on prospective life (Early Childhood Australia, 2018). However divergences in the sphere
of cognitive maturity of infants and young children are perceived as factors of risk for
psychopathology.
Emotional skills and abilities play a vital role in children’s capacity to create successful
life transitions, attain knowledge and make advancements within school settings. This area of
emotional development primarily sheds light on several competencies which amplifies the level
of social awareness and self-control. Studies by Urbanchildinstitute.org, (2018) have indicated
that emotional growth that is typically being signified in the capacity of paying attention, create
changes ranging from one activity to the other and further cooperate with others are recognized
as vital parts of school readiness. Furthermore, through positive relationships emerged in primary
relationships with responsive, affectionate and trusted adults, children at the early age of 1-5
years develop their sense of self-identity, confidence as well as value (Early Childhood Australia
2018). They further attain the understanding of the way to undergo and articulate or convey
diverse range of emotions further leading to develop a sense of sympathy and empathy and learn
to contest challenging situations and widen their social abilities.
Damon, Lerner & Eisenberg, (2006) have evaluated that positive associations of children
with others are highly crucial for the optimal development of brain structural formation and
functions which aid the emotional abilities of children and further assists the improvement of
children’s intrinsic motivation and enthusiasm as well as emotional competence. It has been

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noted by Cole, Martin & Dennis, (2004) that children within the normal range for emotional
advancement identifies it uncomplicated to experience, sustain and express diverse range of
emotions and sentiments. These children further tend to develop integrated, accomplishing
relationships with other children of their age or older as well as with adults, obtain skills to
resolve conflicting situations and acquire a feeling of positivity regarding themselves and their
surrounding environment (Collett & Speltz, 2006). However authors identify the time of
conception to five years of age as highly crucial and progressive period of development and
enhancement for the emotional development of children. As per the ideas signified in Kidsmatter
Early Childhood theory children’s social and emotional development has been firmly embedded
within the sphere of integrated relationships with primary caregivers who typically involve
families and early childhood educators and teachers (KidsMatter.edu.au, 2018).
Erikson’s theoretical understanding of psychosocial development is identified as one of
the prominent theories of personality. Drawing similarities to Freud, Erikson developed the
perspectives that personality or behaviour emerges through sequence of stages. However, distinct
to Freud’s theoretical understanding of psychosexual stages, Erikson’s conjectures explain the
force of social events and experiences across the whole life duration. However one of the
primary determinants of Erikson’s proposed psychosocial stage depends on the progress of ego
identity (Berk, 2017). Furthermore, in the view of his perspective, a sense of competence or skill
tends to induce conduct and actions of individuals. Each stage of Erikson’s theory emphasized
on the development of competence in the sphere of life whereby the primary stage Trust vs.
Mistrust signifies that if child adeptly develops reliance, individuals in particular young children
will attain sense of security within the surrounding. Autonomy vs. Shame and Doubt that is the
second stage occurs at early childhood period and primarily focus on children expanding a

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greater sense of personal regulation (Berk & Meyers, 1996). However, similar to the ideas of
Freud, Erikson was of the opinion that toilet training is a vital part of this procedure.
Furthermore, he believed that acquiring ability to regulate one’s body mechanisms results to the
sense of control and independence (Berk, 2017). The third stage signifying Initiative vs. Guilt is
another stage relevant to the psychosocial development of children as they initiate to assert their
power and regulation over their surroundings through directing playful or other social activities.
It had been observed that at the time of infancy constructive social development is
primarily related to creating connection with caregivers. These degrees of attachment however
have further been cultured in other theoretical understandings such as Bowlby’s Attachment
theory (Van Rosmalen et al., 2016). In the pre-attachment phase which ideally spans from
conception to the age of 6 weeks, infants involuntary responses and actions such as grasping
hands of care givers, crying as well as rooting will cause primary caregivers to attach to infants.
The second phase attachment-in-making phase from the age of 6 weeks to around 8 months.
Babies at this stage tend to respond differently and rapidly to significant caregivers rather than
strangers and develop a trust relationship with caregivers in order to accomplish needs (Collett &
Speltz, 2006). Furthermore, at the clear-cut attachment phase ranges about age 6 to 8 months till
age 18 to around 24 months, infants develop a highly constructive association with caregivers
thus result to the occurrence of separation, concern and anxiety. However the final stage of
attachment, the creation of reciprocal associations extents from 18 months to 2 years and beyond.
This time however infants start developing a negotiating situation with caregivers to attain their
needs and requirements and sustain sense of safety and attachments (Van Rosmalen et al., 2016).
Educator and child relationships essentially assist young children to develop sense of
security that intends to liberate them to explore, reveal, play and learn. Such relationships further

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offer avenues for children to attain knowledge on ways to communicate with others and exhibit
high level of positivity and concern towards others and provide solutions to settle conflicts
(Urbanchildinstitute.org, 2018). Furthermore, Australia’s Early Childhood Code of Ethics and
the United Nations Convention on the Rights of the Child further facilitate the way in which
educators establish relationships with young children (Early Childhood Australia 2018).
However it further emphasizes on facts that educators must develop greater degree of awareness
towards children who exhibit some kind of differentiation such as children who are in need of
additional support and guidance may need additional support and care in building relationships.
Conclusion
To conclude, it can be stated that as children’s social, emotional and psychological
development constitutes various forms of intricacies and challenges parents and caregivers of
infants and young children can pose greater impact on the way it advances. Thus by modelling
healthy and constructive associations and remaining attached to children, both caregivers and
educators can help children to relate to individuals around through assertive and beneficial
approaches. Thus by inspiring and supporting children to engage with other infants and children,
caregivers and parents to enjoy the benefits of social health.

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