Human Relations and Life Transitions: Theories, Stages, and Examples

This essay provides an overview of human relations and life transitions, with a specific focus on child development theories. It delves into the foundational concepts of Piaget's theory of cognitive development, Erikson's theory of psychosocial stages, Vygotsky's sociocultural theory, and Bronfenbrenner's ecological systems theory. The essay examines how these theories explain the various stages of a child's life, the challenges faced during transitions, and the factors influencing cognitive and social development, such as environmental stress, nutrition, and parental influence. It includes examples to illustrate the application of these theories and concludes by emphasizing the importance of parental guidance and support during childhood to foster confidence and resilience throughout life, encouraging independent learning and problem-solving as children mature. The essay uses the theories to provide a detailed understanding of how children learn and develop.

Running Head: HUMAN RELATIONS AND LIFE TRANSITIONS1
Human relations and life transitions

HUMAN RELATIONS AND LIFE TRANSITIONS2
Introduction
The childhood is one of the crucial phases of everyone’s life. At that stage, the child learns
many things that help them in the long run of their life. Initially, they learn from their parents,
and then move to school and so on. If any of the phases is not properly guided then they may
take the wrong step. There are various theories that explain the different stages of the child,
provide the guideline about their freedom and responsibilities. The transition of life includes
several hurdles and challenges. So, learning the theories and adopting them in the daily life
will change the life of a child.
Scenario 2
Piaget's theory
The Piaget's theory of the cognitive development deals with the issues that how a
child constructs the mental model of the world. The theory works with the genetic
epistemology that is the origin of the thinking. The term genetics deals with the study from
where the things come from that are the origin(Bridges & Bridges, 2017). The Epistemology
is more interested about the elementary categories of thinking that is to speak, the overall
framework or architectural properties of the intelligence. The main aim of this theory is to
measure the ability of jack that how he count well, spell or solve the mental ability problems
called as Intelligence questions(Etzkowitz & Leydesdorff, 2014).
According to the Piaget's theory, the mental structure of jack is different from the
others depending on which the learning and knowledge are based. The target of this theory is
to describe the different mechanisms by which the infant, then the child, grow into an
individual who is able to think and differentiate the various hypotheses. The three basic
components of the Piaget's cognitive theory are schemes, adoption process which enables the
transition in the children from stage to the other and the various stages of the cognitive
development(Kail & Cavanaugh, 2015).
Erikson's Theory
The Erikson theory of the social development of the children and teenagers consists of
eight stages of development. Each stage of the Erikson was regarded as the "psychological
crisis" which rises with the demand and the resolution of the previous stage and the next

HUMAN RELATIONS AND LIFE TRANSITIONS3
stage. The first stage of the development is learning about the basic trust and the mistrust. It
is the initial period of the infancy which is in between the first one or two years of life. When
the jack is natured well with full love and caring then hedevelops the trust and security. If the
reverse thing happens, that is if he are not handled properly then hebecame aggressive and
insecure(Leider, 2015). The second stage is the autonomy versus shame and doubt. It happens
in the early ages between the 18 months and three, when the children are trying to do the
things of their own and wants their full independence. They started moving away from their
parents, choose the things of their own, and make their own choice for their clothes and much
more(Moos, 2013).
Erikson theory states that if the parents allow them to do the things till the end, then they will
explore many things of their own abilities. It shows an encouraging nature of the parents
rather than having any shame or doubt with the ideas and intention of the children. A delicate
balance and support are required from the parent. If at this stage, children are encouraged and
supported by their parents then they will become more confident and brave in solving their
own problems(Newman & Newman, 2017). The situation is more familiar with the residents
of the USA where they are allowing the children to do their work until they require
assistance. They never criticize or control the children at this stage. The next stage describes
the initiative nature and guilt within the children. During the age of two to five years, the
children develop the feature of interacting with the other children at the school. It provides an
opportunity to explore their interpersonal skills through various initiatives. If this tendency is
muffled by any means like through criticism or control, then they will develop a sense of
guiltiness(Parkes & Prigerson, 2013).
Vygotsky's theory
The main goal of this nursing theory is to deal with the more complex cognitive
activities of jack which are governed and examined by various principles. The various tools
and semiotic signs are given to the children to do the things exactly as it is required. The
process engages the lower age limit children who are capable of doing their work or to solve
any problem of their own without taking any help from the others(Sigelman & Rider, 2014).
Jack is provided with the verbal training about the task and he gather more information about
it from various sources of their own. Headds new valid information in their existing mental
schemes in order to complete the task in time and also doing it independently.

HUMAN RELATIONS AND LIFE TRANSITIONS4
The socio cultural backdrop involves the healthy interaction between the parents and
the children. The adults should be able to direct and organize their children to develop their
learning skills and to get more confidence on that learning. In the entire process, parents play
a crucial role in the development of their child. As the parents are more knowledgeable than
the children, so it is necessary for them to teach the symbols, signs, words and everything
which is necessary for their child to grow properly with immense knowledge(Walker, 2017).
Bronfenbrenner's theory
The theory explains about the situational placements of the jack with the four distinct
socio cultural layers. The children are dealing with the complex system of relationships
between the Microsystems, mesosystem, exosystem and macro system. The Microsystems
deals with the person and other information, the mesosystem is between the connections of
various situations, the exosystem describes the direct influence on a child from the other
relation and macro system tells about the relationship with the society(Wrzus, et al., 2013).
Here in this case Jackacquires the knowledge from the social surroundings. The interaction of
the children with the large community society helps to shape their knowledge and personal
beliefs about the world.
The examples of cognitive development
The development of the child is done through a continuous transformation in the
thought processes. The cognitive study of nursing is necessary for Jack to develop their skills
and knowledge according to their age limit and ability. Various stages are explained by the
Piaget where the children are categorized into age groups and depending on their maturity,
experience and skills they need to cross each stage independently. For example, when the
child is at very early age and playing in the cradle, they love to snatch and grab the hands of
their teddy and put it on their mouth(John-Steine & Mahn, 1996). When the mother
intentionally put their hand on the baby, instead of the teddy they choose their mother's hand
and put it in their mouth. After some months, the mother found that the child repeats the same
situation and takes her hand directly to the mouth instead of the teddy. Gradually with the
time they change their habit and start playing with the toys rather than taking them into the
mouth.
Jackdevelops their knowledge and learns about the change in the situation which is
due to the response of the stimuli. The cognitive development here plays a crucial role and

HUMAN RELATIONS AND LIFE TRANSITIONS5
helps in developing the mind of the child. For example, when the child has two options like a
toy which looks attractive and a teddy, they often choose the toy rather than the teddy. If
happens because they had already played with the teddy and they want some change in it. As
the toy looks more attractive, they play most of the time with it. It shows their change in the
response from the previous days. They are capable of understanding the change in their
choice(Parkes & Prigerson, 2013).
Examples of social development
When the parents in the early age of their children behave with them in a harsh or
unreliable way, then the children develop a sense of mistrust and will not gain the confidence
to believe in the world around them. Gradually they stop believing in their own abilities and
become rude and arrogant. The role of the parents at the early age of the children is important
in order to guide them in every possible way so that they will believe in themselves(Newman
& Newman, 2017). When the parents behave with the child in very jolly and lovable way,
then the child develops a sense of trust and enhances their capabilities to solve any crises
coming in their way. Criticizing their intention will always put them in a stack condition.
When the child wants to put the shoes on the rack instead of knowing anything about the
rack, in such situation parents should allow them instead f restricting them. It will develop the
confidence in them.
Factors influencing the cognitive and social development
The factors that affect the cognitive and social development in the child are the
environmental stress, nutrition, care, sensory development, stimuli, feeding practices,
genetics and parental environment. These factors are considered as the most influential and
effective reasons for the growing stage of the children. The physical development occurs in
the children during the years 3 to 6, but more slowly during the infancy(Etzkowitz &
Leydesdorff, 2014). Due to lack of the nutrition and proper diet, the interest on food
decreases which affects the cognitive development of the children. Sometimes the children
are more curious about the foods and consume more which is again a bad symbol for their
health and development.
If a child has a perfect health, then it becomes easy for them to capture the knowledge
from their parents, teachers as well as from the environment. The sleeping practice slows
helps in developing the brain at the early age of the children(Bridges & Bridges, 2017).

HUMAN RELATIONS AND LIFE TRANSITIONS6
Parents need to check the proper diet and schedule of their children so that they will easily
enhance their skills and knowledge. The entire childhood depends on the parents as they are
more experienced and smart. They need to take care of the feeding, nutrition, and foods of
their child which helps the child to develop more at the early age.
Conclusion
From the above theories, it is cleared that at what age the child should be guided and
after what age they should learn about their responsibilities. The beginning stage of the child
should be properly guided by their parents so that they will be able to learn the symbols and
language. When the child starts to progress, at that time they should be allowed to do their
work independently so that they will learn from their mistakes at each step. At that point of
time, the parents will only guide them instead of helping. The learning process will continue
till the end of the life. In every step, there are new things to learn and explore. The thing
which is important is the courage and confidence to deal with the situations.
Reference
Bridges, W., & Bridges, S. (2017). Managing transitions: Making the most of change. Da
Capo Press.
Etzkowitz, H., & Leydesdorff, L. (2014). The endless transition: a'Triple Helix'of university
industry government relations.
John-Steiner, V., & Mahn, H. (1996). Sociocultural approaches to learning and development:
A Vygotskian framework. Educational psychologist, 31(3-4), 191-206.
Kail, R. V., & Cavanaugh, J. C. (2015). Human development: A life-span view. Cengage
Learning.
Leider, R. J. (2015). The power of purpose: Creating meaning in your life and work. Berrett-
Koehler Publishers.
Moos, R. (Ed.). (2013). Coping with life crises: An integrated approach. Springer.
Newman, B. M., & Newman, P. R. (2017). Development through life: A psychosocial
approach. Cengage Learning.

HUMAN RELATIONS AND LIFE TRANSITIONS7
Parkes, C. M., & Prigerson, H. G. (2013). Bereavement: Studies of grief in adult life.
Routledge.
Sigelman, C. K., & Rider, E. A. (2014). Life-span human development. Cengage Learning.
Walker, J. (2017). Social work and human development. Learning Matters.
Wrzus, C., Hänel, M., Wagner, J., & Neyer, F. J. (2013). Social network changes and life
events across the life span: A meta-analysis. Psychological bulletin, 139(1), 53.