Human Relationship and Life Transitions: Child Development Essay

This essay delves into the multifaceted realm of child development, exploring the intricate interplay between psychosocial stages and human relationships. It begins by defining child development as the unfolding of biological traits and characters through experiences, emphasizing the significant role of social interaction and caregiver influence. The essay then examines Erikson's psychosocial theory, focusing on the crises encountered in each stage, such as autonomy vs. shame and doubt, and initiative vs. guilt, and how successful resolution leads to psychological firmness. Furthermore, the essay explores psychoanalytic, behavioral, cognitive, and social theories of child development, including the contributions of Freud, Erikson, Piaget, and Bandura, highlighting their implications for understanding how children change, grow, learn, and think. The essay underscores the critical nature of the 2-5 year age range, emphasizing the importance of parental and caregiver support in navigating the crises that arise during these formative years to foster comprehensive development and prevent adverse impacts. The essay concludes by summarizing the key theories and their relevance to nursing care and overall child health and development.

Running head: HUMAN RELATIONSHIP AND LIFE TRANSITIONS 1
Human Relationship and Life Transitions
Author
Institution

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Human Relationship and Life Transitions
Children development refers to the slow unfolding of biological traits and characters that
emerge as the child study through experiences (Grantham-McGregor S et al. 2007). They
undergo fast growth and development, greatly influenced by various factors. Social interaction
plays a significant role in the development and the growth of children (Fleming 2018). Young
children growth is dependent on the care they receive from caregivers. In each stage, children
encounter crises that act as a resolution in development, for example, Julie is not yet toilet
trained while other children of her age have mastered this art. The conflict of ego presents
challenges to one's identity. The crises are concentrated on either developing the psychosocial
quality or feeling to improve the quality. Meanwhile, if they can deal with the conflict
successfully, then emerge from the stage with the psychological firmness which serves them well
for the rest of their lives (McCarthy 2013). However, if they fail to deal with these crises
effectively, they may not evolve essential skills needed for a strong sense of self. Moreover, the
thought of competence motivates behaviors and actions.
The first psychosocial development at this age is autonomy vs. shame and doubt. This
stage centers on the children growing a greater sense of personal control (Stapel-Wax 2011).
However, they struggle to gain an insight into autonomy which is being able to control their
bodily functions (Cherry, K 2018).For example, Janie is not able to co They may be immense
and minor motor skills and should be apparent to the parent of the children, for example, the case
of Julie
The second psychosocial development stage is the initiative vs. guilt. Children at this
stage are capable of commencing activities and establishing control over their world through
playing and social interactions (Lambert & Kelley 2012). It is fundamental for children to

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resolve the exercise of initiative vs. guilt. The oedipal factor and social factors more influence
the development. The ambition is achieved when the child is expanding the collection of
capabilities. Usually, children during this age are very active and locomotive. They are very
talkative and ask a lot of questions. They also express their skills through experiment and
imaginative play. Their conscience can be put a dumper while at very dynamic development.
However, parents and caregivers infuse accountability by advocating strongly on right behavior
and conduct.
Furthermore, various theorists have proposed many theories centered on how children
develop. Psychoanalytic child development theories focus on that forms the ego and
unconscious. Two psychoanalytic theories of development are Erik Erikson psychosexual
development and Sigmund Freud’s theory of development. The Freud’s psychosocial child
development theory focused on the importance of childhood events and experiences (Cherry
2017). According to this theory, child development is referred to as phases of psychosexual
stages. Each stage, however, fulfills the libido desire and plays a major responsibility in the
personality of an adult. In case of the child do not complete a phase develops a fixation that
would then affect adult behavior and personality. Meanwhile, these conflicts related with stage
should be rectified to create the right adult personality. Erikson psychosocial child development
theory centers on the significance of social experience in shaping Childs psychosocial growth.
This theory covers the development of an entire lifespan. People grow and develop into old age.
At these stages, people experience a crisis. Conquering the crisis assist in the development of a
psychological morality.
Behavioral child development theories center how children learn through interaction with
the surrounding. (Cherry 2017). Two important behavioral procedures that influence

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developmental are classical conditioning. Classical conditioning incorporates creating
cooperation between a neutral stimulus and a stimulus that naturally and produce a response
automatically. When an association is established, the neutral stimulus produces the answer.
Operant conditioning, however, is studying as a result of punishment or reinforcement. The
outcomes of the behavior dictate the likelihood for it occurring in the future.
Cognitive child development theories focus how Child's thinking action develops by the
path of childhood. Theorist Jean Piaget proposed, children think differently than adults. He
observed that they play an important function in gaining knowledge of the world. The Piaget
theory every phase of development is manifested by definite growth on how they internalize of
themselves and another world. Piaget theory stages include. The sensorimotor stage occurs the
birth and two years. Here children learn about the world by motor interaction and perception.
The preoperational stage is the second stage which occurs between 2-6 years and is also a time of
rapid development and growth. Children at this age cannot mentally exploit information and
gabble to see things towards people’s dimension. Its sad Julie has not yet mastered the art
compared to her age mates.
Last, is the social theory of child development that centers on the responsibility of
caregivers, parent, peer, and other social influences. For instance, in this case, the parents are
supposed to teach Julie to master the toilet functions. Explains how early attachment influence
development, and how children learn by observing people around. Psychologist Albert Bandura
proposed this theory. This theory combined components of behavioral approaches and cognitive
theories. He noted modeling and observation play a significant role in a learning process.
These development theories have helped add understanding to Nurses. They have come
to understand better how children change, grow, learn and think. Thus, enabling expansion of the

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knowledge on the childhood and nursing care. This consequently has improved delivering
services to children and hence health growth and development.
Children at the age of 2-5 years are at the critical stage of psychosocial development. The
strong foundation on these development stages in essential at these stages. This is because the
excellent handling of crises that arises at these stages enables good personal development. Care
and support both from the parents and the caregivers. The conflict that occurs at these stages can
be corrected. Thus ensuring the child development is not compromised. This is to provide
comprehensive physical, mental, social and cognitive development. Thus, preventing adverse
impacts on short-term and long-term health and development.

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References
Cherry, K. (2017). 5 Important Child Development Theories Retrieved from: `
https://www.explorepsychology.com/child-development-theories/
Grantham-McGregor S. Cheung YB, Cueto S. Glewwe P, Richter L, et al. (2007) Developmental
potential in the first 5 years for children in developing countries. Lancet 369: 60-70.
Stapel-Wax, J. (2011) Autonomy Versus Shame and Doubt. Retrieved
from:https://www.researchgate.net/publication/302966137_Autonomy_Versus_Shame_a
nd_Doubt
McCarthy, M. (2013).psychosocial development. Retrieved from:
https://info.psu.edu.sa/psu/maths/Erikson%27s%20Psychosocial%20Perspective.pd
Lambert, M. C., & Kelley, H. M. (2011). Initiative Versus Guilt. In Encyclopedia of Child
Behavior and Development (pp. 816-817). Springer, Boston, MA.
Cherry, K. (2018).Erik Erikson's Stages of Psychosocial Development. Retrieved from:
https://www.verywellmind.com/erik-eriksons-stages-of-psychosocial-development-
2795740

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