Relationship between Observed Behavior and Specific Aspects of Early Child Development
To observe the behaviors of early child development, I studied a group of fifty children in primary school level of ages between five to ten years. The sample of children included both girls and boys. The children were in their middle and late childhood stages of development in which children are usually filled with imaginations. I enjoyed the research as I interacted with these young children. It wasn’t easy to learn their behaviors as they could be moving from one point to another. However, I managed to learn their behavior fully which to some extent varied from boys to girls.
In this stage, the children were comparing themselves to other prominent personalities in a variety of characteristics like artistic abilities, appearance, and physical abilities among others. The behavior corresponds with the preoperational stage of Piaget’s theory of cognitive development. Under this theory children purported to make use of symbolism.This is a clear indication that the children had developed self-esteem that reflected their feelings of personal worthiness. Hence, some children could view themselves having more abilities than others. For instance, some boys determined that they were fair potential athletes than others while some girls viewed themselves as good singers than others. This behavior is a good indication of the development of self-understanding and self-esteem that could boost their cognitive developments (Jennings, Blain, Nelson, and Miller 48).
The children in their endeavors also valued relationships among themselves. The relationships could be viewed as they were functioning as a group as they spent a considerable duration of time together. These children maintained relationships for a long period in that even if they fought, it could only take a short period before seeing them together again. Within these groups, some could experience peer rejection while others experienced peer acceptance. They portrayed self-understanding whenever they were together as peers. The relationship within these children is an explicit reflection of the attachment theory that provides a framework of understanding various interpersonal relationships.
The issue of gender identification could be directly observed in these children. They developed a personal conception of one being male or female which was portrayed in the gender roles that they took while playing. Boys acted and opted to have things as their fathers while the girls could also act like their mothers by assuming to hold their roles. Some of the children went a further step separate into gender-segregated groups whereby they were guided by their peer rules. For instance, boys formed groups that were large, hierarchical and competitive as they engaged in outdoor activities. Within boys, frequent fights and rough and tumble plays could emerge as a show of strength and toughness. On the other hand, the groups for girls tended to be smaller and were full of intimate conversations that aimed at maintaining cohesion (Jennings, Blain, Nelson, and Miller 53).
The children could be observed altering their speeches to fit various situations with different audiences. For instance, they could shout and yell using informal words while games and later in the day use formal vocabularies in their classrooms. Moreover, the tone and language they used among themselves and when addressing adults was very different. This is a clear indication of major advances in their language skills. The majority of the children gained courage of standing before a group of people and convey a message. The children had the ability to use and appreciate sophisticated kinds of languages meaning that they were also developing cognitively.
Upon studying all these behaviors and relating them to key aspects of development like gender, language, and relationships with others, it’s evident that there exists a pure relationship between them.
Jennings, Judy, Frank Blain, Melanie Nelson, and Maureen Miller. Child Development Basics: Stages of Development. Owatonna N.p., n.d. Print.