Sample Early Childhood Education Paper on Childhood to Adulthood

Childhood to Adulthood


While middle childhood development usually refers to growth before puberty throughout the early school years, adolescence refers to puberty as an unavoidable biological shift during that period. These growth phases fine-tune the progressive modification of psychological, physical, and social methods that educate anybody throughout a lifetime. However, the early to middle stages of adulthood are a period of self-determination, identity exploration, and lifestyle development. Individuals begin to form their communities and adopt social and health-related behaviors more personally during this phase. While the underlying need for socializing does not change, the social demands of middle age vary from those of early adulthood, and this shift in attitude toward relationships and professions from fluidity to stability may be seen. Young adults’ lifestyle choices, such as eating healthily and exercising, long-term influence their health throughout middle age. This article will examine teenage development in-depth and the periods of early and middle adulthood.

Between the ages of seven and twelve, middle childhood is a beautiful time for young children to thrive. During this period, children develop social and cognitive skills both at home and at school, and this period is referred to as the school years. Sigmund Freud’s psychoanalytic theory states that this is the “latency stage,” when nothing happens. Because sexual and aggressive urges are restrained in young people, he claimed thus. Between the ages of six and eighteen, middle childhood through adolescence, children undergo significant growth that results in self-concept, self-esteem, and identity. Self-concept may be described as an image of oneself formed by one’s views about oneself and how others react to the generated self. On the other side, self-esteem may be described as believing in one’s value, talents, and self-respect.    Throughout these years, children progress toward maturity by becoming competent, self-governing, self-aware, and active in the world outside their family. As children start school, participate in programs, and develop interactions with classmates and people outside their homes, their social relationships and responsibilities shift substantially. The changes that define and contribute to the development of their self-concept and self-esteem and the establishment of their identity by examining instances of questions answered by an 11- and 18-year-old and prior research in this field. In early infancy, children learn to arrange the qualities of their “Me-self” into consistent sets of categories. Rather than emphasizing particular actions, the topic focuses on capacities. Cognitively, once adolescents reach Piaget’s stage of formal operations, their thinking abilities quickly increase. Youth can now think abstractly to conceive theoretical concepts, transcending the constraints of tangible facts. Youth learn to think more logically and scientifically about situations.

The age span from early to middle adulthood is rather broad. Anyone between the ages of 18 and 65 is considered in this age group. There are several changes that a person will encounter as they go through this age range. The most evident of these alterations is the bodily transformation. However, several other modifications occur, ranging from a shift in cognitive thinking processes to a self-internalized understanding of the viewpoint roles that a person selects for themselves.

Humans need ongoing contact with others from birth to death, whether sexual intimacy or connections with friends and family. Young people are more likely to be “seriously monogamous” in romantic relationships (Berger, 2010), meaning that they are emotionally or sexually connected with just one person for a lengthy period. These partnerships, however, are seldom durable, and young people may have numerous throughout this time of their lives. This is characteristic of the age group, which is defined by an inability to commit to a job, marriage, or even an educational program permanently. Today’s youth are markedly different from previous generations in that they marry later, have fewer children, and are less likely to pursue a permanent career. This is partially due to improved life expectancy and more available birth control, which enable young individuals to explore before committing to permanency [(Berger, 2010)]. Young people’s interactions with friends and family may be considered close since most Western nations promote autonomy and individualism. However, since many young people pursue higher education but lack financial and career stability, they depend on family members (usually parents). As young parents, my fiancée and I, for example, continue to get childcare support from our parents while we work, and I attend school. Young adults, like adolescents, seek a sense of self-identification; although Erikson believed identity could be reached by the age of 18, this is now recognized as a lifelong process (Berger, 2010).

However, young adults are more interested in gaining a deeper knowledge of their ethnic or religious origins than teenagers. They do it by investigating and adopting portions or the whole tradition into their understanding and presentation of self. The term “stereotype hazard” refers to the widespread observation of connections between specific characteristics of men and women. Stereotype threat is described as a subconscious assumption that specific features, talents, or inabilities are inherent in the group with which a person identifies (Geary & Stoet, 2012). Study after study has shown that girls who are aware of the assumption that males are better at arithmetic do better in math at higher levels than girls who are not aware of the stereotype, regardless of their gender. Two mixed-gender groups were utilized in the original study to conduct a math test. It was made clear to the second group that results from the test may identify them as female.

Women in the second group performed worse on their examinations than males in the second group. However, other research indicates that stereotype threat has a distinct impact on individuals of various ages. A test of 7-13-year-olds corroborated the original study’s results, while an examination of 16-year-olds was inconclusive (Geary & Stoet, 2012). Individuals’ personalities, formerly thought to be hereditary and fixed at birth, are now acknowledged as malleable, influenced by experience and culture; qualities such as violence or amiability seen during infancy do not vanish but are moderated by age and experience. Early adulthood is often regarded as one of the healthiest stages of life. The body maintains a high degree of what is known as homeostasis, which is the body’s capacity to adjust to external influences and sickness to maintain balance (Berger, 2010). This affects the metabolism and immune system, which explains why adolescents seem to be more equipped to fight illness, eat whatever they want, and withstand the impacts of drug and alcohol usage than older individuals.

To help parents and caregivers interact and connect with their children better, teach their children coping methods for regulating emotions, and help their children flourish and thrive in each new developmental stage of their life, it may be helpful to understand the typical and abnormal psychological patterns of children. Adults maintain many of their youthful talents and often acquire new ones as they get older. According to a study, a middle-aged person’s mind is calmer, less neurotic, and better able to cope with social situations. The cognitive abilities of certain middle-aged people may even be strengthened.


Adolescents go through a period of profound transformation as they go from a state of infancy to maturity. Whatever the case, we all must face the fact that we cannot stay young forever; adulthood is inevitable as long as one is alive. This essay examined teenage development in-depth and discussed early and middle adulthood periods.



Berger, K. S. (2010). Invitation to the Life Span. New York: Worth Publishers.

Geary, D., & Stoet, G. (2012). Can stereotype threat explain the gender gap in mathematics performance and achievement? Review or General Psychology, 93-102.

Copeland, W. E., Adair, C. E., Smetanin, P., Stiff, D., Briante, C., Colman, I., … & Angold, A. (2013). Diagnostic transitions from childhood to adolescence to early adulthood. Journal of Child Psychology and Psychiatry54(7), 791-799.

Augustus-Horvath, C. L., & Tylka, T. L. (2011). The acceptance model of intuitive eating: a comparison of women in emerging adulthood, early adulthood, and middle adulthood. Journal of counseling psychology58(1), 110.