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Babyhood, Early & Late Childhood, and Adolescence - Coggle Diagram

- - - - Early social experiences play a dominant role in determining the baby’s future social relationships and patterns of behavior towards others. And because the baby’s life is centered on the home, it is here that the foundations for later social behavior and attitudes are laid.
        Importance of the social foundations laid in babyhood
        
        the type of behavior babies’ show in social situations affects their personal and social adjustments.
        
        once established, they tend to be persistent as children grow older.
    - - According to Hofilena (1983), it is at feeding time that the baby receives the earliest lesson in love, along with the earliest stimulation of his intellect.
        Common emotional patterns shown in babyhood include anger, fear, curiosity, joy and affection.
- - - - 1.Deferred imitation – The preoperational child can imitate what he has previously observed but which is now not present.
      - 2.Symbolic play – Children often play games of “pretending.” They reenact some experiences common to them like being put to bed, scolded, or hugged using a doll to represent themselves.
      - 3.Drawing - serves as an imitative expression of what they have seen.
      - 4.Mental image – This is an internalized kind of imitation.
      - 5.Verbal evocation – Children use a word or two to signify a past event in their experience.
  - - - One of the important developmental tasks of early childhood is acquiring the preliminary training and experience needed to become a member of a “gang” in late childhood. This early childhood is often called the pre-gang age. The foundations for socialization are laid as the number of contacts young children have with their peers increases with each passing year. Not only do they play more with other children, but they also talk more with them.
        The kind of social contacts young children have is more important than the number of such contacts. If young children enjoy their contacts with others, even if they are only occasional, their attitudes toward future social contacts will be more favorable than if they have more frequent social contacts of a less favorable kind. Children who prefer interacting with people to interacting with objects develop more social know-how and, as a result, are more popular than those who have limited social interactions.
    - - Early childhood is characterized by heightened emotionality. Emotions like love, fear, joy, and anger are experienced by the child just like the adult. However, young children’s emotions are usually felt more strongly and expressed more openly than those of adults. Children’s emotions last only for a few minutes unlike the adults’ which may drag on for hours or days. Another difference is the frequency that emotions are felt. Children are easily stimulated to experience love, joy, jealousy, fear, and anger.
        Of those emotions, the parents should take particular care not to add to the development of unnecessary fear in the child. Through the process of conditioning, stimuli not inherently frightening, become fear-provoking.
- - - - The Generalized Others
        Children are able to respond to a number of individuals in the group and integrate the various roles or set of norms of the group. Around the age of eight or nine, children engage in games where they are able to take the attitudes and responses of others in social activity and know that these roles have a definite relationship with each other. They visualize their own action as a part of a whole pattern of group activity.
      - Friendships
        Children begin to form friendships within the context of the peer group. Several descriptions of stages and phases of the meaning of friendship have been proposed. This system is presented here in a series of stages described by Youniss (1980). In his first stage, children between 6 and 8 tears are said to based friendship on a simple principle or reciprocity. Sharing draws children together as friends; negative social behavior (hitting) drives them apart.
    - - Emotions are being formed in the context of social classes. In the home, children understand what the family wants and refuses. Encouraging children to communicate themselves about these ideals may be good for their friendship, mental health, and success.
        Children of school age come in contact with wider circles of people in school and nonhome environment. As people talk about each other, what they like or dislike, children retain some ideas about labels for feelings affiliated with these expressions. They begin to apply these notions to their inner reactions and soon have names for the internal arousals of joy, sadness, fear, anger or embarrassment.
- - - - During early adolescence, peer-group acceptance is very important to an adolescent. He wears the same type of clothes, engages in the same activities and does the same things to be accepted by his peer group.
        As adolescence progresses, peer-group influences begin to wane. The reasons for this are: first, most adolescents want to become individuals in their own right; hence, they begin to establish their identity; and second, in the adolescents’ choice of their companions. They have a tendency to narrow down their friends to a smaller number.
        Adolescents want as friends those whose interests and values are similar to theirs, who understand them and make them feel secure, and in whom they can confide problems and discuss matters they feel they cannot share with their parents or teachers.
    - - Adolescence has been thought of as a period of “storm and stress” – a time of heightened emotional tension resulting from the physical and gradual changes that are taking place. While adolescent emotions are often intense, uncontrolled, and seemingly irrational, there is generally an improvement in emotional behavior with each passing year. Emotional maturity is said to have been achieved if the individual does not “explode,” have temper tantrums, or sulk when disappointed.