Introduction
The term “human development” is used to describe the process through which a person matures physically, cognitively, and emotionally during their lifespan. The type of advancement is these three worlds or sectors of existence attempting to achieve. Physical development includes the growth of the body and the development of the brain, as well as changes in senses and motor abilities (as well as overall health and well-being). Cognitive development includes the processes of learning, paying attention, remembering, speaking, reasoning, and creating. Human psychosocial development is impacted by the emotions, personality, and interactions that a person has with other people. In this essay, I will compare the development milestones in childhood development to two major theories in mental psychologies which are: Freud’s psychosexual theories and Bowlby’s attachment theory.
Childhood and Development
A child is defined as someone who is between the ages of infancy and adolescence. Minors (those under the age of majority) are sometimes referred to as children or adolescents. In general, children’s rights and responsibilities are less extensive than those of adults. Parents or other trained caregivers must look after them since they are unable to make vital choices on their own.
Throughout their toddler years, infants learn to communicate and move independently. Early childhood ends around the age of seven, while toddlerhood ends at the age of three when a child no longer needs parental assistance to meet his or her fundamental needs and can function independently. Early childhood education focuses on the time span from birth to kindergarten and includes a variety of activities. Early childhood learning tactics such as observation, exploration, and social interaction are crucial to the development of young children. Adults monitor and aid the kid’s growth until the child is able to function on his or her own. It is at this period that the child’s attachment to his or her caregivers grows more solidified. All of a child’s social activities, including preschool and kindergarten, begin at this period.
Middle childhood starts when a kid reaches the age of seven, or when he or she is prepared to enter primary school. When a child reaches puberty (usually around the ages of 12 or 13), adolescence officially starts. It is within this time frame that a child’s social and cognitive development takes place. Currently, children are meeting new people and acquiring new abilities, which will assist them in becoming more self-sufficient and developing a strong sense of self over time. Children are initially exposed to a school environment while they are in their early childhood. Children will be confronted with new responsibilities and persons in this new world. When children begin attending school for the first time, their mental health problems become more visible to them. Autism spectrum disease, dyslexia, dyscalculia, and attention deficit hyperactivity disorder are just a few of the difficulties that children and adolescents face.
As the findings of this research demonstrate, the way we see infancy differs substantially across countries and cultures. Children’s aspirations for a happy childhood and a healthy upbringing differ depending on their cultural background. What children need for optimal development, where they should be put in order to meet those requirements, and how much protection they should get are all topics of discussion. This is influenced by a variety of factors, including personal experiences, work practices, indigenous knowledge, legislation, and cultural effect. It’s important to remember that each child is unique and amazing in their own way while evaluating child characteristics. When treating children, it is important to address certain early components of the situation. It is necessary to understand the concepts of dependency, vulnerability, and resilience.
Theories in mental psychology
According to Freud, there are five psychosexual stages: the oral, anal, phallic, latency, and genital phases. The sexual energy known as libido (sexual energy) may be found in a variety of ways and in a variety of different sections of the body at any one moment when it comes to sexuality. Psychosexual phases are defined as periods of time during which one’s sexual impulses or instincts are focused in a certain portion of one’s body. Older people are more likely than younger people to have areas of the body that are a source of irritation (erogenous zones), pleasure, or a mix of the two.
An individual must overcome a specific challenge before progressing to the next stage of psychosexual development. Each of these interactions necessitates the expenditure of sexual energy, and the greater the amount of energy used at a certain stage, the more crucial that stage becomes to the individual’s cognitive development.
Because of the strength of the want, the desire in a baby’s lips may be a reliable sign of the early phases of psychological development. The act of inserting different objects in their mouths to fulfill their libido and, thus, their id needs during the oral phase is pleasurable for infants. Sucking, biting, and nursing are all actions that involve the mouth that take place during this period. According to Sigmund Freud, stimulation of the mouth may result in the formation of an oral fixation at a later time. Smokers, those who bite their nails, those who chew their fingers, and those who suckle their thumbs are examples of oral personalities. Individuals with oral personalities are more inclined to engage in inappropriate conduct while under pressure.
During this time of psychosexual development, desire is focused on the anus, and as a result, the infant experiences considerable pleasure when defecating. It is at this point that the kid has completely grasped the truth that they are unique and complicated individuals, and that their interests may sometimes clash with those of others (i.e., their ego has developed). If you have children and are toilet training them, Freud argues that this tension is most often seen when parents limit their children’s capacity to defecate. A poor initial engagement with authority will make it difficult for children to cope with other types of authority in the future. If a youngster is taught to use the restroom from an early age, he or she may develop an anal-retentive attitude, even if the child is otherwise clean, punctual, and respectful of authority. They may be hard-headed and thrifty when it comes to their money and goods.
Infants have a strong libido (want) that is focused on the erogenous zone of their testicles when they are three to six years old throughout this phase of psychosexual development. When young individuals become aware of anatomical sex differences, they experience feelings of sexual desire, fury, competition, envy, and panic as a result of their realization that they are different. If you’re talking about sexual development, latency is the fourth stage and it lasts for six years, till the beginning of adolescence.
This stage of development is marked by the absence of a functioning libido and the absence of further development of the psychosexual nature. According to Freud, during the latent phase, the majority of a person’s sexual urges are suppressed, enabling them to devote their sexual energy to other pursuits such as academics or friends. It is only permitted for boys and girls to play together, and the majority of the children’s energy is focused on acquiring new skills or expanding their knowledge.
Bowlby’s attachment theory:
It is during this six-week period when newborns’ natural reflexes and motions like as squeezing, screaming, and rooting prompt caretakers to establish a bond with their children. Caregivers will feel bound to cater to the needs of their dependent children. Children of various ages are handled differently when it comes to being cared for by others, and newborns are no exception. Another research found that babies recall the sounds and smells of their mothers’ voices and perfumes from the moment they are born. Interaction with caregivers elicits a broad variety of emotional responses at this time of year. It is usual for neonates to smile in reaction to speech and touch from the time they are born until they are around two months old. This program helps youngsters grow in terms of their mental, emotional, and social development.
The attachment-forming stage lasts six to eight months, during which time newborns learn to put their faith in their primary caregivers to provide them with the care and attention they require. They are more dependent on their cares than ever before. Infants seem to be completely oblivious to the fact that they have been taken from their care givers. Despite this, they are still moving and engaging in activities that encourage caregivers to connect with them. Typically, babies begin to smile when they are between the ages of three and five months old.
Separation anxiety often manifests itself between the ages of 6 and 8 months and 18 and 24 months. Babies express their dissatisfaction by clinging to their mothers, following Grandma around the home, or screaming when their father leaves the house. This is the stage during which toddlers begin to develop social skills and a sense of belonging. Babies as young as nine to eleven months old may participate in social activities such as “Pat a Cake.” They also like family gatherings, as well as customs such as greeting and goodbye. The social reference process of a baby, which entails observing other people’s emotional and physical reactions to unfamiliar events, will also begin around this time. A warm hug or a knock on the door will have an impact on their caretakers.
Infants begin negotiating with caretakers around the age of 18-24 months in order to meet their requirements while still maintaining a feeling of safety and connection. As a result, they will express their opinions and desires. This is also the time when youngsters understand the meaning of the word “no” and other boundaries. Individuals may make an effort to “cover-up” their mistakes under specific circumstances. As part of their family’s traditions, newborns develop social bonds with their parents and other relatives. They begin to engage in “to and fro” play with their caregivers and other children. When kids understand that they can engage others in their delight and play, even if it isn’t totally participative yet, they get more confident.
