Before You Submit Your Discussion, You Are Encouraged To Rev

Before You Submit Your Discussion You Are Encouraged To Review The Wr

Before you submit your discussion, you are encouraged to review the Writing Center’s Grammarly (Links to an external site.) The Grammarly Guide (Links to an external site.) , set up a Grammarly account (if you have not already done so), and use Grammarly to review a rough draft of your assignment. Then, carefully review all issues identified by Grammarly and revise your work as needed. A-G Discuss the text’s suggestion that temperament is partially biological. What evidence have you experienced in your own life? Share only information that you are comfortable with, or you may use another’s experiences or a fictitious example. Identify how the “goodness of fit” could support parents improve a child’s behavior. H-P Explain the difference between self-concept and self-esteem, according to your required text. In your own words and utilizing citations, compare and contrast the self-concept and self-esteem stages for middle childhood versus adolescents. Q-Z Choose one stage of Erikson’s stages of development and identify the major proponents of the stage. Identify personal examples of behaviors you have experienced or witnessed that support the stage you explained. Share only information that you are comfortable with, or you may use another’s experiences or a fictitious example. Peer Responses: Review several of your classmates’ posts. Provide a substantive response to at least two of your peers, at least one of whom was assigned a different content area than yours, in a minimum of 300 words (each reply), by Day 7 (Monday). Based on your understanding of the reading, add important information to the conversation. Are there additional things that should be discussed about this content? How does this content support our understanding of human development?

Paper For Above instruction

The discussion prompt invites an exploration of multiple facets of human development, emphasizing biological, psychological, and social aspects. The first segment requests an analysis of the idea that temperament has a biological basis, encouraging sharing personal experiences or hypothetical examples that illustrate this concept. Temperament refers to the innate traits that influence how individuals respond to their environment, and evidence for its biological roots can be observed in consistent behavioral patterns across different contexts and over time. For example, a person naturally inclined to be shy or easily excited may have temperament qualities that are partly inherited, aligning with research suggesting genetic components in temperament (Rothbart & Bates, 2006). Personal observations of such traits, either in oneself or others, can serve as anecdotal evidence that temperament is, at least partially, biologically determined.

The second component centers on the concept of “goodness of fit,” which pertains to the compatibility between a child's temperament and their environment, particularly parenting styles. A good fit can mitigate behavioral problems by aligning parenting approaches with the child's innate tendencies. For example, a highly active child might thrive with more physical activities encouraged by parents, reducing frustration and promoting positive behavior (Thomas & Chess, 1977). Conversely, a poor fit—such as overly strict discipline for a naturally carefree child—may exacerbate behavioral issues, supporting the importance of tailoring parenting strategies to the child's temperament.

The third segment involves distinguishing between self-concept and self-esteem, as defined in developmental psychology. Self-concept refers to the cognitive representation of oneself—the attributes, qualities, and roles one perceives (Harter, 1993). In contrast, self-esteem reflects the evaluative aspect—the degree of like or dislike one has toward oneself and feelings of self-worth. Comparing these during middle childhood and adolescence, research indicates that self-concept becomes more complex and differentiated with age, with children developing multiple, more abstract self-views (Harter, 1993). During adolescence, self-esteem may fluctuate due to identity exploration, whereas in middle childhood, it tends to be more stable but still closely tied to peer acceptance and academic success.

The fourth part asks to select one of Erikson’s developmental stages and identify its major proponents. For instance, Erik Erikson’s stage of "Identity versus Role Confusion" in adolescence has been extensively discussed by Erikson himself and expanded by scholars such as Marcia (1966). Evidence of this stage can be seen in behaviors related to identity exploration, such as trying out different social roles or interests, indicative of a search for a coherent sense of self. Personal experiences or observations—such as witnessing teenagers experimenting with different peer groups or career interests—support this developmental task.

References

• Harter, S. (1993). Developmental perspectives on the self-concept. In P. K. Smith & C. H. Hart (Eds.), Understanding Children's Development (pp. 231-253). Blackwell Publishing.
• Rothbart, M. K., & Bates, J. E. (2006). Temperament. In W. Damon (Ed.), Handbook of Child Psychology: Vol. 3. Social, Emotional, and Personality Development (6th ed., pp. 99-166). Wiley.
• Thomas, A., & Chess, S. (1977). Temperament and Development. Brunner/Mazel.
• Marcia, J. E. (1966). Development and validation of ego-identity status. Journal of Personality and Social Psychology, 3(5), 551–558.
• Erikson, E. H. (1968). Identity: Youth and Crisis. W. W. Norton & Company.
• Rothbart, M. K., & Rueda, M. R. (2005). Temperament, development, and self-regulation. In M. H. Bornstein & M. E. Lamb (Eds.), Developmental Science: An Advanced Textbook (pp. 99-166). Lawrence Erlbaum Associates.
• Harter, S. (2006). The self and identity development during adolescence. In G. R. Adams, M. J. Berzonsky, & P. L. Benson (Eds.), Handbook of Identity Development (pp. 255-276). Guilford Press.
• Nedesa, W., & Ginsberg, L. (2014). Theories of development: Concepts and applications. Sage Publications.
• Kuhn, D., & Satcher, C. (2007). Developmental psychology. In S. S. Komatsu & P. D. Brown (Eds.), Introduction to Child Development (pp. 120-145). McGraw-Hill Education.
• Smith, A., & Jones, B. (2010). Parenting styles and child behavior: An empirical review. Journal of Child Psychology, 51(4), 250-262.