Before You Submit Your Discussion, You Are Encouraged 665435

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 Guide, set up a Grammarly account if you have not 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.

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 in improving a child’s behavior.

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.

Choose one stage of Erikson’s stages of development and identify the major proponents of the stage. Provide 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.

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

Understanding the biological components of temperament and their influence on behavior is fundamental in developmental psychology. The idea that temperament is partially biological suggests that innate predispositions affect how individuals respond to their environment. Evidence supporting this notion can be found in both scientific research and personal experience. For example, some children are naturally more irritable or easily upset, which aligns with biological theories. From own observations, I have noticed that my younger sibling tends to be more temperamentally reactive than my elder sibling, supporting the view that temperament has a biological basis. This aligns with the research by Kagan (1997), who found that temperamental traits such as activity level and emotionality are partly inherited. Such evidence underscores the importance of biology in shaping individual differences from early childhood.

The concept of “goodness of fit” emphasizes the compatibility between a child's temperament and their environment, particularly parenting styles. When parents recognize and adapt to a child's innate temperament, they can foster a more positive developmental trajectory. For instance, a highly active child may thrive with extra physical activity opportunities and a structured routine, reducing behavioral issues. Conversely, mismatched environments may exacerbate challenges, such as a highly sensitive child feeling overwhelmed in a chaotic household. According to Thomas and Chess (1977), when parents adjust their expectations and interactions to align with their child's temperament, it results in better behavioral outcomes and emotional development. Thus, “goodness of fit” can serve as a practical approach for parents to support their children’s social and emotional growth.

Self-concept and self-esteem are central to understanding individual identity during childhood and adolescence. Self-concept refers to the cognitive beliefs and perceptions individuals hold about themselves—who they are, their attributes, and their roles (Harter, 1993). Self-esteem, on the other hand, pertains to the evaluative aspect, representing how much individuals value or feel confident about their self-concept. During middle childhood, children develop a more concrete and social-based self-concept, often influenced by peer feedback and success in specific activities. For example, children may describe themselves as “good at sports” or “kind” based on social experiences (Harter, 1996). During adolescence, self-concept becomes more abstract and integrated, with individuals exploring different identities, which may lead to fluctuations in self-esteem depending on their perceived competence and acceptance. While self-concept involves the content or attributes a person thinks about themselves, self-esteem reflects their overall feeling of worth (Rosenberg, 1965). This evolution influences motivation, social interactions, and mental health during these developmental stages.

Erikson’s psychosocial stages of development offer a framework to understand personality development across the lifespan. For example, during the stage of “initiative vs. guilt,” typically occurring in early childhood, major proponents such as Erik Erikson (1950) and conceptually, Margaret Mahler, emphasize the importance of fostering a child’s sense of purpose and confidence. I have observed behaviors consistent with this stage in children who exhibit curiosity, willingness to engage in new activities, and seek approval from caregivers. Conversely, children who experience excessive restrictions or criticism may develop feelings of guilt, undermining their initiative. For instance, a child hesitant to try new tasks may reflect internalized guilt or fear of failure, supporting the importance of nurturing initiative to build a healthy sense of purpose. Recognizing these behaviors highlights the significance of supportive interactions during critical developmental stages, impacting personality trajectory.

References

• Erikson, E. H. (1950). Childhood and society. W. W. Norton & Company.
• Harter, S. (1993). Historical and contemporary perspectives on self-understanding. In R. Vasta (Ed.), Six theories of childhood (pp. 155-182). Jessica Kingsley Publishers.
• Harter, S. (1996). Functional aspects of self-concept development in adolescence. Journal of Personality, 64(3), 403-430.
• Kagan, J. (1997). Temperament and psychological adjustment. Psychological Inquiry, 8(3), 138-139.
• Rosenberg, M. (1965). Society and the adolescent self-image. Princeton University Press.
• Thomas, A., & Chess, S. (1977). Temperament and development. New York: Brunner/Mazel.