Social Relations in Middle Childhood

Social Relations in Middle Childhood
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Social Relations in Middle Childhood
Introduction
Early life is critical for developing social skills as children learn to navigate interpersonal relationships and peer interactions. This essay investigates Erikson, Piaget, Vygotsky, Bandura, and Kohlberg's theories to understand social competence and status in grades 1-6. This analysis examines personal experiences to see if Martha Lally and Suzanne Valentine-French's "Lifespan Development: A Psychological Perspective" (2017) theories match or differ.
Social Competence in Early Childhood (Erikson and Piaget)
Erikson's theory of psychosocial development claims that humans move through a number of phases, each defined by distinct psychosocial crises. Children in grades 1-6 are in the Industry vs. Inferiority stage, striving for competence and mastery. I was enthusiastic about school and extracurriculars to prove my abilities and fit in with my peers. My social competence, marked by my eagerness to participate and learn, aligned with Erikson's theory. Piaget's cognitive development theory further illuminates the social development of children (Lally & Valentine-French, 2017). In his preoperational stage, marked by egocentrism, I recall instances of conflicts with peers due to differing perspectives and the struggle to empathize with their viewpoints. As a child, my understanding of others' feelings was limited, leading to occasional misunderstandings. This aligns with Piaget's assertion that children in this stage struggle to take on another's viewpoint fully.
Changes in Social Competence over Middle Childhood (Erikson and Piaget)
As I transitioned through middle childhood, Erikson's theory indicated that my social competence should have evolved. I indeed experienced a shift in my motivation and self-perception. The drive to achieve and excel continued, but it was balanced with a growing awareness of competence in different areas, from academics to sports. The onset of a sense of self-worth was apparent. Piaget's theory suggested that my cognitive development would improve social interactions. I began to understand my peers' perspectives more, which fostered improved relationships and cooperation in group activities. For example, I distinctly remember a group project in grade 5 where I could better consider my teammates' opinions and work collaboratively, reflecting the cognitive growth predicted by Piaget's theory. These changes in social competence reflected the developmental milestones outlined by Erikson and Piaget.
Childhood Status and Peer Relationships (Vygotsky and Bandura)
Vygotsky's sociocultural theory emphasizes culture and social interaction in cognitive development. I had many peers in grades 1-6, some of whom were high-status due to their academic or social skills. Vygotsky's Zone of Proximal Development (ZPD) shows that h...