A Reflective Essay on Human Development and Childhood Experience : Lessons for Nigerian psychologists

A Reflective Essay on Human Development and Childhood Experience : Lessons for Nigerian psychologists

Introduction

The topic under review is a reflective essay on human development. The essay seeks to carry out an introspective examination on the childhood developmental process of the writer. While the essay will focus on the writer’s childhood, between the ages of three (3) to eleven (11) as his developmental period and time, it will also comprehensively look into the overview of this period and time. In its analysis of the developmental period, the essay will: discuss the key events which the writer experienced in his childhood, in reference with two major theories in developmental psychology; discuss key aspects of the chosen theories; and analyse the chosen period in line with the adopted theories. In general, all the aforementioned elements will help the writer to write a reflection of his personal experience and encounter during his childhood.

Overview of childhood

According to Plastow (2018, p. 6), one will always find it difficult to define who and what a child is and this is because children are instilled with the ideals of the parents and society. While parents and caregivers give a different meaning to their children based on their relationship with them, other people in society rather choose to describe a child by age and stage (Aries, 1960, p. 30). However, not considering childhood from the viewpoint of general comprehension as this will further result in confusion, led Plastow (2018, p. 7) to define childhood as a state determined by the societal, political, ideological, and clinical discourses that prevail, and weave our commonly held opinions of the child in ways that are predetermined. Furthermore, the Convention on the Rights of the Child defines a child as everyone below the age of eighteen unless, under applicable law (Action for the Rights of Children, 2004, p. 4).

In this essay, I would analyse my childhood development experiences in three phases as explained by the Centres for Disease and Prevention (CDC) and American Academy of Pediatrics. According to the latter, childhood, which spans from when a baby advances from infancy to when he becomes a grade-schooler, is usually between the ages of three to eleven (American Academy of Pediatrics, 2022). In agreement with this definition, CDC (2021) noted that childhood consists of three phases namely: Early Childhood (3-5 years), Middle Childhood (6-8 years), and Middle Childhood (9-11 years).

As the first child of my parents, I was named Bonaventure – a name which literally means Good luck. Having been raised by parents who were both members of the Catholic Church, I automatically got baptised in the same church and by this religious ritual, I also became a member. During my early childhood years precisely when I was between three to five years, I always had the urge and zeal to explore varieties of thoughts, and activities around me. I always asked questions concerning everything – colours, foods, water, television (TV), radio, etc. I was able to fluently identify my parents as Daddy and Mummy. I easily learnt new things from the words and actions of my parents and these helped shape my character. At age four, my parents bought me bicycle, and made sure that I rode it only at home because according to them, it was not yet time for me to ride it outside. My registration into preschool during this time was my biggest achievement because it granted me the opportunity to make new friends, hear new stories, and also tell them to my parents upon my return to the house.

Between ages 6 – 8, I began to see friendship as a necessary element for growth and through my friends and the school I attended, I was able to develop confidence in myself. This was evident as I always decided to put on and remove my clothes by myself without external assistance. Interestingly, between ages 9 – 11, I began to pay more attention to myself and all the activities I engaged in. I had more friends in school and back at home and in the course of our deliberations, I learned new things (both negative and positive). At some point in this stage, my parents complained that I was so influenced by my peers because every now and then, I was always concerned about external activities such as football and varieties of other games, many of which I play with my friends. At this development stage, I felt I could handle my concerns.

Theorising Developmental Psychology (Attachment Theory and Psychosocial Theory)

The two theories adopted in the course of the explanation of my childhood development are: Attachment Theory and Psychosocial Theory.

Attachment Theory

This theory was formed from the research works of John Bowlby and Mary Ainsworth. It was through the investigation of the development and quality of mother and child connection from birth as well as the presence of distinct characters in children, that Bowlby recognised children’s’ attitude towards attachment (Thyer, Sowers, & Dulmus, 2008, p. 207). Hence he believed that the attachment behaviours formed in infancy would exceed childhood, and mold the attachment relationships among people (Ainsworth & Bowlby, 1991).

Bowlby argued that mother-child has an evolutionary basis which comprises a wide range of mother-child interaction behaviours and that the need for attachment was hereditary and essential for survival. Evidently, any woman who does not feel connected to her child automatically exposes the child to societal risks which would certainly prevent him/her from transcending the inherited inability to attach (Dworetzky, 1984). It is against this backdrop that Bowly noted that children’s relationships to their parents often determine the type of relationships they will enjoy in their life (Bowlby, 1982)

Psychosocial Theory

Propounded by Erik Erikson, this theory concerns itself with issues related with human growth and development in connection to the social environment (Greene, 1999, p. 135). According to Erikson’s theory, all humans go through eight developmental stages namely: Trust vs. Mistrust; Autonomy vs. Shame; Initiative vs. Guilt; Industry vs. Inferiority; Identity vs. Role Confusion; Intimacy vs. Isolation; Generativity vs. Stagnation; and Ego Integrity vs. Despair. Each of them comes with a certain psychosocial crisis (Munley, 1975, p. 314). Ultimately, these crises bear psychosocial features because they all involve the psychological needs of people conflicting with the needs of society (McLeod, 2018). McLeod further remarked that failure to successfully walk pass through a stage can bring about a reduced ability to go through other stages and this will also result in an unhealthy living pattern.

Correlation between my childhood and Attachment/Psychosocial Theories

As it has already been noted in this essay through Bowlby’s assertion that the need for attachment was hereditary and essential for survival, throughout my early and middle childhood, I virtually depended on my parents for survival. I depended on them for food, shelter, clothing and protection. Even though, in the course of my development, few changes occurred, especially as I began to feel the need to do things on my own by choosing my friends and making my choices known to my rents, I was still glued to their security, love and care. It was as a result of the endearing attached relationship I had with my parents as a child, that I continue to maintain a peaceful and harmonious relationship with other people today even as an adult. Owing to the fact that my mother always surprised me with gifts as a child, while my father never wanted me to be in lack of anything I needed, today, I do not hesitate to make provisions for those in need especially my friends and relatives.

In the same vein, and in line with Eriksen’s stages of psychosocial development (3–4), I was able to develop a sense of planning and initiation of ideas through the help of my parents who did not criticize me for doing so but rather encouraged me to be strong, confident, and more studious so that I will be able to be make greater accomplishments.

My Childhood in reference to my own life

Since my ability to explore new ideas and activities, ask questions about various things and the environment just for clarity, and interact with my parents, relatives, friends and people around me during my early childhood was not met with serious criticisms and control by my parents and teachers, I have gained much confidence and trust in my adulthood and this has in very many great ways, helped me to be self-reliant and independent. Also, I was able to identify my life purpose, talents and skills today as an adult because they have always encouraged me to be creative and competent in whatever it is I decide to do. Again, through my parents’ show of love and protection during my childhood, I learnt the essence of being kindhearted, sincere, and genuinely philanthropic towards the needs of people around me. The fact remains that if my parents had been inconsistent, unavailable, and unreliable during my childhood years, I would not have trusted my ability to live meaningfully, and act kindly.

Reference List

Action for the Rights of Children (2004). Child and Adolescent Development. https://www.unhcr.org.

Ainsworth, M., D. S. (1991). An ethological approach to personality development. American Psychologist, 46, 333-341.

American Academy of Pediatrics (2022). Ages and Stages. https://www.healthychildren.org.

CDC (2021). Child Development. https:www.cdc.gov/ncbddd/chi.

Aries, P. (1960). Centuries of Childhood: A Social History of Family Life. Jonathan Cape.

Bowlby, J. (1982). Attachment and Loss. (Vol. 3). Basic Books.

Dworetzky, J. (1984). Introduction to child development. West Publishing.

Greene, R., R. (1999). Eriksonian theory. In R.R. Greene (ed.). Human Bhaviour theory and social work practice (2nd ed.), Aldine de Gruyter.

McLeod, S., A. (2018). Erick Erickson’s stages of psychosocial development. Simply Psychology. www.simplypsychology.org/Erik-Erickson.html

Munley, P.H. (1975). Erik Erikson’s Theory of Psychosocial Development and Vocational

Behaviour. Journal of Counseling Psychology, 22(4), 314-319.

Plastov, M., G. (2018). What is Child?: Childhood, Psychoanalysis, and Discourse. Routledge, Taylor & Francis.

Thyer, B., A., Sowers, K.M., & Dulmus, C.N. (2008). Handbook of Social Work and Social Welfare, Wiley & Sons.