Psychological Analysis In Child Development

1. Children are not born preprogrammed to specific languages or human customs. However, psychological analysis has shown that newborns do indeed have an evolutionary predisposition to language and social interaction. Inherited learning patterns manifest themselves in a plethora of ways, but the most common instances are displayed through an infant’s interaction with adults. It is the job of a child’s Caregivers to develop uplifting relationships with them which emphasize emotional encouragement and reciprocity. Prime examples of methods used in such relationships include turn taking and infant directed speech. Turn taking is the act of having a two-sided conversation; it refers to the act of alternating who is speaking and who is listening …show more content…
The most noticeable differences between the children were apparent in their physical development. The children in the lab school ranged from those whose physical motion was strictly based on reflexes to others who had advanced control over both fine and gross motor skills. EJ again showed proficient development in this area. Examples of EJ’s gross motor skills were demonstrated through actions such as walking without assistance. EJ showed even more advancement when he was able to climb a small set of stairs while simultaneously shaking a maraca, a behavior that exceeded normative expectations which predict such action two occur closer to the age of two (Steinberg, Bornstein, Vandell, & Rook, …show more content…
A consistent and healthy social environment is vital for stable emotional development in infants. The lab school offered many opportunities for the children to interact partake in different types of play with both the teachers and the other kids. EJ and Desmond displayed behaviors that exemplified both exploratory and symbolic play. Exploratory play involves the use of the senses to determine the nature and function of objects in a child’s environment. This type of play was shown by a twenty-one-month-old named Desmond. Desmond spent time playing with a toy car by picking it up and rolling it around on the floor. Desmond seemed to know which side was the front of the car and knew that he had to push it from the back in order to make it move forward. Desmond did not initiate any symbolic play however he mimicked EJ symbolic behavior. Symbolic play refers to refers to activities that utilizes the child’s imagination to create make- believe scenarios. EJ was making loud roaring noises and running around which prompted the teacher to ask, “Are you playing dinosaur?” EJ replied with a simple, “Yes.” EJ seemed to enjoy when Desmond joined him and started roaring as well. This form of symbolic play is normative for infants between the ages of one and two. However, the simple associative play that EJ and Desmond were partaking in does not usually occur until age two or later. (Steinberg, Bornstein, Vandell, & Rook,