MID CHILD

• Hierarchy of Needs


  • Physiological needs
  • Security needs
  • Belongingness needs
  • Esteem needs
  • Self-actualization needs
• Power


  The desire to influence other individuals' behaviour as per your wish. The desire to have control over others and to be influential.
• Achievement


  The urge to excel, to accomplish in relation to a set of standards, to struggle to achieve success.
• Affiliation


  The need for open and sociable interpersonal relationships. The desire for relationship based on co-operation and mutual understanding.
• Environmental Risk Factors


  • Physical surroundings
  • Community resources
  • Social relationships
• Poor physical surroundings


  • Living in a poor area where recreation and playground are rare. Associated with poor health conditions and poor motor skills.
• Lack of health facilities and cleanliness


  • Directly affects the entire well-being of children. Absence of medical facilities and practitioners is detrimental to development.
• Lack of educational facilities


  • Strongly affects the social and mental development of children. Children who start school late develop poor social skills. Learners who travel long distances suffer emotional disturbance.
• Lack of community support


  • Lack of friends, absence of good teachers, and deficiency of community moral support. Directly affects the social development of the child.
• Frequent change of community and school


  • Children experience difficulty in finding social support. Adjustment is another factor as not all children can easily cope with drastic change in their social setting.
• Family Risk Factors


  • Work-related stress for parents
  • Poor family rituals and routine
  • Lack of love and respect in the relationship at home
  • Abusive and violence
• Work-related stress for parents


  • Can truly affect the entire family relationship. When a child lacks parental attention, he/she has the tendency to cultivate low self-esteem and confidence.
• Poor family rituals and routine


  • Include time for eating, bonding or quality time, discipline in all of the mentioned activities could lead to poor emotional and social development.
• Lack of love and respect in the relationship at home


  • A sign of negative environment. The social development, especially the emotional development would be at risk. Can destroy the personality of a child and may develop envy towards friends. Can lead to depression and anxiety.
• Abusive and violence


  • Influence children's emotional regulation and self-confidence. Abused children tend to exhibit unregulated emotions such as anger, fear and even shame. They are difficult to engage with and sometimes detach themselves from peers.
• Within-Child Risk Factors


  • Fussy temperament
  • Developmental disabilities and exceptionalities
• Temperament


  The expression of various emotional responses to the environment and situation.
• Trust vs Mistrust (Birth to 18 months)


  When an infant is born, they are uncertain about the world and primarily rely on the caregiver. If the needs of the infant are met, he/she will develop a sense of trust and feeling of security.
• Hope


  The virtue in this stage, when an infant faces a new crisis, they will be confident to trust someone who can help them.
• Autonomy vs Shame and Doubt (18 months to 3 years)


  This stage is very crucial for the development of physical skills and independence.
• Will


  The success in this stage will allow this virtue, which is reflective of increased independence, confidence and self-control.
• Initiative vs Guilt (3 to 6 years)


  During this period, children often interact with other children. When this opportunity is given, they may develop the sense of initiative and the confidence to lead and make decisions.
• Purpose


  The virtue in this stage. On the contrary, when children are controlled and/or criticized, they develop a sense of guilt.
• Industry vs Inferiority (6 to 11 years)


  Children at this stage advance through the elementary grades where teachers take an important part in their lives. If children are rewarded in any form, they begin to feel competent and industrious.
• Competence


  The virtue in this stage. If their initiative is bounded with restrictions, they will doubt their abilities and become inferior.
• Identity vs Role Confusion (Adolescence)


  Adolescence is the transition period from childhood to adulthood. It is where a person encounters rapid changes physically and emotionally. It is also in this stage where the youth has to discover and rediscover their identity, they explore possibilities and choose who they become based on what they discovered.
• Fidelity


  The virtue in this stage, which is the ability to commit to and accept others in spite of differences.
• Intimacy vs Isolation (Emerging Adult)


  Young adults in this period begin to make efforts to intimately share themselves with others, this is the time when they finish their education and start their own source of income.
• Love


  The virtue in this stage. If intimacy is not found, it can result in isolation, loneliness, fear of relationships and worst, depression.
• Generativity vs Stagnation (Adult)


  Erikson forwarded that generativity as the concern for the next generation. This is also related to the indelible mark that a person may leave in this world. Adults spend their lives raising their children, being productive at the workplace, and giving back to the community.
• Care


  The virtue in this stage. Through generativity, people see their essence of being useful and accomplished. Unable to help and contribute may result in becoming stagnant and feeling unproductive.
• Integrity vs Despair (Old Age)

  The final stage in Erikson's theory is the time when people look back on their accomplishments. As people age, their productivity and attention to work tend to slow down. Erikson believes that if we see our life as productive and feel that we accomplished our goals, we become satisfied.
• Wisdom


  The virtue in this stage, the success of which will lead to the virtue of wisdom.
• Direct Reinforcement


  The positive reinforcement produced by the observer's imitation of the model.
• Self-Reinforcement


  Happens in situations where a person has established standards for their own behavior and they evaluate their behavior in relation to those standards.
• Self-Efficacy


  The belief of a person in his/her own ability to produce desired results by himself/herself.
• Connectivism


  A theory about learning in the digital age.
• Constructivism


  Learning occurs when each person tries to make sense or make meaning of new information, based on prior knowledge or experience that the person already has.
• Albert Bandura


  He studied how children learn their behavior through observation.
• Bandura's Theory


  Is about how people learn from what they observe.