Behavioral Change in Children: Literature Review

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Table of Contents

Introduction
Behavioral Changes During Infancy
Behavioral Changes During Toddlerhood
Behavioral Changes During Pre-School
Behavioral Changes During Elementary School-Age
Behavioral Changes During Adolescence
Conclusion
References

Introduction

As children grow, their bodies and minds experience changes that lead to different behaviors. In the early years, babies learn languages and social cues as they start to understand the world around them and interact with it. As they become toddlers, they may begin exhibiting more independent behavior in the form of physical activities like running and exploring. As they reach adolescence, most kids begin to spend more time self-reflecting, internalizing emotions, building relationships with peers and family members, or seeking out ways to challenge themselves by trying new activities. Each milestone in physical development marks a child’s behavior; for example, when kids become emotionally mature enough to reason or think abstractly, they often express interests associated with that developmental stage. Thus, different stages of growth influence children’s behaviors in distinct ways. Children’s behaviors change as they grow from one stage to another, in the order of infancy, toddlerhood, pre-school, elementary school age, and adolescence.

Behavioral Changes During Infancy

During infancy, from zero to one year of age, children display an array of fascinating behaviors that are critical for the development of their language, social and motor skills. Common behaviors observed in infants within this age range include physical development, such as rolling over and learning to sit unassisted. They also develop communication through coos, giggles, or cries, responding to caregivers’ smiles or movements, and demonstrating a preference for human faces over other objects (Eichinger, 2018). Meanwhile, developments in cognition are evident as young children begin to understand objects have a permanent existence rather than just disappearing when out of sight.

Furthermore, the beginnings of attachment can be observed as infants will often recognize their parents and become distressed when they leave. All these behaviors are incredibly significant milestones developed by children during this phase under the guidance of their caregivers. Children at this infancy stage generally express themselves through crying as a way of seeking attention. In addition, infants typically have a short attention span and, therefore, are easily distracted (Ellis et al., 2020). While crying is often used to communicate physical needs such as hunger or fatigue, it can similarly indicate an emotional need for comfort. Depending on the age of the child, crying out for attention may equally involve babbling, pointing at different objects, or making unintelligible noises.

Behavioral Changes During Toddlerhood

After the infancy stage, the next phase is the toddler stage, which is between one to three years. During the toddler stage, a child starts becoming independent from their parents and develop their own behaviors (CDC, 2021). This is characterized by beginning to show defiant behaviors, such as saying “no” to requests or not responding to commands. They also have strong emotions and may not be able to understand why they do some things, making it difficult to manage them at this stage. According to the CDC (2021), toddlers are great imitators, replicating what individuals around them do, which can lead to positive outcomes in some cases, such as learning problem-solving skills before being formally taught. Imitation plays a key role in children’s learning since not everything is taught verbally or in school.

Furthermore, through imitation, they learn to recognize and refine the hand-eye coordination and movements required for everyday activities. Immordino-Yang et al. (2018) equally affirmed that imitation enables young children to gain familiarity with different concepts and experiences without direct guidance, allowing them to explore freely while safely surrounded by conversant surroundings. By exploring through imitation, toddlers can develop communication skills, build confidence in their capabilities, foster social relationships, and practice problem-solving skills, which are essential for lifelong learning and living.

Behavioral Changes During Pre-School

The preschooler is the next after the toddler stage; it ranges from three to five years. During the preschool age, children are still learning how to express themselves and understand their feelings (Denham & Liverette, 2019). This is a time to develop vital life skills, such as following rules, understanding the emotions of others, and forming friendships. It is typical to see them trying out new behaviors with friends as they learn more about communication and problem-solving. They also begin to observe their environment around them more closely in order to make choices that will lead them towards understanding the consequences of their actions. Many start doing pretend play activities that reflect the adult world they are observing (Denham & Liverette, 2019). All these developmental tasks are essential for a child’s growth during this age range, which is why parents and teachers must support understanding behavior in this stage of development.

In addition, children at this stage are easily distracted and incredibly curious. Being around this age group, it can be remarkable to observe how they tend to move from one interest to another with fascination, quickness, and ease. A classic example of this is when a preschooler may be playing with a toy piano one moment, then easily transitions to playing hide-and-seek with their friends the next. Kryeziu (2019) also added that traditionally, music, applied arts, graphics, and drawing were included in kindergarten activities, and thus, children could formulate their play plan in line with these taught or observed ideas. Additionally, in an academic setting such as kindergarten or preschool, preschoolers actively participate in various activities, ranging from arts and crafts to educational games. This shows that even at this age, children possess tremendous mental energy if given the right opportunity to explore and grow.

Generally, preschoolers are in the early stages of development, undergoing changes to their physical, mental, and social abilities. As such, they tend to be naturally curious and easily distracted as a result of learning how to process new information. Exploring the world around them through play and conversation is a key part of growth for preschoolers and serves as an important step toward forming an understanding of their environment. Their attention span at this age may not yet be fully developed, which causes them to gravitate toward different stimuli more often. Through support from adults such as teachers or family members during this stage, children can learn more effectively amidst distractions, forming a solid foundation that will aid them in future learning endeavors.

Behavioral Changes During Elementary School-Age

The next stage is elementary school-aged children, who are roughly between six to eleven years old. Similarly, at this phase, children start to develop stronger self-sense, emotion regulation, and an ever-stronger urge for socialization (Valiente et al., 2020). For example, introductions with strangers become less uncomfortable as children start to recognize feelings of elation when they become the center of attention. Valiente et al. (2020) equally add that their developing capacity for emotional regulation enables them to trade off self-interests in order to fulfill the desires or needs of family or friends. These children thereby demonstrate a stronger connection to a wide range of belonging needs. The core needs include a sense of safety and secure attachment, which is timeless (CDC, 2021). However, with increasing age and independence comes a stronger craving for peer interaction and a keener perception about what should be shared during these interactions. Ultimately, this period instills the foundation for longer-term relationships based on trust.

Behavioral Changes During Adolescence

The last stage for changes in children’s behaviors is the adolescence stage, which occurs between twelve to seventeen years. Adolescent behavior can vary greatly depending on the individual, but there are key trends to consider. Tsagem (2022) observed that over this period, adolescents would naturally want freedom, voicing their opinions and asserting themselves more. They may demonstrate greater social awareness and increased interest in friendships, leading to new groups of friends or a desire to change their current circle. It is likewise common for adolescents to start exhibiting risk-taking behaviors or pushing limits as they grow more curious; this is usually done in an effort to expand their experiences or prove themselves.

Moreover, during adolescence, children seek a sense of independence and identity development. Stangor & Walinga (2019) similarly observed this can manifest in behaviors such as the need for independence from caregivers, experimenting with different styles of dress, and embarking on new hobbies or activities. Cotney & Banerjee (2019) also confirmed that, as they mature, adolescents become increasingly autonomous and deliberate in decision-making while their ability to empathize with others’ emotions typically increases. As this process plays out in different ways for different adolescents, it is similarly normal for children to experience mood swings during this period of significant changes. Tsagem (2022) similarly supported this by mentioning that adolescents may be idealistic, looking for something beyond what life currently has to offer, such as emerging societal roles and careers. During adolescence, it is key for parents and guardians to remain active, provide guidance, and aid children in creating healthy habits so that they have stability as they transition into adulthood.

Other authors also conducted their research on the ways in which parent should handle their children at this stage not to venture into bad behaviors. Gongala (2023) holds that in an attempt to gain independence, teenagers may adopt some negative behaviors, such as being uncooperative, disrespectful, lying, and defiant. He added that it is important for parents to be aware of their impact on their children’s development. They should focus on encouraging strong behavioral patterns instead of resorting to harsh disciplinary tactics. According to Stallard (2019), one way to do this is by providing consistent recognition and acknowledgment of their successes instead of solely addressing their missteps. Hill et al. (2018) similarly stated that creating a positive home environment with well-defined boundaries can aid them in developing a sense of responsibility and accountability for their actions. Lastly, as an essential factor in modeling positive behavior, it is vital for parents to take time to actively listen to their children’s feelings and ensure they are heard.

Conclusion

In conclusion, as children grow, they go through distinctly different stages of behavior at each age. Starting in infancy, babies are largely dependent on their parents or caregivers and respond at a primitive level to needs such as hunger and comfort. As toddlers, children become increasingly independent, asserting willfulness and curiosity as they explore the world around them. During the pre-school years, many kids begin to express more opinionated behavior and mastery over expanding knowledge about the rules of society. By elementary school age, children are learning how to successfully navigate interpersonal settings with varying levels of maturity. Lastly, during adolescence, teens demonstrate an amplified understanding of complex social dynamics, which is associated with greater self-awareness and increasingly abstract thinking. Altogether, this changing behavior in stages from infancy to adolescence highlights how childhood experience plays an integral role in development into adulthood.

References

CDC. (2021). Toddlers (1-2 years old). Centers for Disease Control and Prevention. Web.

Cotney, J. L., & Banerjee, R. (2019). Adolescents’ conceptualizations of kindness and its links with well-being: A focus group study. Journal of Social and Personal Relationships, 36(2), 599-617. Web.

Denham, S. A., & Liverette, K. H. (2019). The emotional basis of learning and development in early childhood education. In Handbook of research on the education of young children. Routledge. Web.

Eichinger, K. M. (2018). Development of a psychoeducational parenting group for mothers addicted to opioids with infants with neonatal abstinance syndrome, (Doctoral dissertation, Wright State University), 77-81. Web.

Ellis, C. T., Skalaban, L. J., Yates, T. S., Bejjanki, V. R., Córdova, N. I., & Turk-Browne, N. B. (2020). Re-imagining fMRI for awake behaving infants. Nature Communications, 11(1), 4523. Web.

Gongala, S. (2023). 11 common problems of adolescence, and their solutions. MomJunction. Web.

Hill, N. E., Witherspoon, D. P., & Bartz, D. (2018). Parental involvement in education during middle school: Perspectives of ethnically diverse parents, teachers, and students. The Journal of Educational Research, 111(1), 12-27. Web.

Immordino-Yang, M. H., Darling-Hammond, L., & Krone, C. (2018). The Brain Basis for Integrated Social, Emotional, and Academic Development: How Emotions and Social Relationships Drive Learning. Aspen Institute, 4-8. Web.

Kryeziu, S. D. (2019). Language development through drama in preschoolers. European Journal of Language and Literature, 5(1), 15-22. Web.

Stallard, P. (2019). Think good, feel good: A cognitive behavioural therapy workbook for children and young people. John Wiley & Sons. Web.

Stangor, C., & Walinga, J. (2019). 14.3 Adolescence: Developing independence and identity. Introduction to Psychology. Web.

Tsagem, S. Y. (2022). The Adolescence Stage. Web.

Valiente, C., Swanson, J., DeLay, D., Fraser, A. M., & Parker, J. H. (2020). Emotion-related socialization in the classroom: Considering the roles of teachers, peers, and the classroom context. Developmental Psychology, 56(3), 578–594. Web.

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