Category: Childhood Development

Parental control differs from family to family. Clinical psychologist, Diana Baumrind, contributed to the empirical study of types of parenting and its effects on child and adolescent development (Gfrerer, Kern, Curlette, White, & Jonyniene, 2011). Her longitudinal research composed a model of three specific styles: permissive, authoritarian, and authoritative (Gfroerer et al., 2011). Characteristics observed throughout a child’s development can predict behavior in early adulthood. Generally, individuals can experience bullying as the perpetrator or the victim. Bully perpetration refers to the intent to harm others, whereas victimization refers to being targeted by someone seeking superiority and power. In terms of substance abuse, findings suggest that low self-esteem is a characteristic of this type of addictive behavior (Luk et al., 2016).

Parenting style is responsible for a child’s development. The specific style used influences the susceptibility of experiencing bullying and their subsequent alcohol abuse. Parents that fall under the authoritarian category are highly directive, demanding, and value complete and utter obedience. When this obedience is broken, the parental figure will use punitive methods in order to control the child’s behavior. In the parent-child relationship, the parent is usually less approachable and discourages verbal openness and expression.

Within Baumrind’s model, the permissive and authoritarian style are opposites in means of control. The permissive style of parenting involves little interaction and communication. Parents make few demands on the child, are non-controlling, and use minimal discipline. The authoritarian style values high control and the permissive values low control. Baumrind’s model suggests that the authoritative style is the most beneficial to an adolescent’s development. The authoritative style as the center between permissive and authoritarian parenting. This style encourages open communication and prosocial responses. Clear and firm direction and rules are made while providing moderate and reasonable punishment. As a result, the child develops a sense to reason autonomously, think independently, and respect those in authority.

In order to support the findings of Baumrind, recent studies have been conducted. One of these studies uses BASIS-A Inventories and the Parental Authority Questionnaire (PAQ). The PAQ is used to measure the perception of Baumrind’s three parenting styles: permissive, authoritarian, and authoritative. This study consists of two questionnaires aimed at the mother and father individually. The PAQ fields six continuous scores ranging from ten to fifty. The six fields scored are mother permissiveness, mother authoritarianism, mother authoritativeness, father permissiveness, father authoritarianism, and father authoritativeness. The field that scores the highest is suggested to be the style in which the parent displays. In order to determine the correlation in child development, the PAQ is paired with a BASIS-A Inventory. This inventory consists of sixty-five-point scale items that measure the lifestyle and personality attributes of an individual. The personality descriptors include belonging/social interest, going along, taking charge, wanting recognition, being cautious, harshness, entitlement, liked by all, striving for perfection, and softness.

The data obtained from this study strongly supports Baumrind’s theory. Authoritative parenting is perceived as democratic and reasonable and as expected, positive correlations were found between the belong/social interest and liked by all field. Children of authoritative parents have a higher tendency to feel a sense of belonging and connection to others. As predicted, the study also found that the fields of taking charge, wanting recognition, and harshness are most likely developed under the control of an authoritarian parent. This continues to support the theories as authoritarian parents are described as unaffectionate, demanding, and ignorant of the child’s personal feelings. The child will continually seek to please the parents’ unreasonable standards. Finally, adolescents who perceived their parents as permissive show an inverse relation to belong/social interest and a positive correlation to wanting recognition, liked by all and striving for perfection. A child of permissive parenting feels a lack of belonging and seeks attention as the parent does not provide warmth or interest in the child’s activities. This study suggests negative effects from permissive and authoritarian parenting in contrast to the positive effects of authoritative parenting on child and adolescent behavior (Gfroerer et al., 2011).

An additional study was conducted in order to determine a correlation between child development and the susceptibility to bullying and successive substance abuse. The data was collected from 646 university student, both male and female, who were later restricted to only students who drink alcoholic beverages. The final sample yielded 419 students with an average age of 20 years old.

Data was collected using handwritten questionnaires with an anonymous drop box to ensure participant anonymity. This study proposed that parenting styles and self-esteem are precursors of bullying perpetration, victimization and substance abuse. Evidence gathered indicates that the authoritative parenting of a mother and father is directly correlated to high self-esteem and lower levels of bullying. Students showed a greater toolset in order to adopt a more adaptive response style to victimization from bullying rather than a passive response. Nonetheless, findings also suggest that permissive and authoritarian parenting is linked to increased instances of bullying perpetration, victimization, and the belongingness hypothesis (Luk et al., 2016). This hypothesis suggests that without positive social attachments in early life, a child may be linked to meagre social adjustment (Luk et al., 2016). Therefore, parental permissiveness and authoritarianism may provide a poor socialization context for children and elevate the risk of bullying and co-occurrence of bullying and victimization (Walton et al., 2016). Bully perpetration occurs when an individual feels the need to be superior as a lack of their own self-esteem. Whereas bully victimization results in the victim lacking self-esteem caused by the oppression of another. This inability to accept and be content with oneself leaves the child feeling vulnerable and more susceptible to risky behavior. Alcohol is a substance distorts reality and falsely boost one’s self-esteem. Therefore, one can gather that there is an indirect link between parenting style and subsequent alcohol abuse. Children who develop higher self-esteem are associated with lower levels of bullying predation, victimization and alcohol abuse (Walton et al., 2016).

Multiple studies have been conducted to improve the reliability and realism of Baumrind’s model. Through the pairing of the Parental Authority Questionnaire and the BASIS-A Inventory and the study conducted using university students, correlations are found. Permissive and authoritarian parenting has the tendency to cause the child to develop negative behaviors and attributes as a result of having too much or too little control. The negative effects of permissive and authoritarian parenting can include the higher susception of bullying and excessive alcohol use as a result. Therefore, authoritative is highly suggested in being the best means of parenting as it allows the child to develop higher self-esteem thus protecting them from bully predation, victimization, and the use of alcohol in later life.

Socializing agents are said to play an important role on a child’s social and emotional development, such factors are family, peers and schools. Socialization is a process that occurs throughout our lives, but the most socialization should be done in childhood, throughout this period we learn how to interact with people and their social expectations.

Family is seen to be the most important agent when it comes to socialization this is because it is the first environment that a child grows up in, from a young age, children are completely dependent on those around them. Those who take on parental roles are seen are our role models and teach us their norms, values and beliefs about society whilst also teaching us to care for ourselves and develop relationships with those around us. The lessons we are taught are reflections of our family’s beliefs and upbringing through generations and sometimes cultural perspectives. This provides us with the fundamental building blocks for our adult lives, from a young age we are exposed to what we expect a family to be like and the basic gender roles, all these factors start to shape us as we get older.

Parenting style contributes massively towards development as this is the child’s upbringing. All parents have a different style of which they adhere to when raising their child. Baurmind (1971) speaks of two dimensions these are: acceptance/responsiveness and demandingness/control he uses these dimensions to form 4 different parenting styles: authoritative and authoritarian, which are high control, permissive and neglectful, added later by Maccoby and Martin (1983), which are low control styles. Authoritarian parents are high demanding of their children and often use punishment as a way to control them, this style is seen to stunt emotional and social growth as the parents aren’t responsive towards the child. Children are often seen to lack self-esteem, have poorer social skills and do worse academically due to them not being able to find their own sense of identity as they are so controlled by their parents. Similarly, authoritative are high demanding of their children but are nurturing and responsive to their child, even though rules are enforced by the parents they are open to discussion and reason, these parents boost independence and are affectionate, this style is seen to produce happier more confident children who do better academically and possess better social skills. This style is seen to be the most effective for a child’s development. A permissive parenting style is low in control and demandingness, they set very few rules for their children and hate to say ‘no’ to them, this style creates children who cannot follow rules, do not perform well academically and find it difficult to interact socially. Finally, neglectful or uninvolved parenting is when parents do not set any rules at all, are not demanding and have little no knowledge of their child’s needs. Children from this type are more impulsive, aggressive and have more mental health issues.

Parenting styles do have a major effect on a child’s development both socially and emotionally as seen above. However, some issues are present, conflict can arise between parents on which parenting style is best to use, the child could become confused as both parents are asking different things off them which could cause behavioral issues in the long run, parenting styles are not seen to be affective in this case (Rodriguez & Wittig 2019). Further limitations were found by Spera (2005), even though it’s stated that authoritative parenting styles are associated with academic success his findings were not consistent with this.

In conclusion, I believe family is the most important socializing agent as it is the child’s biggest influence because we learn so much from them.

How to Scale Down Childhood Obesity

Declared by the Center for Disease Control and Prevention (CDC) as a worldwide chronic health threat, linked to children with copious amounts of body fat and a body mass index (BMI) in the 95th percentile, is childhood obesity. Universally accepted and endorsed by the CDC, BMI is a weight mechanism that calculates body fat by dividing a person’s weight in kilograms by the square of their height in meters. With that said, the primary source for childhood obesity generates from the overindulgence of both food and refreshments in which the body demands one’s day-to-day routine. Alternative elements associated with childhood obesity include a sedentary lifestyle lacking physical activity, dietary patterns with increased consumption of fast food, and a family’s socioeconomic status. Despite the impact these elements produce, families, schools, the media, and the notorious food and beverage industry all obtain the ability to combat childhood obesity as they command the dietary management and physical performance for children.

Development of Childhood Obesity

Accelerating beyond means, childhood obesity has developed into an epidemic affecting upwards of 18 percent of children worldwide. Documentary evidence parades that childhood obesity advances the attack of medical conditions in children such as high blood pressure (hypertension), type 2 diabetes, sleep apnea, and even fatty liver. As these medical conditions blitz children at such an early age their welfare and advancement begin to swim against the stream, setting forth social stigmas and withdrawal, further provoking the sedentary lifestyle, the overindulgence of food, and psychological prosperity.

Healthy Pregnancy, Healthy Start in Life

Once the template has been installed, it’s challenging to override it. While poor nutrition and lack of physical activity are the first to be blamed for childhood obesity, research has exposed that children who are born from mothers who attained excessive weight gain during pregnancy were in all likelihood to be obese. The same research also pointed out that mothers who battled obesity foregoing their pregnancy would potentially transmit this battle onto their children. It’s critical for physicians to establish a healthy range of weight gain throughout the course of a women’s pregnancy and should note that nutrient-dense food and recurrent physical activity throughout the nine months will supplement a healthy beginning for their child.

Set Up to Fail

The necessary strategies to repel against childhood obesity will require a stable, supportive and adaptable approach by examining and making corrections to the child’s environment and lifestyle. In today’s age, society has developed into computerized addicts suffering from sleep debt and a sedentary lifestyle with a plethora of food access. Because of the digital technology outbreak, society is able to exist in a setting that does not require them to get up and go or apply themselves. In addition to this, the food and beverage industry has formulated a system where the food is low-cost, convenient, and tasteful. As stated in an article by in an article on The BMJ ‘While school is an important setting for influencing children’s health behavior, and delivery of knowledge and skills to support healthy lifestyles is one of its mandatory functions, wider influences from the family, community, media, and the food industry must also be considered” (Peyman). Good habits originate at home, framing parents as the target for childhood obesity as they arbitrate their child’s habits, essentially affecting their physical and social environment. Having said that, parental modeling will be at the forefront of hindering childhood obesity.

Pivotal Role of Parents

Despite parents lacking complete oversight of a child’s environment, they possess the ability to promote beneficial nutritional habits and physical activities while governing video games and television occurrences. As stated in an article from the Public Broadcasting Service (PBS) by Laura Santhanam, “In order to truly bend the curve on obesity, we are going to need broad environmental changes, If we make great efforts in one area of a child’s life, such as school lunch, it doesn’t override all the other areas of their life” (Santhanam). By strategizing an environment that incorporates hearty food habits and physical fitness, not only will children adopt a healthful lifestyle, but parents will hamper the chances of their child from falling within the 95th percentile. Measures that should be implemented by parents include:

1. Increase accessibility to nutrient-rich foods while decreasing the availability of nutrient-poor at home.
2. Terminate the use of food as a reward.
3. Limit the duration your child spends watching television and playing video games.
4. Promote physical activities that are both amusing and involve the entire family. All of these measures will transform a child’s social and physical environment, ensuing favorable behaviors, designed to forbid obesity.

Play Outside, Not Video Games

The CDC recommends that children should engage in at least one hour of physical activity a day; waggling a mouse around redundantly or banging keys on a keyboard do not justify the physical activity. As stated in an article from Medicine Net by Dr. John Mersch “Recent studies indicate that only 20% of children experience more than two episodes of vigorous play per week, and 30% of these children watched more than two hours of TV per day. This does not include additional time engaging in computer games, texting, or talking on the phone with friends” (Mersch). It’s clear that the longer the duration children spend behind a screen, the stronger the probability they will find themselves obese. Parents and schools must take the initiative! Parents can begin by either limiting a child’s screen time, evict the television or computer from a child’s bedroom, and prohibit screen time until after the age of two. Schools, where children spend eight of the 24 hours a day, must implement policies requiring children to participate in at least 150 minutes per week. A schedule change to allot more time towards recess will not jeopardize academics as it has been noted that recess has a favorable influence on academic achievements. On average, children allocate upwards of 44 hours a week gazing at either their television, computer, or phone screen. Now take into consideration the number of fast-food commercials a child witnesses during this period of time.

Food for Thought

Increased availability and portion sizes for food that is both poor in quality and elevated in calories have reflected on the increase in children’s waistbands. Today, 40 percent of a child’s diet includes foods that are heavy in sugar and fats, otherwise acknowledged as empty calories, which should only account for 10 percent of their daily calories. Foods that are high in fat and sugar are contributing to the increase of elevated blood pressure and cholesterol level, leading to the development of type 2 diabetes and numerous heart diseases in children. Parents can launch healthy eating habits by outlawing the intake of sweets and soft drinks that are high in calories, cutting back on fast food consumption, and plan out healthy home-cooked meals. Children will eat what their parents buy, so modifying the eating patterns and habits of obese children emerges from parenting.

Real Food, Not Junk Food

Dietary energy, delivered by the food and beverages we consume, is essential for survival as it not only fuels our body but promotes muscle growth, body temperature regulation, and organ functioning. In order to maintain weight energy intake must match energy expenditure, to lose weight energy expenditure must outmatch energy intake, and to gain weight energy intake must outmatch energy expenditure which is the explanatory variable for childhood obesity. In simple terms, consuming more food and food that is calorie-dense increases energy intake. Beginning in 1950, the fast-food industry established itself with an approach to provide food that was not only convenient and sanely priced, but also savory and flavorful. Today, approximately 35 percent of children consume fast food on a daily basis, which amounts to about 187 additional calories a day, and about six extra pounds a year, easily fueling the childhood obesity epidemic.

On average, a fast food meal to feed a family of four ranges anywhere from $20 to $30 dollars. This is pricing out two double cheeseburgers, one regular cheeseburger, one six-count chicken nuggets, two medium fries, two small fries, along with four medium sodas. Meanwhile, the average cost of a home-cooked meal to feed a family of four is about $14. This includes a whole rotisserie chicken, rice, black beans, vegetables, and a house salad! In addition to the low expense, a home-cooked meal provides fewer calories, a healthy variety, and embarks on supportive eating habits. On top of that, a routinely home-cooked meal facilitates an atmosphere where children earn better academic grades and healthy family rapport.

Genetic and Medical Factors

The sedentary lifestyle and consumption of excess calories are not the only root causes for childhood obesity as some children are more vulnerable to gain weight as a consequence of genetic factors and medical conditions. The Prader Willi syndrome, an out-of-the-ordinary genetic disorder set forth from birth, is caused by an absent gene on chromosome 15, sparking a famish sensation. Health conditions associated with endocrine disorders such as poor thyroid functioning and hormone imbalances encourage the storage of body fat increases the risk of obesity in children. Despite parents lacking control of the genes they transmit to their children, they have the ability to secure genetic tests which is effective for enlightening both parents and children on diet and physical activity programs.

Genes Alter Jean Sizes

Childhood obesity is uncovering genetic components and gene variations that are connected with body mass index. A Harvard article reports that “These gene variants are fairly common, and people who carry one have a 20 to 30 percent higher risk of obesity than people who do not” (Genes Are Not Destiny). The study of genetic variations has exposed 30 plus genes, and that if one small section were to edit or possibly adapt, could play a role by encoding itself for obesity. This study has also outlined that consuming a healthy variety of nutrient-dense food and engaging in physical fitness may counterbalance the editing of these genes. If medical providers established a system that provided parents with their child’s gene-environment, perhaps it may influence a promising pathway for parents to treat and prevent childhood obesity.

Prescription Medications

The factors behind medications and their influence on weight gain are unclear, but some medications are known to prompt an increase in food cravings, the storage of excess fluids, or pilot exhaustion and a lethargic outlook. Prescription drugs known to treat seizures, allergies, and attention-deficit/hyperactivity disorder (ADHD), which are all common in children, are noted for adding unwanted pounds. In an article from Time Magazine, Alice Park asserts that “Obesity has lifelong risks. If this is a consequence of stimulant use, and since there is evidence that we might be overprescribing stimulants, we might be contributing to the childhood- and adult-obesity epidemics” (Park). Prior to health care providers prescribing new medications to children, they should inform the parents of the likelihood for their child to undergo weight gain. If so, a boost in exercise and awareness of nutrition consumption should be advised by the provider in order to offset the possibility.

Conclusion

Childhood obesity is an epidemic affecting roughly 18 percent of children worldwide, shaping it to be one of the most chronic diseases due to its impact on social, physical, and psychological health. Factors that promote childhood obesity include environmental elements, lifestyle preferences, and socioeconomic status. As television viewing increased, physical activities decreased. As fast-food consumption increased, home-cooked meals decreased. As medication prescriptions increased, physical health decreased. All these factors can be resolved with the assistance of strong parenting and family support. Childhood obesity involves immediate and long-term consequences but can be reversed by shaping habits that promote healthier eating habits, reoccurring physical activities, and a better understanding of medication side effects.

Abstract

Online learning often means that the parents themselves are well educated to assist with the lessons and have enough time. Moreover, it will make it more burdensome for parents who are also affected by COVID-19 to provide equipment for online learning. Face-to-face learning will resume on 8 March 2021. All primary school students will resume the school term on 20 January 2021 with face-to-face learning. Impact on Child Education The education of nearly 1.6 billion pupils in 190 countries has so far been impacted, according to UNESCO that is 90 percent of school-age children in the world. Students in Form 1, 4, 5 and 6, and vocational college will also resume face-to-face learning on 20 January 2021. But for those who not capable to set up all the things, may affect the education of the children. Online learning the medium of the Internet became vital in delivering knowledge and info for the learners either browsing the official website of the school or others learning platform.

INTRODUCTION

In 2019, the whole country was shocked by the outbreak of coronavirus disease 19. However, this virus was confirmed to have reached Malaysia in January 2020. This virus had been detected in Johor, but the reported cases remained low. In February 2020, there was the largest cluster was detected linked to a Tablighi Jamaat religious gathering held in Sri Petaling, Kuala Lumpur. The Movement Control Order (MCO) was implemented by the government as a measure to prevent infectious diseases. During the MCO, all government and private premises are not allowed to operate except those involved with important national services such as water, electricity, energy, telecommunications, postal, transportation, irrigation, oil, gas, fuel, lubricant, broadcasting, finance, banking, health, pharmacy, fire, prison, ports, airports, security, defence, cleaning, retail and food supplies. Malaysians also are barred from leaving the country and restrictions on the entry of non- Malaysians into Malaysia. Malaysians who returning from abroad must undergo a 14-day compulsory quarantine at the designated quarantine station.

Therefore, many parties are affected by this virus especially the education and economic divisions. This situation is worrying and could affect the country’s growth to achieve better success. The government has set to close day schools and universities as well as other studies for the spread of the virus which is expected to continue to spread to society. Instructions were issued in March 2020 via an announcement on tv and social media. Although governments are trying to promote online learning, to be able to access the resources of the school, and a quiet space to study, it relies on a good computer and a stable internet connection. Online learning often means that the parents themselves are well educated to assist with the lessons and have enough time.

Parents are also worried about the safety of their children when they are not in school due to lack of care because most nurseries are instructed to close, and parents should continue to work even at home.

School Closures

Ujian Penilaian Sekolah Rendah (UPSR) for standard six and Pentaksiran Tingkatan Tiga (PT3) for form three students have been cancelled for 2020 due to Covid-19 pandemic. Major school examinations including the Sijil Pelajaran Malaysia (SPM) and Sijil Tinggi Persekolahan Malaysia (STPM) would be postponed to 2021. Schools and universities are closed from March 18 and reopen back on 15 July only for form 1 to 4 Student and primary 5 to 6. Then, the great increasing number of cases made the school being close back on 8 November and predicted will be open on 18 December. On 18 December, the cases did not show any positive news. This lead to the continuing of school closure. The closure does not focus only to affected area only but to whole nationwide. The latest update, school will be open on 20 January by stages. All primary school students will resume the school term on 20 January 2021 with face-to-face learning. Students in Form 1, 4, 5 and 6, and vocational college will also resume face-to-face learning on 20 January 2021. Form 2 and 3 students will resume the school term with home-based learning on 20 January 2021. Face-to-face learning will resume on 8 March 2021. This term also applies for private and international school. This decision will be affected due to the latest cases. This action is taken due to ensure the spreading of corona virus meet the end.

Online Learning

The medium of the Internet became vital in delivering knowledge and info for the learners either browsing the official website of the school or others learning platform. The growth of technologies helps the students to access Internet easily. By using only smartphones and laptops, students able to collect data and info about their studies anywhere and anytime. The flexibility, accessibility and convenience of the online learning are the main reasons why schools and teachers approach this method to present their subject learning to student in the middle of the pandemic.

Teachers had to adapt as well to fresh pedagogical principles and teaching delivery modes, which they may have not been prepared for. Especially in preparing learning material in attracting the students to stay interact actively with the teacher. Lots of learning material is representing in shape of interactive games and video as to keep the learning process less bored and pack with knowledge. Students able to easily replay the videos as a revision during their self-study sessions and may bring big helps in solving their school task. The online learning eases the students in finding new materials regards their subject with go through countless book in the library as with simple click and search, the information need is obtaining in a split of second.

As more advantages appear to our eyes regard learning through online, the mass public became more aware the risk of delivering study through online platform. The students lean to be bored and have higher chance not properly understand the subject thoroughly as no physical contact or face-to-face classes is present. In Malaysia, the limitation of the network connectivity and has no accessibility to use digital tools such as laptop have hinder the students with low cost household and students live at rural area to use the online learning platform. As the time ticking, teachers became more creative and innovative to fulfil the students. More method or idea are push forward to accommodate for students, who less fortunate with connectivity of network and study surrounding. Such as the idea of having the parents pick up homework and study material at school once a week for their children become more common at rural area.

Impact on Child Education

The education of nearly 1.6 billion pupils in 190 countries has so far been impacted, according to UNESCO, that is 90 percent of school-age children in the world. And there are still no concrete proposals for the opening of schools for about half of these children at the time of writing.

Firstly, the child’s intellectual development will be affected. It can have a lasting effect on relatively short periods outside ofschool. However, during this COVID-19 crisis, it is not just the lost opportunities for learning that need to be considered. The more important problem is that many kids will continue to forget what they already know when schools are closed for long stretches, a decline that will be far harder to fix and recall. Some students may be missed and also lack the opportunity for intellectual and social activities such as curriculum, camping, extra classes, etc. The daily reinforcement of what they have learned at school and all these opportunities to improve their general awareness and understanding of the world will be missed by children.

Although governments are trying to promote online learning and home-schooling, to be able to access the resources of the school, and a quiet space to study, it relies on a good computer and a stable internet connection. But for those who not capable to set up all the things, may affect the education of the children. Moreover, it will make it more burdensome for parents who are also affected by COVID-19 to provide equipment for online learning.

Children are likely to feel anxiety and fear and that may include forms of fear that are somewhat close to those faced by adults, such as fear of dying, fear of dying with their family, or fear of obtaining medical attention. So, if schools are closed in the long term, these children have fewer chances to be with their peers and get the social help that is necessary for good mental well-being. Some children that have a family issue can make them more stressed at home compared in school.

CONCLUSIONS

The new norms need to be practiced as a routine in our daily lives. Although many parties have been affected by this COVID-19, we who can think wisely should continue to be vigilant and continue to fight against this COVID-19 crisis. It has no disruptive consequences, including for education, have predetermined effects. It will be the essence of our collective and systematic reactions to these issues will determine how they are influencing us. All the people need to think the alternative how to live in the new norm nowadays.

REFERENCES

1. A. Schleicher, “THE IMPACT OF COVID-19 ON EDUCATION INSIGHTS FROM EDUCATION AT A GLANCE 2020,” 2020. [Online]. Available: https://www.oecd.org/education/the-impact-of–19-on-education-insights-education-at-a-glance-2020.pdf.
2. “Mental health and psychological resilience during the COVID-19 pandemic,”Who.int,Mar.2020, doi: https://www.euro.who.int/en/health- topics/health-emergencies/coronavirus-covid-19/news/news/2020/3/mental-health-and-psychological-resilience-during-the-covid-19-pandemic.
3. Muhammad, “Penutupan sekolah kerana COVID-19 berdasarkan analisis,” Berita Harian, Nov. 10, 2020.https://www.bharian.com.my/berita/nasional/2020/11/752421/penutupan-sekolah-k [1]erana-covid-19-berdasarkan-analisis (accessed Dec. 27,2020).
4. A. Ali, ‘ISSUES & CHALLENGES IN IMPLEMENTING E- LEARNING IN’.

I feel that in regards to John’s case study the benefits of art psychotherapy would have helped John with his well-being and emotions. David Edwards suggests from a modern perspective, art therapy may be a method of therapy in which creating images and objects plays a dominant role in the psychotherapeutic relationship when it is recognised with the art therapist and client (2013). Edwards also goes on to explain the importance of the therapeutic change in art therapy, on how it takes place (2013). He explains that the triangular relationship model is important during a creative process itself, to the nature of the relationships recognized between client and therapist, in the United Kingdom art therapists would argue that these have variety of factors. In art therapy, this dynamic is frequently stated as the triangular relationship (Edwards, 2013).

I have created my own diagram of the triangular relationship, the shapes and symbols are artwork, the small white person is the client and the large white person is the art therapist in the triangle. The triangular relationship can be larger or smaller on the emphasis used maybe for each axis and can be among, for example, the client and their artwork or towards the client and the art therapist, this can occur during a single meeting or over time (Edwards, 2013). I feel this is a useful way to work with a client and keeping a triangular relationship builds more trust.

The British association of art therapists defines art therapy a method of psychotherapy; it utilizes art media as its primary mode of expression and communication (2013). In contrast to this, Milton Hammerly explains art is a nonverbal communication, it may also support people to express feelings that they might keep buried within themselves (2001). It might encourage people to solve emotional conflicts, build social skills, encourage self-awareness, control behaviour, reduce anxiety and depression, solve problems, expand self-esteem and become content in life (Hammerly, 2001). On the other hand, Marian Liebmann suggests art psychotherapy involves physical feelings and mental activity intricately, intimately and simultaneously intertwined. These actions mirror that complex pattern developed in infancy in the brain itself. The neurobiology of making relationships and learning in childhood offers us a model of recovery. Our language emphasizes the importance of the visual to the verbal; we realise, feel, and make patterns, long before we can speak, because such skills are essential to basics of learning language (2015). It can also be an extremely effective therapy tool for both adults and children (Hammerly, 2001). Similarly, Caroline Case and Tessa Dalley suggest children with many different styles of needs and disorders can benefit significantly from working with an art therapist (1992). One of the important qualities of working in art psychotherapy is using the art materials, children who are non-verbal can work through their difficulties, that they are trying to express (Wood, 1984). On the other hand, Lisa Furman suggests the difficult situation of ethical practice in art therapy can begin with the use of art materials being an important part of treatment (2013). I feel this is important to establish because it might not be ethical for it be treated as medical treatment in my opinion. Although, ethics is a vital part in helping profession because it comes with a responsibility and the actions of others (Furman, 2013). One of the top ways to figure a strong sense of inner ethics is to consider when unusual physical feelings arise around ethical problems (Furman, 2013). For example, if a child had opened up to the art therapist about having sexual feelings for him or her. This clarifies that in attempt to reduce these conflicts; most values of practice develop guidelines, which is mandatory ethics (Furman, 2013). Mandatory ethics order a minimal standard; usually reflecting legal guidelines, by an individual’s practice (Furman, 2013). I feel mandatory ethics is a key guideline that every art psychotherapist should be required to understand and follow. Although, GoodTherapy indicates there are restrictions and worries about art psychotherapy (2016). Still, some individuals may consider they are not creative or artistic sufficient for the treatment to be successful, even though the aim of treatment is to express one’s opinions and feelings, not to create artistic masterpieces. The success of art therapy maybe criticized, due to a lack of supporting experimental evidence (GT, 2016). Yet, Paula Martin states that art psychotherapy has remained in the healing process to release stress and improve coping mechanisms, in an energy to treat both the physical and mental needs of the patient (2020)

Psychological development and diagnosis on placement

Having discussed about critical awareness of ethics in art psychotherapy and benefits for children, as a trainee art therapist, I feel it is important to create an art therapy intervention based on personality development to enhance a trusting relationship with my clients. The work setting I will be going into is a rehabilitation center and a forensic low secure unit, which will involve a variety of clients with various diagnoses. The clients I may encounter might have suffered from depression during their childhood or had some sort of issues during their childhood in relation to relationships and separation. I would like to provide a framework that helps my clients to work through any difficulties, experience, emotions, and thoughts of depression they might have. I feel a useful framework of model would be Sigmund Freud’s, personality theory of the conscious, pre-conscious and sub-conscious practice. His model explains Kendra Cherry describing it as the three levels of the mind:

• The preconscious mind holds anything that could possibly be taken into the conscious mind.
• The conscious mind covers all of the thoughts, memories, feelings, and wishes of which we are conscious at any set moment (2019).
• The unconscious mind is a thought of feelings, views, needs, and reminiscences that are outside of our conscious awareness. The unconscious contains subjects that are unacceptable or unpleasant, such as emotions of pain, anxiety, or battle (Cherry, 2019).

I feel this would be a supportive framework to use because it helps to understand a deeper and richer understanding of what makes each person different. When working with clients, I feel knowing this model of practice will be useful when working with others because it improves the self and shows healthy personal growth.

Imagination, Play and Symbolic Processes

I feel the need to also clarify the prominence of critical gratitude of theories that notify art psychotherapy in relation to imagination, play and symbolic procedures. Mariane Hedegaard argues about Vygotsky’s theory of play, children’s imagination expands in relation between objects and meanings and between actions and meanings. A person’s way of observing and acting is socially connected with feelings shared by other people. For the infant and small child, the object and actions controls the senses. They are integrated. Play is very vital for child’s development of imagination because through play the child is able to separate the object and the meaning (2016). In addition, Malissa Morrell suggests Jung stating symbols represent a deeper, indescribable, spiritual process in which the spirit works to heal and defend itself (2011). I feel in an art psychotherapy session, play and understanding symbols is vital for working with clients because the client does not need to focus on making a masterpiece in thinking about their work. Although Simon Grolnick explains, that Donald Winnicott suggests constantly that when playing becomes energy infested and excited, it fails the creative growth-building capability and starts to interchange to a loss of control or non-believing (1990). Yet, Hedegaard argues play is key in early childhood because it gives children the opportunity to engage actively and imaginatively into the world (2016). In regards to this, I feel play, imagination and symbolic process gives further expansion for children to develop and grow by vigorously engaging in it.

Conclusion

Overall, I have discussed the importance of each subject matter, the purpose of this essay is to explain the benefits of art psychotherapy for depression in early childhood development, with all the research, watched films, articles and books that I have read, I have come to a conclusion that there are issues with each aspect of my subject area. Childhood development can have complications in neglect and abuse, investing in mental health can be cost effective, benefits of art psychotherapy can have problems around ethics, play, imagination and symbolic process are argued with many opinions, john’s case study showed emotions of a distress baby. Yet, I believe people have argued different views and ideas of how art psychotherapy can benefit children in early childhood development, in my opinion, depression does occur in a child but there are many vital positive aspects to helping a child with the help of art psychotherapy, play therapy and other interventions of framework. For the future, I feel that people should be aware, depression does not just occur in adults but also the young who are not able to open up about their feelings. In addition, the possible future plans I feel art psychotherapy can benefit a child if the practice, ethics, funding and goals work in place for a child. It is also clear art psychotherapy; I believe it can bring positive aspects to a human’s life with more funding and accreditation.

Development is defined as a pattern of change that begins at conception and continues through one’s lifespan (Santrock, 2018). In this paper I will discuss my observations on five different stages of human development. These five stages include a six-month-old, a two-year-old, a ten-year-old, a seventeen-year-old, a forty-nine-year-old mother, and an eighty-four-year-old. I have applied the knowledge gained in my Psychology 211 course to each developmental stage. To keep their identities confidential, I will refer to each person as Subject A, B, C, D, E, and F.

Six-Month-Old Child

Subject A was a six-month-old boy. I had the chance to compare how he socially and emotionally interacted between myself (someone he just met), and his mother. While I was a new face to him, he still displayed positive emotions. He was happy and smiling when first meeting me. He even stayed content when his mother placed him in my arms. He let me hold him and continued to smile and giggle as I held him and talked to him. While Subject A cannot talk like you and I, he was able to communicate in other forms. He was able to ‘coo’ and ‘babble’ when he got excited during a game of peek-a-boo. He also displayed non-verbal communication. When he wanted to be picked up, he would reach his arms up to his mother and begin to fuss. Once his mother picked him up, the fussing stopped, and he was happy again. Also, when I left, he was able to wave goodbye. At one point, his mother left the room to get a snack for him. Subject A showed secure attachment to his mother, because as she was no longer in his sight, he began to cry for her. He was easily soothed when she returned to the room. During my visit, I did not witness any child directed speech towards Subject A. I was able to use Cheerios to see if Subject A would pass the A-not-B error test. While he was in his highchair, I took one Cheerio and hid it under my left hand on his tray; I also placed my right hand on the tray with nothing under it. Subject A knew the Cheerio was gone, but he did not seem to understand or attempt to move either of my hands. This is consistent with a study done that found infants younger than seven months may have too weak of an active memory trace to perform an A-not-B error test (Clearfield, Diedrich, Smith, & Thelen, 2006). Overall, Subject A displayed positive social referencing and emotional regulation. He had an easy temperament and quickly adjusted to new situations.

Two-Year-Old Child

Subject B was a two-year-old girl. When I first met Subject B, she was playing with a five-piece wooden puzzle. While she was able to match the pictures on the pieces, to the placement on the puzzle, she easily got frustrated when she could not get the pieces to successfully fit in their designated spots. After several failed attempts, she was able to rotate the pieces to fit properly without any help. Subject B did show signs of egocentrism. Egocentrism is defined as “a child’s inability to see any point of view other than their own” (Surtees & Apperly, 2012). This was displayed when her mother was in the kitchen and asked if Subject B wanted a snack. While Subject B shook her head up and down, her mother was unable to see it being she was in another room. Ultimately, her mother came back into the room and asked again. This time when Subject B shook her head up and down, her mother explained to her to use her words, because she cannot see her shaking her head while in another room. While Subject B was eating her snack, she showed signs related to Vygotsky’s theory. She took a napkin off the table and placed in the collar of her shirt, as if she was making a bib for herself. Her mother quickly explained that sometimes when they are out at restaurants, she will tuck a napkin inside her collar to keep Subject B’s clothes from getting messy. This shows that through interaction, Subject B has learned the skill of putting a napkin on whenever she is eating. Subject B also showed a big interest in snowman, or ‘noman’ as she would call them. She could show me each snowman ornament and decoration, on their Christmas tree. This shows Subject B is in Piaget’s pre-operational stage; she can understand that three round shapes stacked on top of each other with arm like structures symbolizes a snowman. Overall, Subject B seemed to be on track with her motor skills for two years of age. She was able to walk, talk, complete an age-appropriate puzzle, get in and out of a chair, and feed herself.

Ten-Year-Old Child

Subject C was a ten-year-old boy. I knew Subject C enjoyed cooking, so I decided to test his concrete operational stage of development. I asked him if he could take the dry measuring cups and separate them from cups, teaspoons, and tablespoons. He was able to easily perform this task, showing a high level of seriation. While we were in the kitchen, he asked if I wanted him to teach me how to make a box of Velveeta shells. He successfully explained how to measure out and boil the water, how to cook and drain the shells, and how to fold in the cheese sauce. Subject C showed high levels of metacognition when cooking. He expressed to me that sometimes the recipes he follows don’t always turn out. I asked him how he feels when this happens, and he stated he gets upset but he continues to try to improve his skills to get better each time. He even referred to the saying ‘practice makes perfect’. When it came to gender roles, Subject C did not show any signs of gender stereotyping. He showed comfortability of crossing gender lines, because he stated he plays feminine video games with his friends that are girls, he also will play dolls with his little cousin. When I told him how society sometimes views gender roles, he said he believes men and woman are equal and are equally capable of doing anything regardless if it comes to a sport or a job. Overall, Subject C seemed well advanced in his development, especially when it came to his cognitive abilities of thinking.

Adolescent

Subject D is a seventeen-year-old senior and is enrolled in the Vo-Tech program offered at his high school. Growing up, Subject D knew he wanted a career that was ‘hands on’. Most of Subject D’s role models growing up had jobs that involved working with their hands and he has always wanted to follow in their footsteps. In today’s society, there are many jobs that require training that college degrees are usually too broad to address. In turn, this requires many graduates to complete additional vocational-education after already completing a degree (St-Esprit, 2019). The Vo-Tech program allows Subject D to graduate with a certificate of completion in his trade of study, and gives him the opportunity to move straight into the workforce following graduation. During my observation with Subject D, personal fable and imaginary audience were never present. For one to display personal fable or imagery audience, they would have to think of themselves as the center of attention and believe that they are held to a certain level of uniqueness (Santrock, 2018). Subject D did not portray any of those characteristics. He was very confident for his future and has set a strict academic plan to reach his career goals.

Parent of a Middle School Student

Subject E was a forty-nine-year-old mother of middle school twin boys. Subject E has a background in education. She studied early childhood education and obtained a master’s degree in curriculum and instruction. Since she is well versed in principle models of education, she has chosen to place her children in the public-school system. She believes the public-school system provides a very well-rounded education. All subject matters are addressed, socialization is prominent, her children are developing normally and she feels that she is giving them a very good foundation of education.

She does not feel it necessary to attend a private or home-school; however, she does understand there is no right or wrong way to educate a child. This is especially true if a child renders medical needs that cannot be met in the public-school setting. Many parents that have children with a chronic illness elect to homeschool their children. This allows more flexibility for a child that cannot physically perform regular school tasks. It exposes the child to less germs and allows the child to be taught in a safe and comfortable environment (Johnson, 2015).

Since both Subject E’s children are male, she does not raise them differently. She is very open and up front with her children. Both her and her husband began holding an open-door policy with the boys, meaning they can approach their parents with anything. So, as her boys got older and entered puberty, both she and her husband can answer questions and guide them through any confusing times. Overall, Subject E is proud of how her boys are maturing. She is understanding of their development and continues to provide a good home and nurturing environment for them.

Senior Citizen

Subject F was my 84-year-old grandmother. Since she lives relatively close, I can spend time with her quite often. She thoroughly enjoys putting together 1,000-piece puzzles, and with the help of others she can complete five to six of these a year. She also enjoys watching ‘Jeopardy and Wheel of Fortune’ every night. A few years ago, my grandmother was very active. She used to walk a mile a day, attend the gym, and was even a member of the local garden club. While her life used to show evidence of the activity theory, after numerous surgeries and my grandfather’s diagnosis of Alzheimer’s, she is becoming more disengaged. While doing puzzles she has a hard time staying focused on that one task. She has begun to show signs of short-term memory loss, while holding a conversation; she is very repetitive, especially when it comes to asking questions. She may repeat the same question four or five times. Disengagement is also evident when it comes to her concept of time and event. Even with a detailed calendar, she has a hard time remember appointments and birthdays. To help our aging population, an article published in the Health Encyclopedia at the University of Rochester Medical Center recommends trying to keep the elderly’s independence and confidence as long as possible by establishing a regular routine, being patient and flexible with them and making it easier for them to remember new information (Hanrahan & Shelat, n.d.).

Conclusion

After taking several college courses, including two in psychology and one in sociology, it is evident that development is versatile. While sociology is the study of humans in society, in relation, psychology studies the cognitive, emotional and social means of individuals and how they grow in their environment. Working in the medical field is very diverse; it has taught me that each culture accustoms to different societal norms. What I may think is socially acceptable may not be true for a person from a different cultural background. Psychology has helped me gain a better understanding of the human mind, especially when it comes to emotions and behaviors. I will be able to take the knowledge gained specially in this course, when treating patients of different ages. By knowing the different developmental stages, as well as certain genetic disabilities, it gives me a better understanding of patients ranging from infants to elderly adults. Both courses have taught me to build positive relationships with patients in my career.

References

1. Clearfield, M., Diedrich, F., Smith, L., & Thelen, E. (2006). Young Infants Reach Correctly in A-not-B tasks: On the Developments of Stability and Perseveration. Infant Behavior & Development, (29), 435–444. doi.org/10.1016/j.infbeh.2006.03.001.
2. Hanrahan, J., & Shelat, A. (n.d.). Helping Someone with Memory Loss. In University of Rochester Medical Center Health Encyclopedia. Retrieved from https://www.urmc.rochester.edu/encyclopedia/content.aspx?contenttypeid=1&contentid=2862
3. Johnson, J. L. (2015, June). Is It Time to Homeschool Your Chronically Ill Child? IG LIVING. Retrieved from http://www.igliving.com/magazine/articles/IGL_2015-06_AR_Parenting-Is-It-Time-to-Homeschool-Your-Chronically-Ill-Child.pdf
4. Santrock, J. (2018). A Topical Approach to Life-Span Development (9th edition). New York; McGraw-Hill.
5. St-Esprit, M. (2019, March 6). The Stigma of Choosing Trade School Over College. The Atlantic. Retrieved from https://www.theatlantic.com/education/archive/2019/03/choosing-trade-school-over-college/584275/
6. Surtees, A. D. R., & Apperly, I. A. (2012). Egocentrism and Automatic Perspective Taking in Children and Adults. Child Development , 83(2), 452–460. doi: 10.1111/j.1467-8624.2011.01730.x.

Literacy is the result of a human’s adaptation to the social environment. There are different definitions of literacy, but one important is: “Literacy is a human invention” (Snow, 2017). Also, the common definition of literacy is “the knowledge and skills necessary to read and write” (Rudell, 2002). In this paper, I am going to discuss the different domains of literacy that authors combine to define literacy, early literacy instruction, and development.

So, what is literacy? According to Rudell (2002), literacy is “the knowledge and skills necessary to read and write”. Also, according to Montoya (2018), there are different definitions of literacy, one of them is that it is how a person can “identify, understand, interpret, create, communicate and compute” printed materials from different sources. Another interesting definition is: “How an individual can participate within his environment through his knowledge, achieving objectives and participating always in his process of learning”. These definitions can give us a wide perspective of different definitions of literacy that authors coined through different periods. It is interesting to point out here that literacy is important for individuals interacting in society. As an individual, young children, or adults, we need to be always in a learning process in our whole life. This interaction with readings and writing exercises can give us the opportunity to participate in our community decisions during our lives.

According to Vesay and Gischar (2013), the National Reading Panel divided literacy into five critical domains: phonemic awareness, alphabetic principle, fluency, vocabulary, and comprehension. These domains are the roots of good literacy, and it is important to teach them to our young students in the early stages of their development. Phonological awareness is a broad definition of language in different parts, word by word, and also is about listening to the syllables of the words. Recognizing rhymes in the words, and the learning process when kids can practice alliteration (eg. the same sound in the words, six smiles softly spoken). According to the National Center on Improving Literacy (2018), the alphabetic principle is the knowledge that the letters have sounds and they are in the alphabet, for example, when a child can identify the letter ‘m’ and its sound ‘mmm’. This is when a person can identify sounds and letters in a word, then can read and write, building words with the sounds of the spoken language. Also, the alphabetic principle has two components: alphabetic understanding is knowing that words are made up of letters that represent the sounds of speech, and phonological recoding is knowing how to translate the letters in printed words into the sounds they make to read and pronounce the words accurately. In Fluency Matters (2014), the author explained his own definition of fluency, and he says that reading fluency has two ends, the first one is about ‘word recognition in a text’ while the person can comprehend what he/she is reading is on the other end. This is when the person can identify automatically words, recognize and identify them in a written text, but with adequate speed. Stahl (2005) defines vocabulary as follows: “Vocabulary knowledge is knowledge; the knowledge of a word not only implies a definition but also implies how that word fits into the world”. This part is important within the process of literacy in children. At an early age, children should learn a complex vocabulary during their kinder grade since this practice will help them develop their language and to have success in their upper grades. In order to understand the meaning of comprehension, Pardo (2004) refers that “comprehension is the process of simultaneously extracting and constructing meaning through interaction and involvement with written language”. It is imperative that we, as professionals working in educational settings, should help and revise our students when they are reading aloud their books making sure that they are understanding what they are reading.

In order to set up the knowledge of early literacy in children in their preschool years or their early stages of learning, the authors recommend some strategies and/or techniques to teach our kids to write and read in their infancy. In Roskos et al. (2003), we can find these teaching techniques, and the first one is ‘rich teacher talk’; this technique says that teachers or adults should converse with the students in groups or one-to-one context using ‘cognitively challenging content’. The second technique that the authors recommend is ‘storybook reading’; this technique is interesting because we need to read aloud to our students once or twice times daily. Then, start to make activities before, during, or after the reading time of different books. The third technique is ‘phonological awareness activities’, using activities where we can help our students to identify the sounds of the letters. For example, use activities of rhyming, alliteration, and sound matching. Here, students can participate with their emergent knowledge to find rhymes, identify the same sound in different words, and recognize when words start with the same sound. The fourth technique is ‘alphabet activities’. Personally, I use this technique with students who are struggling with their reading level. For example, I use magnetic letters and ask them to set them in a rainbow form, then they need to sound loud each letter one or two times every day. This technique helped my students to improve their reading skills. If we use these techniques, we can encourage our children to read and to write, but considering those techniques, they can show how they are improving on these skills.

In conclusion, early literacy skills are an important phase of child development. I consider that as professionals working in educational settings, we should set up the foundations of literacy in our young students. Different authors gave us such diverse educational resources to use in our preschool and kinder classrooms. We can use different teaching techniques and research-based strategies to use with our students to help them to develop their emerging literacy skills at younger ages.

While I was conducting my interview I found out many things that were to lead me to being a teacher even more than before. during my interview of Mrs. Louella Komuves, I was reassured that being an early childhood educator is what I would like to be. During the interview I learnt that to care for children, you only need certification, also that a lead teacher in a preschool required an associate degree, and that to teach in public school, one must obtain a bachelor’s degree. In the interview, Mrs. Komuves reminded me that the job of an educator is a labor of love and not one to get rich quick.

As a parent, I have found a great love for early childhood teaching. I love interacting with my daughter on a daily bases. It brings me great joy to see my daughter master something she spent time on and enjoys doing. The interview gave me a great insight on how values and the need for families to be involved in the classroom are needed. I hope to teach students through their interests, and to have fun through education while exploring their strengths and weaknesses; maintaining parental involvement. Furthermore, Mrs. Komuves stressed that early childhood education can be hard and stressful at times, and that maintaining health is important to success.

Key issues and Trends

There are three trends in early childhood education and they are: (1) Minimizing the achievement gap, (2) Technology and the classroom, and (3) Classroom principles. These trends impact young children’s learning, minimizing the achievement gap means better funding for ECE is required. Through using technology in the classroom, the achievement gap is reduced in early childhood education. Technology in the classroom is the newest resource that a teacher works with in their classroom to help with teaching young children, and is forever changing and growing. By aligning the classroom with principles, young children expand upon developing and improving Emotional Cognitive Social Early Learning. During the 2017 and 2018 school year the federal government implemented a new policy called Every Student Succeeds Act. The Every Student Succeeds Act will overturn the No Child Left Behind policy of 2002, this means that the federal government gives educational policies rights back to the states. It is said that Early Childhood Educators are forever learning, as they stand committed to continuing their education no matter what trends, changes in technology, studies and conversations take place. It is believed that if an educator is prepared with these three trends, they might find success in teacher students (Jones, 2017). As a teacher in the early childhood education field, I believe utilizing each one of these trends might help in my teaching endeavors by always learning.

Approach/model that matches

The best instructional approach/model that would best fit my classroom in the future would be that of Reggio Emilia and Montessori. The combination of approaches practices the idea of an independent learner, and that students perform better through natural curiosity, exploration, and play rather than through force of authority; furthermore confidence is built as students achieve goals that is often reflected on coursework.

In a Reggio / Montessori classroom materials are placed at the child’s level and by interests ever-increasing in difficulty. Gross motor skills is encouraged to improve cognitive skills and critical thinking skills, the teacher acts as a guide rather than a definitive authority figure, and respect to the child is an important core philosophy, with the classroom embracing a comfortable home-like environment.

Instructional Theory

In conjunction with a Reggio / Montessori classroom, Gardner’s theory seems to right choice.

Gardner’s theory expresses that individuals have unique strengths and weaknesses and that individuals learn at their own pace. Likewise, Gardner’s theory mentioned that individuals learn through a variety of styles, and that the use of media and multimedia geared toward a particular individual could see success in an otherwise labeled student.

Gardner’s theory believed that individuals learn through a domain of one or more intelligence ranging from Visual-Spatial Intelligence, Linguistic-Verbal Intelligence, Logical-Mathematical Intelligence, Bodily-Kinesthetic Intelligence, Musical Intelligence, Interpersonal Intelligence, Intrapersonal Intelligence, and Naturalistic Intelligence. Through this theory, I believe a teacher can adhere to the Reggio / Montessori approaches in that songs, puppet plays, and hands-on experiments can be conducted to teach the needs and interests of multiple students. On another note, Reggio’s approach focuses on evaluating students and taking notes, through Gardner’s theory a teacher can begin to understand what interests an individual, what works, and what their strengths and weaknesses may be; it is my belief that Gardner’s theory closely aligns with the respect of the student, in that they are viewed uniquely and individually.

Developmental Domains

In the world of early childhood development, there are seven developmental domains and they are: (1) Gross Motor, (2) Fine Motor, (3) Language, (4) Cognitive, (5) Social/Emotional, (6) Self-Help/Adaptive, and (7) Morals/Values. Each of the seven developmental domains are thought to be taught at home by mom and dad through modeling them for the children. Commonly, in a child care center or school of any type it is up to the teachers and educators to model each of these domains to children of all ages. It is important for these domains to be taught at all stages of developmental growth throughout a child’s life. Each one of the seven domains have a pacific way of learning and it is up to family and teachers and educators to try and keep teaching them daily in a child’s life. (Miller, 2014)

Families/Early childhood

In early childhood development, it is a necessity to include the family in the learning of a young child. The approaches of Reggio / Montessori both believe strongly in family involvement and align with these models. Since young child learns and models a lot of things from their parents and siblings, it is important to have parents involved in the child’s life of learning. A teacher or educator’s role is to assist parents through learning to nurture the young child or children in their home. If a teacher can model love and nurture to a child, then a parent should be able to follow that role model and keep teaching.

Future in Early Childhood Development

As a new person to Early Childhood Development, there is a lot that I need to learn. The qualifications for the field of Early Childhood Education that I plan to pursue is: (1) Earn a Bachelor’s Degree, (2) Complete a Training Program, (3) Pass Certification Exams, and (4) Apply for Certification. Each of these steps are all to try and help me get my teaching certification. For my future I would love to become an elementary school teacher, namely teaching kindergarten. I understand that I have a long way to go, and may face challenges such as mixed views on male teaching students. My first goal is to get my Bachelor’s degree in early childhood education and maybe even special needs. I hope to either work as a teacher’s assistant or substitute to obtain more experience rather soon. This is the last course I will be attending here at Ashford, as I will be switching to Western Governors University, in which they are TEACH accredited and certification ready upon completion. I may continue to get my master’s degree later, I am not too sure now as to what may happen in the future. My love for teaching comes from loving children, my sisters, nieces, nephews, and cousins

References

1. Annie Jones, (2017, February 28), 3 Trends in Early Childhood Education that You Should
2. Known About., Rasmussen College, Inc. Retrieved From: http://www.rasmussen.edu//degrees/education/blog/3-ongoing-trends-early-childhood-education-impact-you/
3. Estes, L. S., & Krogh, S. L. (2012) Ch. 4.5. Pathways to Teaching Young Children: An Introduction to Early Childhood Education [Electronic Source]. San Diego: Bridgepoint Education, Inc.
4. Funderstanding, (2017), (2011, April 26)., Jean Piaget: Cognitive Development in the Classroom. Retrieved From: Funderstanding.com
5. J. Miller, (2014, November 9) The 7 Domains of Early-Childhood Development. Retrieved From: http://blog.novanatural.com/2014/11/09/the-7-domains-of-early-childhood-development/

I feel that in regards to John’s case study the benefits of art psychotherapy would have helped John with his well-being and emotions. David Edwards suggests from a modern perspective, art therapy may be a method of therapy in which creating images and objects plays a dominant role in the psychotherapeutic relationship when it is recognised with the art therapist and client (2013). Edwards also goes on to explain the importance of the therapeutic change in art therapy, on how it takes place (2013). He explains that the triangular relationship model is important during a creative process itself, to the nature of the relationships recognized between client and therapist, in the United Kingdom art therapists would argue that these have variety of factors. In art therapy, this dynamic is frequently stated as the triangular relationship (Edwards, 2013).

I have created my own diagram of the triangular relationship, the shapes and symbols are artwork, the small white person is the client and the large white person is the art therapist in the triangle. The triangular relationship can be larger or smaller on the emphasis used maybe for each axis and can be among, for example, the client and their artwork or towards the client and the art therapist, this can occur during a single meeting or over time (Edwards, 2013). I feel this is a useful way to work with a client and keeping a triangular relationship builds more trust.

The British association of art therapists defines art therapy a method of psychotherapy; it utilizes art media as its primary mode of expression and communication (2013). In contrast to this, Milton Hammerly explains art is a nonverbal communication, it may also support people to express feelings that they might keep buried within themselves (2001). It might encourage people to solve emotional conflicts, build social skills, encourage self-awareness, control behaviour, reduce anxiety and depression, solve problems, expand self-esteem and become content in life (Hammerly, 2001). On the other hand, Marian Liebmann suggests art psychotherapy involves physical feelings and mental activity intricately, intimately and simultaneously intertwined. These actions mirror that complex pattern developed in infancy in the brain itself. The neurobiology of making relationships and learning in childhood offers us a model of recovery. Our language emphasizes the importance of the visual to the verbal; we realise, feel, and make patterns, long before we can speak, because such skills are essential to basics of learning language (2015). It can also be an extremely effective therapy tool for both adults and children (Hammerly, 2001). Similarly, Caroline Case and Tessa Dalley suggest children with many different styles of needs and disorders can benefit significantly from working with an art therapist (1992). One of the important qualities of working in art psychotherapy is using the art materials, children who are non-verbal can work through their difficulties, that they are trying to express (Wood, 1984). On the other hand, Lisa Furman suggests the difficult situation of ethical practice in art therapy can begin with the use of art materials being an important part of treatment (2013). I feel this is important to establish because it might not be ethical for it be treated as medical treatment in my opinion. Although, ethics is a vital part in helping profession because it comes with a responsibility and the actions of others (Furman, 2013). One of the top ways to figure a strong sense of inner ethics is to consider when unusual physical feelings arise around ethical problems (Furman, 2013). For example, if a child had opened up to the art therapist about having sexual feelings for him or her. This clarifies that in attempt to reduce these conflicts; most values of practice develop guidelines, which is mandatory ethics (Furman, 2013). Mandatory ethics order a minimal standard; usually reflecting legal guidelines, by an individual’s practice (Furman, 2013). I feel mandatory ethics is a key guideline that every art psychotherapist should be required to understand and follow. Although, GoodTherapy indicates there are restrictions and worries about art psychotherapy (2016). Still, some individuals may consider they are not creative or artistic sufficient for the treatment to be successful, even though the aim of treatment is to express one’s opinions and feelings, not to create artistic masterpieces. The success of art therapy maybe criticized, due to a lack of supporting experimental evidence (GT, 2016). Yet, Paula Martin states that art psychotherapy has remained in the healing process to release stress and improve coping mechanisms, in an energy to treat both the physical and mental needs of the patient (2020)

Psychological development and diagnosis on placement

Having discussed about critical awareness of ethics in art psychotherapy and benefits for children, as a trainee art therapist, I feel it is important to create an art therapy intervention based on personality development to enhance a trusting relationship with my clients. The work setting I will be going into is a rehabilitation center and a forensic low secure unit, which will involve a variety of clients with various diagnoses. The clients I may encounter might have suffered from depression during their childhood or had some sort of issues during their childhood in relation to relationships and separation. I would like to provide a framework that helps my clients to work through any difficulties, experience, emotions, and thoughts of depression they might have. I feel a useful framework of model would be Sigmund Freud’s, personality theory of the conscious, pre-conscious and sub-conscious practice. His model explains Kendra Cherry describing it as the three levels of the mind:

• The preconscious mind holds anything that could possibly be taken into the conscious mind.
• The conscious mind covers all of the thoughts, memories, feelings, and wishes of which we are conscious at any set moment (2019).
• The unconscious mind is a thought of feelings, views, needs, and reminiscences that are outside of our conscious awareness. The unconscious contains subjects that are unacceptable or unpleasant, such as emotions of pain, anxiety, or battle (Cherry, 2019).

I feel this would be a supportive framework to use because it helps to understand a deeper and richer understanding of what makes each person different. When working with clients, I feel knowing this model of practice will be useful when working with others because it improves the self and shows healthy personal growth.

Imagination, Play and Symbolic Processes

I feel the need to also clarify the prominence of critical gratitude of theories that notify art psychotherapy in relation to imagination, play and symbolic procedures. Mariane Hedegaard argues about Vygotsky’s theory of play, children’s imagination expands in relation between objects and meanings and between actions and meanings. A person’s way of observing and acting is socially connected with feelings shared by other people. For the infant and small child, the object and actions controls the senses. They are integrated. Play is very vital for child’s development of imagination because through play the child is able to separate the object and the meaning (2016). In addition, Malissa Morrell suggests Jung stating symbols represent a deeper, indescribable, spiritual process in which the spirit works to heal and defend itself (2011). I feel in an art psychotherapy session, play and understanding symbols is vital for working with clients because the client does not need to focus on making a masterpiece in thinking about their work. Although Simon Grolnick explains, that Donald Winnicott suggests constantly that when playing becomes energy infested and excited, it fails the creative growth-building capability and starts to interchange to a loss of control or non-believing (1990). Yet, Hedegaard argues play is key in early childhood because it gives children the opportunity to engage actively and imaginatively into the world (2016). In regards to this, I feel play, imagination and symbolic process gives further expansion for children to develop and grow by vigorously engaging in it.

Conclusion

Overall, I have discussed the importance of each subject matter, the purpose of this essay is to explain the benefits of art psychotherapy for depression in early childhood development, with all the research, watched films, articles and books that I have read, I have come to a conclusion that there are issues with each aspect of my subject area. Childhood development can have complications in neglect and abuse, investing in mental health can be cost effective, benefits of art psychotherapy can have problems around ethics, play, imagination and symbolic process are argued with many opinions, john’s case study showed emotions of a distress baby. Yet, I believe people have argued different views and ideas of how art psychotherapy can benefit children in early childhood development, in my opinion, depression does occur in a child but there are many vital positive aspects to helping a child with the help of art psychotherapy, play therapy and other interventions of framework. For the future, I feel that people should be aware, depression does not just occur in adults but also the young who are not able to open up about their feelings. In addition, the possible future plans I feel art psychotherapy can benefit a child if the practice, ethics, funding and goals work in place for a child. It is also clear art psychotherapy; I believe it can bring positive aspects to a human’s life with more funding and accreditation.

Development is defined as a pattern of change that begins at conception and continues through one’s lifespan (Santrock, 2018). In this paper I will discuss my observations on five different stages of human development. These five stages include a six-month-old, a two-year-old, a ten-year-old, a seventeen-year-old, a forty-nine-year-old mother, and an eighty-four-year-old. I have applied the knowledge gained in my Psychology 211 course to each developmental stage. To keep their identities confidential, I will refer to each person as Subject A, B, C, D, E, and F.

Six-Month-Old Child

Subject A was a six-month-old boy. I had the chance to compare how he socially and emotionally interacted between myself (someone he just met), and his mother. While I was a new face to him, he still displayed positive emotions. He was happy and smiling when first meeting me. He even stayed content when his mother placed him in my arms. He let me hold him and continued to smile and giggle as I held him and talked to him. While Subject A cannot talk like you and I, he was able to communicate in other forms. He was able to ‘coo’ and ‘babble’ when he got excited during a game of peek-a-boo. He also displayed non-verbal communication. When he wanted to be picked up, he would reach his arms up to his mother and begin to fuss. Once his mother picked him up, the fussing stopped, and he was happy again. Also, when I left, he was able to wave goodbye. At one point, his mother left the room to get a snack for him. Subject A showed secure attachment to his mother, because as she was no longer in his sight, he began to cry for her. He was easily soothed when she returned to the room. During my visit, I did not witness any child directed speech towards Subject A. I was able to use Cheerios to see if Subject A would pass the A-not-B error test. While he was in his highchair, I took one Cheerio and hid it under my left hand on his tray; I also placed my right hand on the tray with nothing under it. Subject A knew the Cheerio was gone, but he did not seem to understand or attempt to move either of my hands. This is consistent with a study done that found infants younger than seven months may have too weak of an active memory trace to perform an A-not-B error test (Clearfield, Diedrich, Smith, & Thelen, 2006). Overall, Subject A displayed positive social referencing and emotional regulation. He had an easy temperament and quickly adjusted to new situations.

Two-Year-Old Child

Subject B was a two-year-old girl. When I first met Subject B, she was playing with a five-piece wooden puzzle. While she was able to match the pictures on the pieces, to the placement on the puzzle, she easily got frustrated when she could not get the pieces to successfully fit in their designated spots. After several failed attempts, she was able to rotate the pieces to fit properly without any help. Subject B did show signs of egocentrism. Egocentrism is defined as “a child’s inability to see any point of view other than their own” (Surtees & Apperly, 2012). This was displayed when her mother was in the kitchen and asked if Subject B wanted a snack. While Subject B shook her head up and down, her mother was unable to see it being she was in another room. Ultimately, her mother came back into the room and asked again. This time when Subject B shook her head up and down, her mother explained to her to use her words, because she cannot see her shaking her head while in another room. While Subject B was eating her snack, she showed signs related to Vygotsky’s theory. She took a napkin off the table and placed in the collar of her shirt, as if she was making a bib for herself. Her mother quickly explained that sometimes when they are out at restaurants, she will tuck a napkin inside her collar to keep Subject B’s clothes from getting messy. This shows that through interaction, Subject B has learned the skill of putting a napkin on whenever she is eating. Subject B also showed a big interest in snowman, or ‘noman’ as she would call them. She could show me each snowman ornament and decoration, on their Christmas tree. This shows Subject B is in Piaget’s pre-operational stage; she can understand that three round shapes stacked on top of each other with arm like structures symbolizes a snowman. Overall, Subject B seemed to be on track with her motor skills for two years of age. She was able to walk, talk, complete an age-appropriate puzzle, get in and out of a chair, and feed herself.

Ten-Year-Old Child

Subject C was a ten-year-old boy. I knew Subject C enjoyed cooking, so I decided to test his concrete operational stage of development. I asked him if he could take the dry measuring cups and separate them from cups, teaspoons, and tablespoons. He was able to easily perform this task, showing a high level of seriation. While we were in the kitchen, he asked if I wanted him to teach me how to make a box of Velveeta shells. He successfully explained how to measure out and boil the water, how to cook and drain the shells, and how to fold in the cheese sauce. Subject C showed high levels of metacognition when cooking. He expressed to me that sometimes the recipes he follows don’t always turn out. I asked him how he feels when this happens, and he stated he gets upset but he continues to try to improve his skills to get better each time. He even referred to the saying ‘practice makes perfect’. When it came to gender roles, Subject C did not show any signs of gender stereotyping. He showed comfortability of crossing gender lines, because he stated he plays feminine video games with his friends that are girls, he also will play dolls with his little cousin. When I told him how society sometimes views gender roles, he said he believes men and woman are equal and are equally capable of doing anything regardless if it comes to a sport or a job. Overall, Subject C seemed well advanced in his development, especially when it came to his cognitive abilities of thinking.

Adolescent

Subject D is a seventeen-year-old senior and is enrolled in the Vo-Tech program offered at his high school. Growing up, Subject D knew he wanted a career that was ‘hands on’. Most of Subject D’s role models growing up had jobs that involved working with their hands and he has always wanted to follow in their footsteps. In today’s society, there are many jobs that require training that college degrees are usually too broad to address. In turn, this requires many graduates to complete additional vocational-education after already completing a degree (St-Esprit, 2019). The Vo-Tech program allows Subject D to graduate with a certificate of completion in his trade of study, and gives him the opportunity to move straight into the workforce following graduation. During my observation with Subject D, personal fable and imaginary audience were never present. For one to display personal fable or imagery audience, they would have to think of themselves as the center of attention and believe that they are held to a certain level of uniqueness (Santrock, 2018). Subject D did not portray any of those characteristics. He was very confident for his future and has set a strict academic plan to reach his career goals.

Parent of a Middle School Student

Subject E was a forty-nine-year-old mother of middle school twin boys. Subject E has a background in education. She studied early childhood education and obtained a master’s degree in curriculum and instruction. Since she is well versed in principle models of education, she has chosen to place her children in the public-school system. She believes the public-school system provides a very well-rounded education. All subject matters are addressed, socialization is prominent, her children are developing normally and she feels that she is giving them a very good foundation of education.

She does not feel it necessary to attend a private or home-school; however, she does understand there is no right or wrong way to educate a child. This is especially true if a child renders medical needs that cannot be met in the public-school setting. Many parents that have children with a chronic illness elect to homeschool their children. This allows more flexibility for a child that cannot physically perform regular school tasks. It exposes the child to less germs and allows the child to be taught in a safe and comfortable environment (Johnson, 2015).

Since both Subject E’s children are male, she does not raise them differently. She is very open and up front with her children. Both her and her husband began holding an open-door policy with the boys, meaning they can approach their parents with anything. So, as her boys got older and entered puberty, both she and her husband can answer questions and guide them through any confusing times. Overall, Subject E is proud of how her boys are maturing. She is understanding of their development and continues to provide a good home and nurturing environment for them.

Senior Citizen

Subject F was my 84-year-old grandmother. Since she lives relatively close, I can spend time with her quite often. She thoroughly enjoys putting together 1,000-piece puzzles, and with the help of others she can complete five to six of these a year. She also enjoys watching ‘Jeopardy and Wheel of Fortune’ every night. A few years ago, my grandmother was very active. She used to walk a mile a day, attend the gym, and was even a member of the local garden club. While her life used to show evidence of the activity theory, after numerous surgeries and my grandfather’s diagnosis of Alzheimer’s, she is becoming more disengaged. While doing puzzles she has a hard time staying focused on that one task. She has begun to show signs of short-term memory loss, while holding a conversation; she is very repetitive, especially when it comes to asking questions. She may repeat the same question four or five times. Disengagement is also evident when it comes to her concept of time and event. Even with a detailed calendar, she has a hard time remember appointments and birthdays. To help our aging population, an article published in the Health Encyclopedia at the University of Rochester Medical Center recommends trying to keep the elderly’s independence and confidence as long as possible by establishing a regular routine, being patient and flexible with them and making it easier for them to remember new information (Hanrahan & Shelat, n.d.).

Conclusion

After taking several college courses, including two in psychology and one in sociology, it is evident that development is versatile. While sociology is the study of humans in society, in relation, psychology studies the cognitive, emotional and social means of individuals and how they grow in their environment. Working in the medical field is very diverse; it has taught me that each culture accustoms to different societal norms. What I may think is socially acceptable may not be true for a person from a different cultural background. Psychology has helped me gain a better understanding of the human mind, especially when it comes to emotions and behaviors. I will be able to take the knowledge gained specially in this course, when treating patients of different ages. By knowing the different developmental stages, as well as certain genetic disabilities, it gives me a better understanding of patients ranging from infants to elderly adults. Both courses have taught me to build positive relationships with patients in my career.

References

1. Clearfield, M., Diedrich, F., Smith, L., & Thelen, E. (2006). Young Infants Reach Correctly in A-not-B tasks: On the Developments of Stability and Perseveration. Infant Behavior & Development, (29), 435–444. doi.org/10.1016/j.infbeh.2006.03.001.
2. Hanrahan, J., & Shelat, A. (n.d.). Helping Someone with Memory Loss. In University of Rochester Medical Center Health Encyclopedia. Retrieved from https://www.urmc.rochester.edu/encyclopedia/content.aspx?contenttypeid=1&contentid=2862
3. Johnson, J. L. (2015, June). Is It Time to Homeschool Your Chronically Ill Child? IG LIVING. Retrieved from http://www.igliving.com/magazine/articles/IGL_2015-06_AR_Parenting-Is-It-Time-to-Homeschool-Your-Chronically-Ill-Child.pdf
4. Santrock, J. (2018). A Topical Approach to Life-Span Development (9th edition). New York; McGraw-Hill.
5. St-Esprit, M. (2019, March 6). The Stigma of Choosing Trade School Over College. The Atlantic. Retrieved from https://www.theatlantic.com/education/archive/2019/03/choosing-trade-school-over-college/584275/
6. Surtees, A. D. R., & Apperly, I. A. (2012). Egocentrism and Automatic Perspective Taking in Children and Adults. Child Development , 83(2), 452–460. doi: 10.1111/j.1467-8624.2011.01730.x.