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Friday, April 16, 2021

Personality development occurs early in life| What are Components of a Child's Personality | Phases of Personality development of a Child |Elementary Education | aiou solved assignment | Course Code 8623

 

Q 3. Personality development occurs early in life but later years provide an opportunity for the modification of previously developed trends’. Discuss. OR 
What are Components of a Child's Personality? Also Discuss Stages of Personality development of a Child

 

Course: Elementary Education 
Course Code 8623
Topics
Personality development of Children
  • Components of a Child's Personality
  • Stages of Personality development of a Child
  • Phases of Personality development of a Child

AIOU Solved Assignment |Semester: Autumn/Spring | B.Ed/Bacherlors in Education /Masters in Education / PHD in Education | BEd / MEd / M Phil Education | ASSIGNMENT Course Code 8623| Course: Elementary Education


Answer:

 

Personality development is the development of the organized pattern of behaviors and attitudes that makes a person distinctive. Personality development occurs by the ongoing interaction of temperament, character, and environment.

 

Description

 

Personality is what makes a person a unique person, and it is recognizable soon after birth. A child’s personality has several components

  • Temperament, 
  • Environment, and 
  • Character. 

 

Temperament is the set of genetically determined traits that determine the child’s approach to the world and how the child learns about the world. There are no genes that specify personality traits, but some genes do control the development of the nervous system, which in turn controls behavior. 

 

A second component of personality comes from adaptive patterns related to a child’s specific environment. Most psychologists agree that these two factors—temperament and environment—influence the development of a person’s personality the most. Temperament, with its dependence on genetic factors, is sometimes referred to as “nature,” while the environmental factors are called “nurture.”

 

While there is still controversy as to which factor ranks higher in affecting personality development, all experts agree that high-quality parenting plays a critical role in the development of a child’s personality. When parents understand how their child responds to certain situations, they can anticipate issues that might be problematic for their child. They can prepare the child for the situation or in some cases they may avoid a potentially difficult situation altogether. 

 

Parents who know how to adapt their parenting approach to the particular temperament of their child can best provide guidance and ensure the successful development of their child’s personality.

 

Finally, the third component of personality is character—the set of emotional, cognitive, and behavioral patterns learned from experience that determines how a person thinks, feels, and behaves. A person’s character continues to evolve throughout life, although much depends on inborn traits and early experiences. Character is also dependent on a person’s moral development.

 

In 1956, psychiatrist Erik Erikson provided an insightful description as to how personality develops based on his extensive experience in psychotherapy with children and adolescents from low, upper, and middle-class backgrounds. 

 

According to Erikson, the socialization process of an individual consists of eight phases, each one accompanied by a “psychosocial crisis” that must be solved if the person is to manage the next and subsequent phases satisfactorily. The stages significantly influence personality development, with five of them occurring during infancy, childhood, and adolescence.

 

 

Infancy

 

During the first two years of life, an infant goes through the first stage: Learning Basic Trust or Mistrust (Hope). Well-nurtured and loved, the infant develops trust and security and a basic optimism. Badly handled, the infant becomes insecure and learns “basic mistrust.”

 

Toddlerhood

 

The second stage occurs during early childhood, between about 18 months to two years and three to four years of age. It deals with Learning Autonomy or Shame (Will) . Well-parented, the child emerges from this stage with self-confidence, elated with his or her newly found control. the early part of this stage can also include stormy tantrums, stubbornness, and negativism, depending on the child’s temperament.

 

Preschool

 

The third stage occurs during the “play age,” or the later preschool years from about three to entry into formal school. The developing child goes through a Learning Initiative or Guilt (Purpose) . 

 

The child learns to use imagination; to broaden skills through active play and fantasy; to cooperate with others; and to lead as well as to follow. If unsuccessful, the child becomes fearful, is unable to join groups, and harbors guilty feelings. The child depends excessively on adults and is restricted both in the development of play skills and in imagination.

 

School age

 

The fourth stage, Learning Industry or Inferiority (Competence) , occurs during school age, up to

and possibly including junior high school. The child learns to master more formal skills: relating with peers according to rules progressing from free play to play that is structured by rules and requires teamwork (team sports) learning basic intellectual skills (reading, arithmetic). 

 

At this stage, the need for self-discipline increases every year. The child who, because of his or her successful passage through earlier stages, is trusting, autonomous, and full of initiative, will quickly learn to be industrious. However, the mistrusting child will doubt the future and will feel inferior.

 

Adolescence

 

The fifth stage, Learning Identity or Identity Diffusion (Fidelity) , occurs during adolescence from age 13 or 14. Maturity starts developing during this time; the young person acquires self-certainty as opposed to self-doubt and experiments with different constructive roles rather than adopting a negative identity, such as delinquency. The well-adjusted adolescent actually looks forward to achievement, and, in later adolescence, clear sexual identity is established. The adolescent seeks leadership (someone to inspire him or her), and gradually develops a set of ideals to live by.

 

The Child Development Institute (CDI) rightfully points out that very little knowledge is available on the type of specific environment that will result, for example, in traits of trust being more developed in a person’s personality. Helping the child through the various stages of emotional and personality development is a complex and difficult task. Searching for the best ways of accomplishing this task accounts for most of the research carried out in the field of child development today.

 

Renowned psychologist Carl Rogers emphasized how childhood experiences affect personality development. Many psychologists believe that there are certain critical periods in personality development—periods when the child will be more sensitive to certain environmental factors.

 

Most experts believe that a child’s experiences in the family are important for his or her personality development, although not exactly as described by Erikson’s stages, but in good agreement with the importance of how a child’s needs should be met in the family environment. For example, children who are toilet trained too early or have their toilet training carried out too strictly may become rebellious. Another example is shown by children who learn appropriate behavior to their sex lives when there is a good relationship with their same-sex parent. 

 

Another environmental factor of importance is culture. Researchers comparing cultural groups for specific personality types have found some important differences. For example, Northern European countries and the United States have individualistic cultures that put more emphasis on individual needs and accomplishments. In contrast, Asian, African, Central American, and South American countries are characterized more by community-centered cultures that focus on belonging to a larger group, such as a family, or nation. In these cultures, cooperation is considered a more important value than competitiveness, which will necessarily affect personality development.

 

  

Related Topics of 

Course: Elementary Education (8623) 

Part 1

Q.1 Discuss elementary education in Pakistan and compare it with elementary education in India and Bangladesh.



Q.3 Elaborate the theories of personality development by focusing on the role of family in the personality development of a child.


Q.4 Explain the concept of physical fitness .Also state the purpose of physical and health education suggest ways to integrate health education into other.


Q.5 Discuss technique of questioning the development of higher mental processes from teachers as well as pupils point of view.


Part 2


Q. 1 Elaborate the difference among sociograms, social distance scale and guess who questionnaire in terms of their use.


Q. 2 Describe the terms of stress and anxiety for test. As a teacher what measures you suggest to reduce the test anxiety of the students.


Q. 3  Write down learning outcomes for any unit of English for  10th class and develop an easy type test item with rubric, 5 multiple choice questions and 5 short questions for the written learning outcomes.


Q. 4  a) Suggest measures to reduce cultural bias in the test? 

Q. 5  Give the characteristics of normal curve, also discuss its uses in educational assessment?


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