Childhood Pre-Teen Development, Research Paper Example

Abstract

Continuing with an ongoing observation and testing of Gavin’s development, this paper attempts to analyze and describe his strengths and areas of opportunity in his developmental areas.  He has continued to show marked improvements and gifted test results in the areas of mathematics and music.  There are several communication and cooperation areas that Gavin tends to lack in, and his teacher and I continue to work hard to stunt his negative behaviors so that they are not restricting his development.  Nevertheless, Gavin’s verbal and logical skills continue to develop at or above average and have shown few signs of slowing.

Introduction

My son Gavin has continued to show marked improvements in several academic and social categories.  Many children will tend to have stunted development around the ages of 6-10, in which case Gavin has shown in a couple of subject areas that his development has slowed.  However, through this study, I have learned that Gavin’s development continues to advance at a rate above average and it is my responsibility as his parent to continue to help him pursue ways to build upon his strengths and increase his areas of opportunity.  Verbal, spatial and logical-mathematical abilities are three on the most commonly assessed areas for pre-teen development.  Gardner has also added the intelligence domain of musical ability, physical or athletic ability, intrapersonal skill, interpersonal skill, and naturalistic intelligence.  Although Gavin has not shown strong competence in all of these areas, his verbal and logical-mathematical abilities continue to grow.

Perhaps the two most important areas of advancement have come in his music and mathematical skills.  Since Gavin was a young child, he has always tested very well in several areas, but between the ages of 6-10 he has continued to advance more than average in mathematics and music.  To promote his musical skills I have had Gavin taking piano and singing lessons since he was 6-years-old with a neighbor in the area.  Gavin continues to show excellent proficiency in his musical skills, singing ability and note-reading skills.  In the area of mathematics, Gavin’s teachers have continued to suggest that he take advanced math courses in school because his abilities are in the “gifted” range.  These logical abilities must continue to be harnessed and promoted so that they do not stunt as some of his other abilities have.

Gavin’s grades have always been in the A or B range, and he has shown that he takes pride in doing well in school.  His communication skills are very strong in and out of the classroom because he continues to receive reports on his grade card that he works well with others.  Unfortunately, Gavin has continued to show struggles dealing with situations that are out of his control.  If the situation in school or in the home is stressful or problematic and take Gavin out of his comfort zone, he will react negatively and show signs of solitude and depression.  I continue to work with him to make sure that these behaviors are not allowed to continue, but it is an ongoing process.  Thankfully, his teachers report that these behaviors usually subside by the end of the day.  However, these fight-or-flight responses must be kept in check so that they do not get out of hand.

Between these ages of development, Gavin can probably be categorizes as an over-controlled child.  This is nothing different from when Gavin was younger because I have always made an attempt to provide my son with the rules and structure so that his behaviors are more productive and conducive for him to react well in society.  Even Gavin has made comments to me that he has noticed that I am more involved in his life than other parents are in their children’s lives and that I also have more rules than other parents.  In a recent test I took with a professional, results showed that I am in the top 15% of parents that create rules and structure for their children. I am worried that he may be relying on me too much in his social life.  Gavin has no problem telling stories about the events that happen in his life, but he has continued to leave out many of the critical details that are important for the listener to understand.  I usually need to get involved and ask him probing questions to get these details out and make the story understandable.  Hopefully, this skill will develop on its own, and he can learn to not rely on me as much in these situations.

References

Ainsworth, M.D.S. & Bowlby, J. (1991). An ethological approach to personality development’. American Psychologist, 46, 331-341.

Cowie, H., Blades, M. & Smith, K. (2005).  Basic psychology: Understanding Children’s Development. Oxford: Blackwell Press

Feiler, R. (2009). Stages of Growth Child Development – Early Childhood and Middle Childhood. Retrieved on February 21, 2010 from http://education.stateuniversity.com/pages/1826/Child-Development-Stages-Growth.html

Meadows, S. (1987). Piagets contribution to understanding cognitive development: an assessment for the late 1980s. Retrieved on February 21, 2010 from http://psychology.about.com/od/loveandattraction/ss/attachmentstyle.htm