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Is My Child Developmentally On Track?

A Developmental Assessment

9 December 2003

Early Childhood Intervention

Instructor: Robert Weigand

Grade: A

By: Todd Bauerle

Every parent has questions about their child’s development. “Is my child developmentally on track?” or “Will my child grow up to be a competent and productive member of society?” are very common, but difficult to answer in the early years of life. This is because childhood naturally is a period of progression, followed by regression and seemingly infantile behavior before continuing developmental growth. These periods of regression often cause parents concern when they fear their child is not meeting what they consider accepted developmental milestones. “As the child grows older…times of equilibrium alternate with times of disequilibrium; and periods when behavior tends to be expansive and outgoing alternate with periods when everything seems to be pulled in. [For example,] three is a conforming age. Three and a half is just the opposite” (Bates Ames, 1976).

This makes it difficult to answer questions of a child’s current level of social competence, “a child’s ability to use age-appropriate social behaviors to enhance peer relationships without harming anyone” (Schneider, 1993), as a predictor of later adolescent and adult behavior. Social competence is measured under four basic categories; the child’s ability to initiate social interaction, maintain social interaction, manage conflict, and communicate for social purposes.

Skill at initiating social interaction is visible when the child is able to enter new relationships gracefully (Rydell, et. al., 1997), integrate with a new group without disruption (Dodge, et. al., 1986), and when they are confident in using social skills (Putallaz & Wasserman, 1990). The ability to maintain social interaction involves the child smiling, attending to, or complying with others. This child is generally more helpful and less aggressive than other children (Denham, et al., 2001). Settling disputes effectively, and having the ability to share and take turns are examples of the child’s competence in managing conflict (Murphy & Eisenburg, 1996). Being able to communicate for social purposes is a valuable tool for this child. They are able to express themselves effectively and are generally good listeners (Farmer, 1997). Overall, a well developed child is adaptable, positive, and has a well regulated temperament. They also tend to have healthy and secure attachments (Fabes, 2003).

The skills involved in social competence are gained through socialization, the process by which children learn social roles and become members of groups. It is a long and sometimes difficult process. At about age three, a child begins to be aware of the world around them. Until that time, they are very egocentric, or as Dr. Tomlinson-Keasey stated, “Their view is the only view they can see” (Tomlinson-Keasey, 1980).

When a child begins to expand their view of the world, they start to develop those skills that will aid in their social competence. One marker of this development happens when a three-year-old is just learning to categorize their world, such as the difference between shape and size, and how a friend’s family might differ from their own. With this new way of understanding and increasing awareness of the world around them a child is able to sense discrepancies and anticipate consequences. They develop their associations of cause and effect in social interaction; if they were to poke a peer in the arm, they start to realize they may get poked back. (Tomlinson-Keasey, 1980). The child will also begin to engage in cooperative play, which is working with a peer or group toward a common goal (Fabes, 2003). With the onset of social awareness, the child is only beginning a developmental progression that will continue into adolescence, and even adulthood for some.

Often parents may be quick to judge a behavior or attitude as a deficiency in the development of their child when they may in fact be perfectly normal and even be expected.

"Three and a half can be a time of great stress and strain. Insecure within himself, yet determined to dominate, the child of this age has great difficulty in managing his turbulent emotions. Life is a struggle, and emotions, much of the time, seem to give little pleasure. Happily, six months more time may see your child at a point where his emotions, though strong and even violent, can be a source of emotional pleasure and satisfaction for him" (Bates Ames, 1976).

A child that was developing precisely on schedule may also regress; and the child that seems to be lagging may suddenly spurt ahead. This becomes more obvious when children begin to interact with peers. Parents need to understand that differences between their child and another is not necessarily indicative of a problem with their child. “Activity in any one group of children ranges from solitary play, to conversation with an adult, to aggressive play between two children, to relatively cooperative play between two or more” (Bates Ames, 1976).

Also at this age, some preschoolers “are very eager to turn any activity into a chance to be aggressive. Hence aggression is likely to be one of the major obstacles of the preschooler and toddler period” (Tomlinson-Keasey, 1980). The child is learning to relate to the social world around them, and aggression is an indicator of that new social awareness. Since children respond well to consistency and predictable activities, anything that may disrupt a child’s routine may increase aggressive behavior. Dr. Carol Tomlinson-Keasey addresses a few of the many possible social triggers that may result in aggression in a child.

"A move to a new school, a divorce, or anything that disrupts the world can lead to a whining, insecure, clinging preschooler...or to a hostile, angry, aggressive preschooler. Both types of children are really demonstrating that they have lost the control they had over the would and are either afraid or angry" (Tomlinson-Keasey, 1980.)

Although the child is keenly aware that a change has occurred, they can not understand its cause. They become frustrated with the change and may act out aggressively to relieve that frustration. Simply put, aggression is a reaction to frustration, and is not an indicator of an inherently angry child or an omen for things to come.

Another source of frustration is the lack of a child’s experience in social situations. Before age three, the child has developed only limited social understanding through interactions with adults, siblings, and peers. As Daniel Anderson found, “…young children have few preexisting scripts for many types of social conflict or problem situations.” He continues by adding that because of their limited experience “… they are less likely than older children to have alternative scripts” (Anderson, 2001). They only understand and use a limited scope of social coping techniques. This leads to frustration when the expected outcome is denied, and the child may easily retreat to aggression as a reactive behavior. Through continued social interaction, children will develop more social scripts enabling them to choose alternatives to aggressive behaviors.

After observing Philip’s interaction with peers in regards to competence, he is very normal, but is also a very physical child. When Philip has been introduced to new children in the class, he seems to avoid them, preferring to associate with a previously established group of friends. Though he may shy from making initial contact with a new playmate, Philip does allow new children to join in whatever play activity he is currently involved. When Philip is introduced into a group, he tends to become more aggressive and physical with his play. These both seem to be normal coping reactions to new, and sometimes stressful situations for Philip.

In maintaining social interactions, Philip willingly and eagerly participates in cooperative play activities, often times assuming the role of a leader. However his play is always very physical in nature and he encourages the same in others.

When it comes to managing conflicts, Philip employs physical methods of settling conflict. In one example, another boy, Paul, wanted to play with the car Philip already had and took it without asking. Philip forced the car out of Paul’s hands the then hit him with the car. After the teacher explained to Philip that hitting is not an appropriate way to handle an argument, he immediately hugged Paul in silent apology.

In Philip’s communication, he is innately a ‘doer.’ Instead of asking for something, he usually demonstrates initiative and tries to get it for himself, which is a good match for his dominant personality. After working on the basics of asking and saying please, he has responded wonderfully and is becoming much more verbal in his interactions.

Philip is also able to make associations with different circumstances. For example, when Philip is in class and his regular teacher is present, he responds quickly to invitations to clean up toys, but tends to ignore these requests if another adult asks and his teacher is out of sight. Also when his father comes to pick him up, there is an immediate increase in Philip’s energy and physical excitement levels. This shows Philip's ability to adjust his behavior depending on presence of different authority figures. Philip is also acutely aware of the circumstances and behaviors required to get rewards, such as getting a sticker for being a good listener.

If Philip loses interest in an activity or has to sit still for a period of time, he resorts to aggression to relieve his boredom by hitting or wrestling with the other children. When things do not go his way, Philip will often resort to aggression or purposely misbehave. These things are not done with an angry attitude, although some fights with peers do happen, but that Philip is a very active child and needs physical activity regularly and enjoys them. When Philip participates in games like ‘Red-light, Green-light’ or singing songs with physical movements, like 'Head, Shoulders, Knees and Toes’, he is often the most engaged and does not show any sign of aggression towards peers.

Philip’s parents need to be told that his behavior is perfectly normal and acceptable for his developmental stage. Also, the aggression Philip displays cannot be used as a predictor of his behaviors or attitudes as an adult. Currently this aggressive behavior serves as a means to release frustration in dealing with social interactions that do not meet his expectations, and functions as a way to free and express his natural, and abundant energy. Philip should also be encouraged in conversation at home to further his verbal development.

To further aid Philip’s progress with peer relationships, a main goal will be to encourage him to verbally express his needs and frustrations, rather than responding to his actions. He will become much more socially capable when he can adequately express his feelings verbally, as he will not be resorting to hitting others. This can also be enhanced by encouraging concepts like sharing and other forms of give and take when at school and at home.

To help lower his frustration, be sure to maintain consistent behavioral expectations between authority figures. Also it is imperative that Philip’s natural energy and zest for physical activity be supported and encouraged as well as used for a teaching tool. Incorporate physical activities as often as possible, but alternate with sedentary activities so Philip can learn the behavior they require. Above all, Philip’s best teacher will be the example he is given.

Bibliography

Anderson, D. R. 2001. Early Childhood Television Viewing and Adolescent Behavior. Boston, Mass: Blackwell Publishers.

Bates Ames, L. 1976. Your Three-Year-Old: Friend or Enemy. New York: Delacorte Press.

Dodge, K. A., Pettit, G. S., McClaskey, C. L., and Brown, M. M. 1986. Social Competence in Children Monographs of the Society for Research in Child Development. 51,2. Chicago: University of Chicago Press.

Denham, S.A., Mason, T., Caverly, S., Schmidt, M., Hackney, R., Caswell, C., DeMulder, E. 2001. Preschoolers At Play: Co-socializers of Emotional and Social Competence. International Journal of Behavioral Development. 25, 290-301.

Fabes, R. and Martin, C. L. 2003. Exploring Child Development. New York: Pearson Education, Inc.

Farmer, M. 1997. Exploring the Links Between Communication Skills and Social Competence. Educational and Child Psychology. 14, 38-44.

Murphy, B.C. & Eisenburg, N. 1996. Provoked by a Peer: Children’s Anger Related Responses and their Relations to Social Functioning. Merrill-Palmer Quarterly. 42, 103-124.

Putallaz, M., & Wasserman, A. 1990. Children’s Entry Behavior. Peer Rejection in Childhood. Cambridge, England: Cambridge University Press.

Rydell, A. M., Hagekull, B. Bohlin, G. 1997. Measurement of Two Social Competence Aspects in Middle Childhood. Developmental Psychology. 33. 842-833.

Schneider, B. 1993. Children’s Social Competence in Context. New York: Pergamon Press.

Tomlinson-Keasey, C., Dr. 1980. Child’s Eye View. New York: St. Martin’s Press, Inc.