The, Cognitive, And Psychosocial Aspects Of Early Childhood

All of the mentioned observations are linked to biosocial, cognitive, and psychosocial aspects of human developmental in early childhood. The observations provided many connections to different concepts and theories produced by developmental psychologists. This analysis provides an understanding as to why the children acted the way they did in the observations. Biosocial development pertains to the biological aspect of early childhood, such as the development of the brain. Between the ages of two and six years old, the brain is continually growing. Parts of the brain that are growing are the limbic system and the prefrontal cortex. The prefrontal cortex develops at a much slower rate than the limbic system. The limbic system is made up of the amygdala, hippocampus, and hypothalamus. All of these parts of the brain assist in experiencing emotions. The prefrontal cortex is the part of the brain where decision making, actions, memory, and planning take place. During the observational period, I noticed the older children between the ages of five and six, were more emotional during the cast removal process, specifically with the cast saw, compared to the younger children between the ages of two and three. I predicted the younger children would be more fearful during the cast removal process compared to the older children. Perhaps the younger children may have not been scared due to the lack of background knowledge of saws compared to the older children. It is easier to convinceShow MoreRelatedErikson s Psychosocial Theory : Development Of Ego Identity1293 Words   |  6 PagesZoi Arvanitidis 05/16/17 ECEE-310 Dr.Alkins Studying Erikson’s Psychosocial theory Erik Erikson was a student of another theorist, Sigmund Freud. Erikson expanded on Freud’s psychosexual theory. Erikson later developed the psychosocial theory. This theory described the effect of one’s social experiences throughout one’s whole lifespan. 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