Page 138 - Meeting with Children Book

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occurs during childhood between the ages of five and
twelve.

Cognitively, children are beginning to learn to read and
write and are generally more independent. Teachers begin
to take an important role in the child’s life as they teach the
child specific skills.

The child’s peer group gains greater significance and
becomes a major source of the child’s self esteem. Through
demonstrating specific competencies, the child gains
approval. Children learn they are valued by society, and
begin to develop a sense of pride in their accomplishments.
Encouragement and reinforcement of initiatives increases
the desire for a child to be more industrious. Children also
gain in confidence related to their abilities which motivates
them to reach various goals.

If taking initiative is not encouraged, or if it is restricted by
caregivers or teachers, the child begins to feel inferior,
doubting his abilities. This negative frame may cause the
child not to reach his or her potential.

If the child cannot develop the specific skill he/she feels
society is demanding (e.g., being athletic; reaching an
academic standard) then he/she may develop a sense of
inferiority. Not all failure leads to inferiority. A balance
between competence and modesty is important to this
stage of development. Success in this stage will lead to the
virtue of competence and industry.

A child's temperament (Thomas and Chess, 1977)
contributes to the child's behavioral style. it is the
characteristic way a child reacts to her environment. it is
the "how" of behavior vs. the "what" or the "why".
Temperament can influence social/emotional
development. Temperament is not age-related and