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1. An infant must master the tasks in one phase of the life cycle to move...

Question:

1. An infant must master the tasks in one phase of the life cycle to move on to the next phase. What happens if there is a problem with the parents or environment that prevents adequate interaction with the child?

2. What tasks should you expect to be mastered during early childhood?

3. What physical activities are appropriate for the school-aged child?

4. How can an adolescent achieve a sense of their own identity?

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Answers

1 )Mother and child communication will vary according the child's development. The parent- child interactions provide the primary social learning context from infancy. A variety of social cognitive and socio emotional processes, such as emotional regulation and recognition, referencing, gaze following, gesturing and communication are first evident in present child interaction. For example, between the second and third month of life there are significant developments in parent - infant behavioural synchrony, turn taking and reciprocity, all of which are precursors to a healthy attachment.

2)The developmental tasks during early childhood include mastery of essential building blocks for learning to succeed in school, the ability to get along with other children, make friends, become engaged in social groups, and develop the capacity to manage powerful emotions.

3) Most primary school age children still need plenty of unstructured activity like running and chasing and play ground games. Everyday physical activity can also include walking riding bikes or scooters around your neighbourhood, and playing outside in your backyard or local park.

4) a) Desire to identify themselves in multiple ways outside of their role in the family.

b) Increase awareness of themselves as a part of a peer group (For some, navigating where they fit into the social landscape may take time and involve multiple changes)

c) Develop flexibility in how they present themselves in different situations.

d) Prioritise personal values and decisions to reflect how they see themselves.

e) Experience greater sensitivity to feedback from others, particularly peers.

f) Begin to imagine their own adolescent identity and role in the larger world.

.

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