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Human life L3: Childhood (4 to 11) |
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While the acquisition of language is
itself may be considered one of the defining moments of childhood (along with
our first independent steps), our first conscious thoughts of self existence
may also be considered a defining point between infancy and our transition to
being a "child". |
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By self existence, we mean
that point when we, as individuals first came to realize that we exist as a
unique thinking entity, separate to other human beings and objects, capable of
thinking uniquely and acting independently. |
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Extensive child psychology study over the
past one hundred years have provided an unprecedented body of data in
understanding the steps that the average human being takes towards their first
conscious thought of recognizing their own existence "I think, therefore I
am". Broadly speaking, the age of four to five is considered the point at
which the average child reaches a level of recognition of self as a unique,
independently thinking person- the "I" is born. |
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This is why UCA defines the point of aged
4 as the transition from infant to child- the point at which the I, of us is
born. |
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| 18.14.1 |
The significance of realization of self |
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As older, thinking adults,
many of our personal problems and the majority of the worlds problems are due
principally from our ability to separate our "minds", not necessarily
our physical presence from others. Therefore the period of first realization of
self is significant. For our mind to separate itself from others, it must first
consider itself as being separate and unique. |
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Once we see our ability to separate
ourselves from the picture, the next phase of development of life is possible:
to separate oneself from reality to another state of mind, to consider thoughts
and scenarios different to what is happening, to interlace our own
interpretations onto the fabric of an existing activity. |
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| LEVEL & AGE |
PHYSICAL EXPERIENCE |
MIND EXPERIENCE |
EMOTIONAL/LIFE EXPERIENCE
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| L3-Childhood |
Childhood |
4 to 11 |
Mortal- (7 yrs) |
| 4 |
2 to 4 |
| WORDS: comprehend 1,800 to 2,100 words |
| GRAMMAR: Sounds |
| MEMORY: Basic Tense, |
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2 to 4 |
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| concepts of our local worlds |
| Our outer world |
| Position |
| Language |
| Communication |
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Once these concepts firm, self identity
follow. However self identity is not completely independent of influence.
Rather self identity is highly influenced by others in this stage, it is easy
to develop contradictory behaviour- the embers of developing schizophrenia.
Contradictory behaviour beliefs and values means no clear values opportunity. |
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| 18.14.2 |
Food |
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Food possessions activity are all
elements that the young child groups. |
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| 18.14.3 |
Developing personality |
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At this age our major images and desire in people we
attracted to usually on parent |
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| Boy- mother- carer- selfish son |
| Boy father- leader over achiever |
| Girl mother home- low self esteem |
| Girl father princess- selfish daughter |
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These combinations set a path- critical in terms of what we look for |
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4 to 7 Child beginning of personality- choice of
concepts, sounds immature personality- prime selfish self |
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Age 4 to 7 when we develop our imagination Insular- within Extrovert- either
Introvert/estrovert-0 mixed |
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These elements all form fundamental components to state and view of self. Need |
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Behaviour al inheritance has a large influence in character. Rejecting adult
behaviour can develop opposite character. |
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Acceptance of behaviour can develop similar behaviour. Most children do not
reject all of adult behaviour |
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