The essay question is:
The middle childhood life phase. Describe one core development outcome within the chosen life phase in each developmental domain. Discuss and explain how Vygotsky’s sociocultural theory, Erikson’s psychosocial theory and one other theory or perspective of your choice are covered in this course of LIFESPAN DEVELOPMENT for the cognitive, psychosocial and physical developments. Please use your draft information on the essay planning template attached for this essay.
Sample solution
Dante Alighieri played a critical role in the literature world through his poem Divine Comedy that was written in the 14th century. The poem contains Inferno, Purgatorio, and Paradiso. The Inferno is a description of the nine circles of torment that are found on the earth. It depicts the realms of the people that have gone against the spiritual values and who, instead, have chosen bestial appetite, violence, or fraud and malice. The nine circles of hell are limbo, lust, gluttony, greed and wrath. Others are heresy, violence, fraud, and treachery. The purpose of this paper is to examine the Dante’s Inferno in the perspective of its portrayal of God’s image and the justification of hell.
In this epic poem, God is portrayed as a super being guilty of multiple weaknesses including being egotistic, unjust, and hypocritical. Dante, in this poem, depicts God as being more human than divine by challenging God’s omnipotence. Additionally, the manner in which Dante describes Hell is in full contradiction to the morals of God as written in the Bible. When god arranges Hell to flatter Himself, He commits egotism, a sin that is common among human beings (Cheney, 2016). The weakness is depicted in Limbo and on the Gate of Hell where, for instance, God sends those who do not worship Him to Hell. This implies that failure to worship Him is a sin.
God is also depicted as lacking justice in His actions thus removing the godly image. The injustice is portrayed by the manner in which the sodomites and opportunists are treated. The opportunists are subjected to banner chasing in their lives after death followed by being stung by insects and maggots. They are known to having done neither good nor bad during their lifetimes and, therefore, justice could have demanded that they be granted a neutral punishment having lived a neutral life. The sodomites are also punished unfairly by God when Brunetto Lattini is condemned to hell despite being a good leader (Babor, T. F., McGovern, T., & Robaina, K. (2017). While he commited sodomy, God chooses to ignore all the other good deeds that Brunetto did.
Finally, God is also portrayed as being hypocritical in His actions, a sin that further diminishes His godliness and makes Him more human. A case in point is when God condemns the sin of egotism and goes ahead to commit it repeatedly. Proverbs 29:23 states that “arrogance will bring your downfall, but if you are humble, you will be respected.” When Slattery condemns Dante’s human state as being weak, doubtful, and limited, he is proving God’s hypocrisy because He is also human (Verdicchio, 2015). The actions of God in Hell as portrayed by Dante are inconsistent with the Biblical literature. Both Dante and God are prone to making mistakes, something common among human beings thus making God more human.
To wrap it up, Dante portrays God is more human since He commits the same sins that humans commit: egotism, hypocrisy, and injustice. Hell is justified as being a destination for victims of the mistakes committed by God. The Hell is presented as being a totally different place as compared to what is written about it in the Bible. As a result, reading through the text gives an image of God who is prone to the very mistakes common to humans thus ripping Him off His lofty status of divine and, instead, making Him a mere human. Whether or not Dante did it intentionally is subject to debate but one thing is clear in the poem: the misconstrued notion of God is revealed to future generations.
References
Babor, T. F., McGovern, T., & Robaina, K. (2017). Dante’s inferno: Seven deadly sins in scientific publishing and how to avoid them. Addiction Science: A Guide for the Perplexed, 267.
Cheney, L. D. G. (2016). Illustrations for Dante’s Inferno: A Comparative Study of Sandro Botticelli, Giovanni Stradano, and Federico Zuccaro. Cultural and Religious Studies, 4(8), 487.
Verdicchio, M. (2015). Irony and Desire in Dante’s” Inferno” 27. Italica, 285-297.
Sample Answer
Sample Answer
The Middle Childhood Life Phase: Core Development Outcomes and Theories
Introduction
Middle childhood, typically spanning from ages 6 to 12, is a crucial period in human development. During this phase, children experience significant cognitive, psychosocial, and physical changes. In this essay, we will discuss one core development outcome within each developmental domain and explore how Vygotsky’s sociocultural theory, Erikson’s psychosocial theory, and Piaget’s cognitive development theory are relevant to the cognitive, psychosocial, and physical developments observed during middle childhood.
Cognitive Development
Core Development Outcome: Concrete Operational Thinking
Concrete operational thinking is a significant achievement during middle childhood. It refers to the ability to think logically and concretely about objects and events in the physical world, allowing children to solve problems and understand concepts more effectively.
Vygotsky’s Sociocultural Theory: According to Vygotsky, cognitive development is influenced by social interactions and cultural tools. In middle childhood, children engage in collaborative activities, such as group projects or team sports, which promote their cognitive growth. Through social interactions, children learn from others and internalize new knowledge, expanding their cognitive abilities.
Piaget’s Cognitive Development Theory: Piaget’s theory emphasizes the importance of cognitive stages in development. Concrete operational thinking is a major milestone in Piaget’s theory, representing the transition from preoperational to concrete operational thought. Piaget believed that children acquire this ability through actively exploring their environment and engaging in hands-on experiences.
Other Perspective: Information Processing Theory: The information processing theory focuses on how individuals acquire, store, and retrieve information. In middle childhood, children demonstrate improvements in attention span, memory capacity, and processing speed. This perspective suggests that the development of concrete operational thinking during this phase is influenced by enhancements in information processing abilities.
Psychosocial Development
Core Development Outcome: Industry vs. Inferiority
Erikson’s psychosocial theory proposes that during middle childhood, children undergo the stage of industry vs. inferiority. This stage is characterized by the need for children to develop a sense of competence and mastery over tasks. Success leads to a sense of industry, while failure results in feelings of inferiority.
Vygotsky’s Sociocultural Theory: Vygotsky’s theory emphasizes the role of social interactions and cultural context in psychosocial development. In middle childhood, children engage in various social activities, such as school, sports teams, and friendships. These interactions provide opportunities for children to develop a sense of competence and receive feedback from peers and adults, which contributes to their psychosocial growth.
Piaget’s Cognitive Development Theory: Piaget’s theory suggests that cognitive and psychosocial development are interconnected. During middle childhood, as children acquire concrete operational thinking abilities, they become more capable of mastering tasks and developing a sense of industry. Piaget believed that children’s self-perception and self-esteem are influenced by their cognitive capabilities and accomplishments.
Other Perspective: Social Learning Theory: Social learning theory proposes that individuals learn through observation and imitation of others. In middle childhood, children observe and model the behaviors of significant others, such as parents, teachers, and peers. Through this process, they acquire skills and develop a sense of competence. Positive reinforcement from others further strengthens their self-perception and sense of industry.
Physical Development
Core Development Outcome: Gross Motor Skills
Gross motor skills refer to the ability to coordinate large muscle groups to perform physical activities such as running, jumping, and throwing. During middle childhood, there is significant refinement and improvement in these skills.
Vygotsky’s Sociocultural Theory: Vygotsky’s theory highlights the influence of social interactions on physical development. In middle childhood, children engage in physical activities with peers, such as team sports or playground games. Through these activities, they learn new motor skills by observing and imitating others. The support and guidance provided by more skilled individuals help children refine their gross motor skills.
Piaget’s Cognitive Development Theory: While primarily focused on cognitive development, Piaget also recognized the interplay between cognitive and physical abilities. According to Piaget, as children’s cognitive structures mature during middle childhood, they develop a better understanding of spatial relationships and body control. This cognitive growth contributes to the refinement of gross motor skills.
Other Perspective: Ecological Systems Theory: The ecological systems theory emphasizes the impact of environmental factors on development. In middle childhood, the physical environment plays a crucial role in the development of gross motor skills. Access to safe play areas, equipment, and opportunities for physical activity can positively influence the acquisition and refinement of these skills.
Conclusion
Middle childhood is a period marked by significant cognitive, psychosocial, and physical developments. Concrete operational thinking in the cognitive domain, industry vs. inferiority in the psychosocial domain, and improvements in gross motor skills in the physical domain are core development outcomes during this phase. Vygotsky’s sociocultural theory highlights the importance of social interactions and cultural tools in all domains. Erikson’s psychosocial theory focuses specifically on industry vs. inferiority. Piaget’s cognitive development theory emphasizes cognitive advancements and their impact on psychosocial and physical development. Lastly, perspectives like information processing theory and ecological systems theory provide additional insights into cognitive and physical developments during middle childhood. Understanding these theories helps us comprehend the intricate processes underlying growth during this critical phase of life.
