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Apr 3, 2024

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Assignment #2: Middle Childhood (Age 5-11 years) Introductory Paragraph (1) Oswald Campbell has now reached 11 years and 11 months of age. Oswald has undergone his first official day of first grade at a mere five years of age and has now reached the end of sixth grade. The family has mourned the loss of Oswald and Kennedy’s great grandmother, which was the kids first experience with loss. He initially pondered the thought that he was going to die soon too, but we reassured and comforted Oswald, and he was able to overcome this challenge through the support and network we gave him (Bigner & Gerhardt, 2019). When Oswald was six, he grew an interest in sports, so we enrolled him in hockey, and since then he has loved playing. When he reached ten years of age, he joined a travel hockey team. At the age of eight, Oswald developed an interest in joining the music program at his school, and he began playing the saxophone. When Oswald was ten, he asked us if he could have his own social media account because all of his friends had one. We understand the influence of peers is very prominent at this age (Parenting in Middle Childhood, W9), and we trusted Oswald, so we allowed him to have his own account. Another interest Oswald gained at age ten was helping build and repair things around the house, so we showed him how to change the oil in a car and how to check the fluids and battery. Our second child Kennedy was diagnosed with ADHD at age five. She struggles with staying on task and listening when being directly spoken to. She also has impulsive behaviour that can lead to arguments or social rejection from Oswald. They struggle doing homework around each other, but we realize having a conducive study space at home is crucial for children's learning (Parenting in Middle Childhood, W9), so we’ve adapted
by having them complete work in different areas. Oswald's academic skills have advanced very well and in his fifth-grade report card he demonstrated strength in most areas, and was appropriate for his grade level in all other areas. Oswald’s Behaviour Due to Typical Gender Role Socialization (2) An example of Oswald conforming to typical gender role socializations is his partake in “gender- appropriate behaviours'' (Binger & Gerhardt, 2019). Instead of playing house or dress up which is commonly labeled as girl behaviours, he conforms to what is known as boy activities, whenever he has free time, he chooses to play sports, ride his bike or skateboard around with his friends, or play video games. This could be because his other same-sex friends are promoting these activities upon him, and he is being reinforced by those friends (Binger & Gerhardt, 2019). For example, if Oswald wants to hang out with his friends, and he offers the suggestion of doing an activity that is considered more “girly” his friends may not want to hang out with him, so instead he participates in the activities his friends want to, which are prominently more male geared. Another example of Oswald acting due to gender role socialization is when he imitates male role models in tv shows or movies. Gender and sex roles can be learned in early childhood (Binger & Gerhardt, 2019). Oswald sees the gender socialization experiences through the television he watches and makes personal interpretations of masculinity and femininity, only impersonating what the male actors do, rather than personating the female actors is an example of gender role socializations.
Healthy Habits (3) Healthy habits in my opinion are anything that brings Oswald joy, while also being safe, enjoyable, developmentally advancing and satisfying emotionally, physically, and mentally. Oswald has engaged in many activities that have allowed him to develop healthy habits. For example, when Oswald was approached by his coach to join a travel team for hockey, we allowed him to but also encouraged Oswald to play other sports informally as we wanted him to have time for unstructured play, as it allows children to express themselves and their personalities (Parenting in Middle Childhood, W9). We considered two main perspectives when deciding if Oswald should play travel hockey. First, the time commitment and competitive aspect of him joining a travel team. We did not want Oswald didn’t feel overbooked for time and so we had to ensure he allowed himself to enjoy other, less competitive activities (Parenting in Middle Childhood, W9). Secondly, we wanted Oswald to develop self-efficacy, since he is so talented at hockey, we felt investing in the opportunity for him to absorb new skills enthusiastically through better coaching was the right approach (Binger & Gerhardt, 2019). Another healthy habit Oswald developed when he was eight, was his love for science. He likes to go to after-school science camps rather than after-school daycare. It is important for children to have developmentally appropriate toys and play equipment to encourage the learning of new physical and mental skills (Parenting Preschoolers, W6), so the science camp is a great place for Oswald to try new things and explore his interests. A final healthy habit Oswald is developing is one of diet. When he was eight, Oswald was able to eat a lot without gaining any weight. We watched what he ate at home and ensured he consumed a balanced diet that was not over fattening. We wanted to ensure Oswald developed competent eating patterns, so we maintained a normal, but also enjoyable
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eating experience for him that nourished the body while also not allowing for under or overeating (Binger & Gerhardt, 2019). Parenting Changes (4). Since Oswald has reached middle childhood, I have become more focused on him learning how to be independent, therefore I have adopted an Authoritative parenting approach. When Oswald was younger I was very involved in all of his learning activities and everyday tasks, now I try to avoid being too involved with his everyday choices and tasks as I want him to gain self-regulation and independence (Parenting Approaches, W2), but I always am supportive of his choices while also explaining to him the reasons for the behaviour we expect from him (Parenting Approaches, W2). I anticipate the effect of this parenting style will result in more positive outcomes for him, as well as higher levels of academic success, maturity, empathy, and cooperation with his peers and siblings (Parenting Approached, W2). This has been successful for Oswald’s development so far. For example, he is excelling in math, as he is learning one grade level above his current grade in math and has been showing great success in his academic endeavors. Oswald’s Experience in Similarity to My Own (5). I would say the one major difference in mine and Oswald’s upbringing is the parental involvement in basic everyday life. For example, my mother was a stay-at-home mom, so I always had at least one parent with me, before school, after school and all weekend. In My Virtual Child, both parents work full-time outside the home to afford their home finances. Oswald and Kennedy were enrolled in home daycare at a young age. High quality child care can provide developmental experiences that assist in healthy brain development (Binger & Gerhardt, 2019), and seeing how well Oswald has
done academically compared to myself, I feel having him attend preschool and daycare, which I did not get the chance to, has had a positive outcome in kick starting his learning at a young age, and now at age eleven he is doing very well in school.
References Gerhardt, J. J. B. 180-day subscription: Parent-Child relations . Pearson Education Canada. Siobhan, S. (2024, January). Parenting Approaches [Powerpoint Slides] WaterlooLearn. https://learn.uwaterloo.ca/d2l/le/content/989018/viewContent/5347600/View Siobhan, S. (2024, February). Parenting Preschoolers – The “magical messy” years [PowerPoint Slides] WaterlooLearn. https://learn.uwaterloo.ca/d2l/le/content/989018/viewContent/5382736/ View Siobhan, S. (2024, March). Parenting in Middle Childhood [PowerPoint Slides] WaterlooLearn. https://learn.uwaterloo.ca/d2l/le/content/989018/viewContent/5401701/View
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