1

Analysis of My Behavior during Middle Childhood (6-12 Years)

Student’s Name

Institutional Affiliation
 2

Abstract

Middle childhood is a crucial stage in any child's life, so it was mine. According to Erick

Erikson's psychosocial theory, the age of 6 to 12 years is defined by industry vs. inferiority.

During this stage, I started to identify who I was, what I could do, create friends and how to

navigate in my social setting and associated challenges. Institutions such as family, school,

and church were crucial in shaping me at this stage as I interacted with people who

influenced me differently. I also encountered different social and academic challenges and

navigated them successfully, which helped me learn my capabilities and limits. Hence, the

experiences from my middle childhood have been instrumental to what is happening in my

present life. The image and relationships I created during this period influence what I do

today because people around me perceive me as a good person, which I am currently living

with.
 3

Analysis of My Behavior during Middle Childhood (6-12 Years)

Introduction: Descriptive Data

My name is Hallie Bridgers, and I am 21 years old. I am black and not married. I am a

Christian. I am in college, and I was born in Baltimore.

Developmental History

My mother's pregnancy went very smoothly. There were no complications. She would

say that I kicked a lot in her stomach and I moved around a lot, but she said I also made her

gain much weight and that I made her life happier. She was not stressed or she did not have

swings. She was very happy. I was the first girl, so she was more excited about the pregnancy

since I have two older brothers and she wanted a girl. She finally got a girl, so she was very

excited the whole time. She did get into a car accident when she was with me, and everything

went smoothly. In early years, I used to play a lot with my brothers, and I got into a horrible

car accident when I was about a month or two. It was a terrible accident, and that was a

milestone that I will never forget. Also, I used to play with many kids. I was a delighted baby.

I got along with everybody, and I liked playing golf in the middle childhood. I have played

golf since I was a young girl. I had a little play set.

Occupation/Employment History

I did not date during this period. I cannot recall any serious issues with my health

during this time. Sometimes, I used to have small conditions like fever, and headache, and

after a few days, I could be okay, or when it used to persist, I could visit a health facility. I

was not involved in illegal activities at this stage. I developed some significant relationships

with people around me. Apart from my family members, I developed strong relationships

with my peers at school, church and neighborhood. I was an active participant in community

activities. I participated in health initiatives such as diabetes awareness since it was becoming
 4

a serious issue in the county. On Sundays, I used to go to church unless there was something

very urgent to do.

Eco Map

Family Community

Hallie Bridgers School

Friends

Church

From 6 to 12, these are some of my relationships and connections with my

environment. My elder siblings, parents, uncles, and aunts were in the family circle. In the

school circle were teachers, friends, and school events such as competitions. In the

community circle, some neighbors greatly influenced me growing up. Also, other things like

community events such as holiday celebrations were vital. In the friends' circle, I had friends

in the neighborhood with whom I have long-term memories. Lastly, in the church circle, I

remember how I used to attend church with my family and meet their new friends and how

we used to relate with them.

Two Tasks Encountered during this time

According to the psychosocial development theory of Erik Erikson, the age of 6 to 12

years is categorized as school age, and children experience industry vs. inferiority. Children

at this stage develop a sense of competence through mastering skills and tasks. However,
 5

when this stage is not navigated well, children develop a feeling of inferiority that arises

when they feel that their efforts are inadequate (Maree, 2021).

Therefore, at this stage, I encountered two tasks: academics and competition.

Academic-wise, there are subjects that I realized I could perform better than others. So, I

started to develop an interest in those subjects, which influenced me later in what I am

studying in college. Also, I was among the top students in the class and used to feel good

about it. It positively influenced me because it set my academic path in that I had to prepare

well before any test to ensure that I passed to be among the top students or lead, and that

shaped me until today. Competition-wise, more so in activities like sports, I realized that I

could not compete in physical activities like football that required stamina and much running.

I was short and small. Therefore, I resorted to playing handball as that was easy for me.

Nevertheless, in general, I had a low interest in sports due to my small size, and the only part

I participated in sports was cheering. Up to now, I love sports, and I am only a fan.

Psychosocial Theory and Systems Theory Application to My Life

According to Erik Erikson's psychosocial theory, age 6 to 12 years is marked by

industry vs. inferiority (Harwood et al., 2019). At this stage, Erick Erikson noted that a child

develops a sense of competence by mastering new skills and tasks. For me, it manifested in

academic achievements. I realized I could perform well in academics and started to

concentrate on that. However, I had to give up on sports as I lacked the physicality to

compete with other students I perceived to be stronger and more physically than me. I got

positive reinforcement from both parents and teachers that promoted my sense of industry. I

could lead in mathematics tests, and I used to receive gifts, contributing to a positive self-

image.

Also, there are friends that I developed at this stage that I still have today. Erikson

also underlined the concept of peer relationships during this stage (De Carvalho, & Veiga,
 6

2022). Social interactions are essential. Friendships become increasingly important during

this stage. Positive peer relationships contribute to a child's sense of belonging and social

competence. There are friends I loved to associate with, play with, and discuss homework

with, and I am in contact with some of them today. Identity formation began occurring at this

stage, more so near the end of this stage. I started to develop a sense of self through my

accomplishments and relationships. As I started to identify myself, there were friends and

things I found more appealing than others.

Based on system theory, various systems impacted my life at this stage, including

family. My family played a crucial role in my middle childhood development. Positive and

supportive family dynamics contributed to my sense of security and self-esteem. Also, the

school system was another system that significantly shaped me. Teachers, classmates, and the

overall school culture influenced my social and academic development. I had some great

friends and teachers I liked to associate with. I had positive experiences in school, which

contributed to a sense of competence and belonging. My friends at school and in the

neighborhood comprised my peer system. According to Orenstein and Lewis (2022), peer

relationships are a distinct system influencing a child's psychosocial development. Positive

peer interactions can improve a child's social skills, empathy, and emotional intelligence.

Developmental Tasks

The four critical developmental tasks during this stage were as follows. The first task

was developing competency in academic skills and knowledge. At this stage, formal

education took a significant part of my time. We were assigned different assignments in

different subjects regularly. Also, during this stage, I acquired and developed reading,

writing, mathematical, and critical thinking skills. I had positive reinforcement in academic

pursuits that contributed to my sense of industry and competence. The second task was

developing social skills and forming positive relationships with peers. This stage was crucial
 7

as I met new peers I was schooling with. It was frightening at the start to bond with them.

Other students could leave, and others could come. Nevertheless, I learned to navigate social

interactions. Navigating social interactions was vital because I started to learn to resolve

conflicts and understand social norms and how they contribute to a sense of belonging and

social competence.

The third task was developing a sense of identity and building self-esteem. I started to

define myself in terms of my abilities, interests, and social roles. Sometimes, I got positive

feedback from teachers, peers, and family members that promoted my positive self-image. I

developed a sense of competence in various areas, contributing to my growing identity. The

other task was developing emotional regulation and coping mechanisms for challenges. In the

late stages, I faced different social and academic challenges. Academically, there were some

subjects where teachers were unfriendly and I used to struggle with them. Socially, some

students were bullies; they were so scaring. However, I managed to develop effective ways to

cope with resultant stress and how to navigate some of these social challenges.

Psychosocial Crisis

According to Erik Erikson's theory, the psychosocial crisis associated with age 6 to 12

years is industry vs. inferiority. The primary task during this stage is for children to develop a

sense of industry, competence, and mastery over the skills and tasks relevant to their social

and academic environment (Turner, & Baker, 2019). Successful navigation of this stage

results in developing a positive self-concept based on achievements and efforts. I did this

well most of the time and felt competent in academic pursuits, social interactions, and some

extracurricular activities. I got positive reinforcement from teachers, peers, and family;

contributing to a sense of industry. Therefore, I successfully resolved this crisis and

developed a belief in my capabilities and a sense of pride in my accomplishments. Also, I

 8

was more likely to approach new challenges confidently and willing to invest effort in

mastering new skills.

Central Process

The central process related to industry vs. inferiority is a crisis of competence. This

central process reflects the psychological conflict that children in this stage face as they strive

to master skills, meet societal expectations, and develop a sense of competence (Owen et al.,

2019). It entails a child’s struggle to show competence and mastery in different tasks and

activities in the academic and social environment. I engaged in tasks that required developing

social, cognitive and physical skills, which was vital in mastering skills. I also engaged in

social comparison, where I compared myself to my peers, and the social feedback that I got

was important in shaping my self-perception. Generally, I successfully navigated crisis

competence, which led to a sense of industry, and I perceived myself as competent in

achieving goals.

Current Situation

I am 21 years old now, and when I look back at the stage of 6 to 12 years, the

milestones I went through play a significant role in my life. For example, I learned how to

create meaningful relationships with peers at this stage, and it influences my current life in

that I know the importance of having meaningful relationships with people both at work and

in other settings. Also, I got to believe in myself. The praise from teachers helped me believe

in myself, and I realized what I could accomplish based on my abilities. That experience has

been instrumental in the activities that I do. There is a way that my long-term friends, former

teachers, and family members used to perceive me during middle childhood, especially in the

last stage. They saw me as a hardworking, disciplined girl with a bright future. Therefore,

most of the things that I do, I have to ensure that they do not contradict the positive self-

image that I have built over time. People from my society perceive me positively, and I have
 9

to keep that image. My current personality is that of a hardworking, self-driven person who is

not afraid to face challenges. I learned a lot during middle childhood, which greatly

influenced my current personality.

I am studying to be a social worker because, growing up in Baltimore, I witnessed the

diverse and often challenging experiences that people in my community faced starting from

middle childhood. My Christian faith has instilled a deep sense of compassion and a calling

to serve others. My decision to study social work is deeply rooted in my desire to contribute

positively to the well-being of individuals and communities. I am passionate about

understanding and addressing the unique challenges faced by people from different

backgrounds.
 10

References

De Carvalho, N. A., & Veiga, F. H. (2022). Psychosocial Development Research in

Adolescence: A Scoping Review. Trends in Psychology, 30(4), 640-669.

Harwood, C. G., Knight, C. J., Thrower, S. N., & Berrow, S. R. (2019). Advancing the study

of parental involvement to optimize young athletes' psychosocial development and

experiences. Psychology of Sport and Exercise, pp. 42, 66–73.

Maree, J. G. (2021). The psychosocial development theory of Erik Erikson: a critical

overview. Early Child Development and Care, 191(7-8), 1107–1121.

Maree, J. G. (2021). The psychosocial development theory of Erik Erikson: a critical

overview. Early Child Development and Care, 191(7-8), 1107–1121.

Orenstein, G. A., & Lewis, L. (2022). Erikson's stages of psychosocial development. In

StatPearls [Internet]. StatPearls Publishing.

Owen, G., Ferguson, D. B., & McMahan, B. (2019). ContextualizingContextualizing climate

science: applying social learning systems theory to knowledge production, climate

services, and use-inspired research. Climatic Change, pp. 157, 151–170.

Turner, J. R., & Baker, R. M. (2019). Complexity theory: An overview with potential

applications for the social sciences. Systems, 7(1), 4.