Character Analysis of Matilda's development stages, Essays (university) of Human Development

Download Character Analysis of Matilda's development stages and more Essays (university) Human Development in PDF only on Docsity! 1 Character Analysis April 3rd, 2024 Character Analysis 2 Diving into the depths of a child's growth across physical, cognitive, and socioemotional realms proves essential for safeguarding the well-being of future kin. An analysis of childhood depicted in movies from a developmental stance unveils the varied forces molding a youngster's development and maturity. "Matilda" (DeVito, 1996) presents us with Matilda Wormwood, an intelligent girl primarily ignored by her family. This film paints her narrative through two famed theoretical frameworks. This discussion explores Matilda's development at age six, examining how it differs from the typical expectations for children her age regarding physical, mental, and emotional growth. This piece explores the intricate interplay between genetic factors and environmental influences in shaping a child's development. Physical Development Analysis The film "Matilda" does not provide explicit details about the biological, neurological, or physiological aspects that influence Matilda's physical growth. We can gain valuable insights by closely observing her abilities and the environment she encounters. Based on her biological markers of development exhibiting normal progression for her stage, Matilda's lack of any observable physical or mental deviations from the standard implies that her growth pattern conforms to what is usual for her age. Berk (2020) notes that it is around age six when children commonly demonstrate striking advancements in their physical talents, such as enhanced synchronization and subtle motor techniques. Diverse genetic and environmental influences interact in complex ways to impact a child's physical maturation, profoundly shaping the trajectory of their expanding skills and capacities throughout development. Based on this theory, our observations revealed that her physical maturation has been unfolding healthily and suitably for her stage of life. 5 Vygotsky's Sociocultural theory asserts that growth occurs deeply embedded in social interactions. As Vygotsky pointed out, engaging in cultural acts like reading molds Matilda's intellectual and moral compasses. Interaction with classmates and educators at school bolsters her development; it widens her understanding of the world (Vygotsky,1978). Social and Identity Development Analysis In the movie, we observed that Matilda's social interactions and relationships are markedly influenced by her challenging home environment and her experiences at school. According to Erikson's psychosocial theory, Matilda is currently in the "Industry vs. Inferiority Stage," characterized by social interactions and a sense of competence (Erikson, 1950). Unfortunately, Matilda's parents, exhibiting negligible concern and indifference towards her needs, fail to provide the encouragement she necessitates, impacting her social evolution. Despite facing adversity, Matilda's commitment to learning and close relationship with Miss Honey allowed her to develop a robust work habit. Through the nurturing relationship that validates and positively reinforces her, she finds reinforcement for her self-esteem and confidence, which are vital to bolster. Vygotsky's sociocultural theory suggests through its perspective on social interactions in cognitive development that learning occurs socially according to his belief that it is within this social experience that one internalizes information from 1978. Analyzing Matilda's social relationship with this theory, we can deduce that her independent reading skills help her to internalize facts and develop advanced literacy and intellectual curiosity, along with her interaction with Miss Honey, her teacher, who helps her learn and grow in her zone of proximal development. 6 Lastly, Verschueren and Koomen's (2012) research on teacher-child relationships highlights the importance of teachers as secondary attachment figures in a child's social development. Researchers emphasize that favorable educator-pupil bonds, described by kindness, intimacy, and candid dialog, have been associated with improved societal results and group acceptance among equals. These findings align with attachment theory, suggesting that children's emotional bonds with teachers influence their approach to learning and interactions, highlighting the significance of nurturing teacher-child relationships. Following this theory, Matilda may benefit significantly from forming a solid bond with her teacher, which impacts her social and academic growth. Matilda's path to self-knowing comes alive via her bonds with neglectful kin and nurturing school setting, underlining how societal and environmental aspects forge one's uniqueness. The theory posits that kids build a robust identity as they master new skills, buoyed by the support from those around them during each venture. Matilda showcases this through her love for books and close relationship with Miss Honey (Erikson, 1968). Moreover, Bronfenbrenner's ecological systems theory casts light on diverse settings' vast impact. Her growth is shaped by starkly different home and school worlds (Bronfenbrenner, 1979). Vygotsky's Sociocultural theory asserts that growth occurs deeply embedded in social interactions. As Vygotsky pointed out, engaging in cultural acts like reading molds Matilda's intellectual and moral compasses. Interaction with classmates and educators at school bolsters her development; it widens her understanding of the world (Vygotsky,1978). Counseling Implications Matilda's early experiences can lead to various counseling issues throughout her life. In infancy and early childhood, the lack of nurturing parental relationships could lead her to 7 attachment issues or trust deficits, which can hinder the development of secure attachments later in life. Implementing an attachment theory-based counseling approach could help address her initial trust-building within the therapeutic relationship. Creating a consistent supportive environment where Matilda feels secure and validated is integral to developing a positive counselor-client rapport (Bowlby, 1969). As Matilda enters middle to late childhood, she may face issues related to self-esteem and social interactions due to her family's lack of positive reinforcement and understanding. This stage is crucial for learning to navigate social norms and relationships, and without appropriate guidance, she may face challenges in these areas (Coopersmith, 1967). The introduction of cognitive-behavioral techniques might assist Matilda in reframing negative self-concepts and building self-esteem by including exercises to recognize her strengths and assert her independence, counteracting the invalidation she experienced in childhood. Adolescence brings identity formation, and Matilda's early family dynamics and differences from her family members may lead to role confusion and difficulty in forming her unique identity, making her atypical home environment complicate this process (Erikson, 1968). In early adulthood, Matilda may face the issue of intimacy versus isolation, as her early attachment experiences may hinder her ability to form close, trusting relationships with peers or romantic partners. She may need assistance developing and maintaining intimacy, a developmental challenge of this life stage (Erikson, 1968). Due to these reasons, it is recommended that the counselor facilitate exploring Matilda's identity and sense of purpose, especially during adolescence and early adulthood, as it is here when identity and intimacy issues become more pronounced (Erikson, 1968). It is recommended that the counselor include 10 Berk, L. E. (2020). Child Development (10th ed.). Pearson Education, Inc. Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press Colangelo, N., Assouline, S. G., & Gross, M. U. M. (2004). A nation deceived: How schools hold back America's brightest students—the Templeton National Report on Acceleration. Erikson, E. H. (1950). Childhood and society. Norton & Co. Giedd, J.N. (2004), Structural Magnetic Resonance Imaging of the Adolescent Brain. 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