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

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Character Analysis April 3rd, 2024 Character Analysis

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.

As Piaget's theory outlines, this stage is characterized by specific learning patterns. At this stage, children start to participate in symbolic play and develop the ability to manipulate symbols. Based on the movie, Madilta's abilities indicate that she might operate at a more advanced cognitive level, possibly demonstrating concrete operational thought. This stage usually emerges around the age of 7. This is evident in her remarkable mathematical and reading skills (Piaget,1964). In addition, the film does not delve into any biological or neurological factors that could shed light on Matilda's remarkable cognitive development. Matilda's advanced cognitive development may be attributed to potential variations in neural circuitry, synaptic connections, or brain structure that support her exceptional mental abilities (Jensen, 2019). Matilda's love for reading and learning may result from her using it to cope with her less- than-ideal home environment. Research by Tucker-Drob and Harden (2013) suggests that children raised in turbulent or high-pressure environments may turn to activities like reading to find comfort and distraction. Engaging in this behavior may provide Matilda with comfort and authority in situations where she might otherwise feel lacking influence. It would be helpful to incorporate findings from empirical studies on gifted children to understand Matilda's cognitive abilities and development better. These studies frequently delve into the various factors contributing to exceptional cognitive skills, including mental, neurological, and environmental aspects (Colangelo & Gross, 2004). Ultimately, Matilda's impressive cognitive abilities surpass what is typically seen at her age. However, the absence of familial support raises concerns about the factors that may have shaped her mental growth. Her case presents a fascinating chance to delve into how natural talent and external influences intersect in the cognitive development of highly gifted children.

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.

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

discussions around career goals, personal values, and aspirations to support her in searching for her identity. During middle adulthood, Matilda may encounter difficulties related to her desire to make a meaningful contribution to society and the next generation and the realization of unresolved issues from her upbringing. At this stage, Matilda might find it helpful to engage in counseling, emphasizing the importance of generativity and discovering ways to use her experiences positively and neutrally. This could involve mentoring or pursuing creative outlets (Erikson, 1968). Lastly, as an older adult, she may find maintaining a sense of integrity challenging. She may experience moments of despair as she reflects on her past and navigates through the unique challenges of aging. The counseling in this stage is focused on assisting her in finding fulfillment and inner peace by considering Matilda's personal history and the significant impact that her early life experiences have on her current and future mental health requirements (Erikson, 1968). Personal Reflection Diving into Matilda's world, we gain fresh views on how folks grow and how surroundings play a crucial role in shaping them. By examining her life via the lens of thinkers like Erikson and Bowlby, we grasp vital stages that mold us all. We wrap up by stressing the value of bonds that support and settings that uplift for sound growth. Matilda's tale teaches that resilience blooms even when times are tough. Looking at her path to find who she is, it becomes clear: those around her and their acts have profound impacts. Such insights will guide new research and work in guiding or studying human development paths. Conclusion

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