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PSY104: Child and Adolescent Development

PSY104: Week 5 – Final Project

Community Center Proposal

[WLOs: 3] [CLOs: 1, 2, 3, 4, 5, 6]

Prior to beginning work on this assignment, review Chapters 5, 7, 8, 11, and 12, which are the primary chapters in the textbook and provide you with the theoretical foundations for this project. Also review the Exploring Borderlands–American Passages: A Literary Survey video. Many of the other resources in the previous weeks may also be helpful.

Remember that you have already created nine of the required 15 activities for this assignment in Weeks 2, 3, and 4. You received feedback from your instructor and from the Writing Center on those activity papers. You are expected to incorporate that feedback into the nine activities already created. During this last week, you will place those activities in the appropriate room in your proposal and create the remaining six activities.

Focus of the Final Project:

Your community is planning to open a brand-new child development community center. Now that you are an expert in the field, you have been chosen to create a proposal for interactive, fun, and educational programming activities that will be provided for children and adolescents in this center. The chosen activities must be developmentally appropriate and based in theory. You will present your ideas to the city council with a written proposal describing the programming in detail. You have been asked to propose programming for the following five different age groups in the child development community center:

  • Infant (0-1 year)
  • Toddler (1-3 years)
  • Early Childhood (3-6 years)
  • Middle to Late Childhood (7-12 years)
  • Adolescence (13-18 years)

Use this Community Child Development Center Proposal Template  downloadto organize your proposal. Enter the requested information on the title page where indicated. Where you find the text, “In this section you will describe the activity …” within the proposal template, please remove that and enter your own content. The headings in bold should not be altered. The final content for each “room” will consist of three paragraphs that will address three distinct activities that address physical, cognitive, and psychosocial development for that age group. Table 5.1 in your textbook will be very useful in identifying the major milestones in physical development.

In your Community Child Proposal,

  • Describe the activity in some detail (provide more than just the name of the activity).
  • Identify the specific domain related theory concept that supports the use of this activity.
  • Identify how the activity enhances physical, cognitive, or psychosocial development.

Special Notes:

A good way to brainstorm different age appropriate activities is using Google’s search tool before researching. Please review What Is CRAAP? A Guide to Evaluating Web Sources (Links to an external site.). For example, enter “activities to support cognitive development in toddlers” and numerous sites with suggested activities will be displayed. Remember that your activities may be simple (especially with newborns), but they must also be specific and age appropriate, and you are to connect them to developmental theory within the proposal. You must also cite the sources in your proposal.

While much of the theoretical support for your proposal will come from the textbook, you must include information somewhere in the proposal from three credible or scholarly sources. If you included a source in your Weeks 2, 3, and 4 papers, then you have already met this requirement. Just transfer the source to the final proposal. Remember to cite all your sources (including the textbook) according to APA style as outlined in the Ashford Writing Center.

The Community Center Proposal

  • Must be nine to 10 double-spaced pages in length (not including the title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center’s APA Style (Links to an external site.)
  • Must include a separate title page with the following:
    • Title of project
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted

For further assistance with the formatting and the title page, refer to APA Formatting for Word 2013 (Links to an external site.).

Carefully review the Grading Rubric (Links to an external site.) for the criteria that will be used to evaluate y

Categories
PSY104: Child and Adolescent Development

PSY104: Week 5 – Discussion

Prior to completing this discussion, please read Chapters 9, 10 and Section 15.1 in the textbook and the A Comparison of Montessori and Traditional Middle Schools: Motivation, Quality of Experience, and Social Context (Links to an external site.) article. Additionally, watch the Montessori Vs Conventional Schools (Links to an external site.) and Exploring Borderlands–American Passages: A Literary Survey videos.

In this post of a minimum of 300 words, you will explore the role of community agencies (more specifically, schools) in developing the optimum learning and pro-social behavior of children. Complete the following:

  • Explain the major approaches of Montessori-style education and of traditional education formats for children.
  • Then Create a Table  downloaddescribing three benefits and three drawbacks of each style, addressing each of the three domains covered in this course.

Guided Response: Respond to at least two of your peers. In your responses, describe how these styles of education may have different implications for different types of student learners, and address whether or not a unique learning style would benefit from the benefits they have listed for a particular educational style. Provide either a different benefit or drawback than the one your classmate found regarding one type of education. You are encouraged to post your required replies earlier in the week to promote more meaningful and interactive discourse in this discussion forum. Continue to monitor the discussion forum until 5:00 p.m. (Mountain Time) on Day 7, and respond with robust dialogue to anyone who replies to your initial post.

Categories
PSY104: Child and Adolescent Development

PSY104: Week 4 – Assignment

Psychosocial Development Activities

[WLOs: 1, 4] [CLOs: 1, 3, 5]

Prior to completing this assignment, read Chapter 11 and 12 and Section 14.1 and 14.5 in your textbook and read The Development of Adolescent Social Cognition (Links to an external site.)

The purpose of this assignment is for you to continue working on elements that will become part of your Community Center Proposal Final Project. This week, you will be creating three activities that will become part of the infant room, early childhood room, and adolescent room of your center that address psychosocial development.

Using Erikson’s and/or Kohlberg’s theories of psychosocial and moral development, you will continue to build your Community Center Proposal by identifying activities that promotes psychosocial development.

Focus on the primary developmental tasks of each age period. For each of the three activities, write a paragraph that addresses the following:

  • Describe the age appropriate activity in some detail as it relates to developmental theory (provide more than just the name of the activity).
  • Identify the specific concept from psychosocial theory that supports the use of this activity.
  • Identify how the activity enhances psychosocial development (this can be emotional, cultural, and moral development) in the child and adolescent.

The Psychosocial Development Activities paper

Categories
PSY104: Child and Adolescent Development

PSY104: Week 4 – Discussion

Prior to completing this discussion, please read Section 15.5 in your textbook and the Parental Characteristics Associated with Bullying Perpetration in US Children Aged 10 to 17 Years (Links to an external site.) article, and watch the Bullying exerts psychiatric effects into adulthood (Links to an external site.) Also, review the information from Chapter 1 about Bronfenbrenner’s ecological theory and the Understanding Bullying (Links to an external site.) fact sheet from the Centers for Disease Control and Prevention site. At least two of these sources should be cited in your original post.

Utilize Bronfenbrenner’s ecological theory to address the topic of motivations for and influences on bullying. In your initial post of a minimum of 300 words, complete the following:

  • Using each of the five systems in Bronfenbrenner’s theory, describe how a child’s environment (including family, school, and community) might predispose the child to bullying.
    • For example, within a person’s microsystem are the parents. How might parents be an influencing factor on whether or not a child is prone to bullying?
  • Find and report (with proper citation) one current statistic on the factors influencing school bullying behaviors. Does this statistic seem to follow the same trend supported by Bronfenbrenner’s theory? If not, explain how it challenges the theory.
  • Finally, provide one unique solution to reduce or completely end bullying.

Guided Response: Review your peers’ posts and respond to at least two of your peers in substantive posts of at least 100 words each by Day 7. In your responses, consider and comment on the probability and logistics of your classmate’s bullying solution. Provide additional unique insights to either the causes or prevention of bullying behaviors based on information from the textbook or the Shetgiri, Lin, Avila, and Flores (2012) article, and/or ask further questions about their response to encourage them to think of different points of view and reflect on their statements in another way. You are encouraged to post your required replies earlier in the week to promote more meaningful and interactive discourse in this discussion forum. Continue to monitor the discussion forum until 5:00 p.m. (Mountain Time) on Day 7, and respond with robust dialogue to anyone who replies to your initial post.

Categories
PSY104: Child and Adolescent Development

PSY104: Week 3 – Assignment

Cognitive Development Activities

[WLOs: 1, 3, 4] [CLOs: 1, 4, 5, 6]

Prior to completing this assignment, read Chapters 7 and 8 in your textbook and read the Piaget’s Enduring Contribution to Developmental PsychologyOn Major Developments in Preschoolers’ Imagination, and The Timing and Quality of Early Experiences Combine to Shape Brain Architecture: Working Paper No. 5 (Links to an external site.) articles. Also, review the Week 5 Final Project instructions for creating the proposal, and review the videos: Play: A Vygotskian approach and Piaget’s Stages of Development (Links to an external site.).

The purpose of this assignment is for you to continue working on elements that will become part of your Community Center Proposal Final Project. This week you will be creating three activities that address cognitive development in the age groups assigned. These will become part of the infant room, early childhood room, and adolescent room of your center.

Using Piaget’s, Vygotsy’s, and/or Information processing theories of cognitive development, you will continue to build your Community Center Proposal by identifying activities for the assigned rooms that promotes cognitive development for children and adolescents. The activity must be focused on the cognitive milestones of the age group and must be clearly tied to specific theory. You must use at least one credible source.  Your activities might be focused on object permanence for infants, conservation, egocentrism, or conservation for early childhood, or deductive reasoning for adolescence. Table 7.1 in your textbook will be useful in completing this activity.

Focus on the primary developmental tasks of each age period. For each of the three activities, write a paragraph that addresses the following:

  • Describe the activity in some detail (provide more than just the name of the activity).
  • Identify the specific concept from cognitive development theory that supports the use of this activity.
  • Identify how the activity enhances cognitive development in the specific age group.

Here are two examples providing you a model of how to approach this assignment and how to build the elements of the rooms in your community center.

Examples of Activities:

Example 1: Cognitive Development Activity for Infant Room: Peekaboo.

One of the activities we will incorporate into the infant room is peekaboo. This is a game where the caregiver hides himself from the child (covering the child’s eyes or hiding behind a chair, etc.) and then appears again by uncovering the child’s eyes or coming out from behind the chair. Another variation of this would be hiding a treasured object under a scarf and then revealing it again. One of the milestones of the first year of life is the development of object permanence. Object permanence occurs when an infant grasps that something (an object, a person) still exists even when the infant cannot see it. This is a concept from Piaget’s theory of cognitive development and is one of the developmental tasks of the sensorimotor stage. Newborns do not have a sense of permanence. When they cannot see you, you do not exist for them. During the first year of life, they slowing learn that objects and people continue to exist even with they cannot be seen (Mossler, 2014). Playing peekaboo is one way to foster the development of object permanence. Infants usually delight in seeing someone appear and then hide, only to reappear. This activity will support the cognitive development domain and also the psychosocial domain because of its interactive nature.

Mossler, R. A. (2014). Child and adolescent development (2nd ed.). Retrieved from https://content.ashford.edu/

Example 2: Cognitive Development Activity for Adolescent Room: Board Games Involving Strategy and Problem Solving.

In the adolescent room, we propose having a collection of board games that require logical thinking and problem solving. Adolescence is the beginning of more sophisticated thinking. Children in this age group move from concrete operations to what Piaget calls formal operations. They are becoming capable of deductive and hypothetical reasoning (Mossler, 2014). Games like chess, Battleship, and checkers all require players to engage in this kind of thinking. Another game that can be used is the game of Clue. This game supports the development of prepositional logic and requires players to think hypothetically (Neller, Markov, and Russell, 2006). These games will not only promote cognitive development but will further support psychosocial development because of the required interactions.

Mossler, R. A. (2014). Child and adolescent development (2nd ed.). Retrieved from https://content.ashford.edu/

Neller, T. W., Markov, Z., & Russell, I. (2006). Clue deduction: Professor Plum teaches logic. Retrieved from http://cs.gettysburg.edu/~tneller/papers/flairs06.pdf

The Cognitive Development Activities paper

Categories
PSY104: Child and Adolescent Development

PSY104: Week 3 – Discussion

Week 3 – Discussion

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Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Refer to the Discussion Forum Grading Rubric under the Settings icon above for guidance on how your discussion will be evaluated.

Compare and Contrast the Theories of Piaget and Vygotsky [WLOs: 1, 2] [CLOs: 1, 4]

Prior to completing this discussion, read Chapter 7 in your textbook and Piaget’s Enduring Contribution to Developmental Psychology article, and watch the Play: A Vygotskian approach and Piaget’s Stages of Development (Links to an external site.)

Jean Piaget is probably the most influential theorist in the cognitive development realm. His work has informed American educational practices since the early 1900s. Another key cognitive theorist in the realm is Lev Vygotsky. Interestingly, Vygotsky and Piaget were contemporaries (both were born in 1896), but for many years, Piaget’s theory dominated. The fact that Vygotsky died at age 37, while Piaget lived to be 84, might be part of that explanation. But Vygotsky’s ideas gained traction in the 1980s when educators began to question long held Piagetian ideas. Nevertheless, both theories are important to the study of cognitive development. In your initial post of 300 words minimum,

  • Provide a brief overview of Piaget’s and Vygotsky’s child and adolescent cognitive developmental theories.
  • Compare and contrast these theories as they relate to child and adolescent development by identifying at least one commonality in the two theories and two major conceptual differences (Table 7.2 in your textbook will be useful here).
  • Determine which of the two theories you most support and provide a rationale for your choice.

Your discussion post must use at least one credible source.

Guided Response: Review your peers’ posts and respond to at least two of your peers in substantive posts of at least 100 words each by Day 7. Choose posts that presented different conceptual differences than you did or classmates who supported a different theory than you. Ask further questions about their response to encourage them to think of different points of view and reflect on their statements in another way. You are encouraged to post your required replies earlier in the week to promote more meaningful and interactive discourse in this discussion forum. Continue to monitor the discussion forum until 5:00 p.m. (Mountain Time) on Day 7 and respond with robust dialogue to anyone who replies to your initial post.

Categories
PSY104: Child and Adolescent Development

PSY104: Week 2 – Assignment

Physical Development Activities

[WLOs: 3, 4] [CLOs: 1, 2, 5]

This week we begin working on elements that will become part of your Community Center Proposal Final Project. If you have not already done so, go to the Week 5 – Final Project and thoroughly review the instructions for creating the proposal. This week, you will be creating three activities that will become part of the infant room, early childhood room, and adolescent room of your center.

Prior to beginning this assignment, read Chapters 4 and 5, Sections 14.2 and 15.2 in your textbook, and the Physical Development: Motor Development (Links to an external site.)article. Additionally, watch the Boys: Entering the teen yearsGirls: Entering the Teen Years, and Playing videos on physical development.

Physical development, especially in infancy and toddlerhood but also into middle and late childhood, is primarily focused on the development of fine and gross motor skills. But the milestones and activities for each age group are very different. In adolescence, the fine and gross motor skills have been mostly developed, and the focus is about strength and skill building as well as dealing with the effects of puberty.

For example,

  • Coloring or playing with clay would not be an appropriate activity for an infant to improve fine motor skills, but it would be for the early childhood room.
  • In middle and late childhood, children are developing the muscle mass to greatly improve their abilities to run and jump and play organized games, which would not be appropriate for infants or toddlers.

There are many websites aimed at both parents and educators that describe activities to promote physical development. The activities you select do not have to be complex, but they do need to be age appropriate and grounded in developmental milestones. Focus on the primary developmental tasks of each age period. For each of the three activities, write a paragraph that addresses the following:

  • Describe the age appropriate activity in some detail (provide more than just the name of the activity).
  • Identify developmental milestones which supports the use of this activity (Table 5.1 in your textbook will be useful here).
  • Identify how the activity supports physical development for that age group.

The Physical Development Activities paper

  • Must be two to three double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center’s APA Style (Links to an external site.)
  • Must include a separate title page with the following:
    • Title of paper
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted

For further assistance with the formatting and the title page, refer to APA Formatting for Word 2013 (Links to an external site.).

Categories
PSY104: Child and Adolescent Development

PSY104: Week 2 – Discussion

Prior to completing this discussion, please read Chapters 5 and 6 in your textbook. You may be interested in viewing the interactive infographic within Chapter 6 to learn more about specific safety statistics.

Safety is an important issue to consider when explaining the physical development in children and adolescence. For this discussion, you will address the following:

  • Provide examples of new safety guidelines that did not exist either when you were growing up, or when your parents were growing up.
  • Then, review What Is CRAAP? A Guide to Evaluating Web Sources (Links to an external site.) and search the internet for credible sources, using Ashford University Library’s video Scholarly and Popular Resources (Links to an external site.) for guidelines. Find and report on three statistics specifically related to child and adolescent safety from this current decade (2010 to present). Provide one statistic for each of the three stages: infancy or toddlerhood, childhood, and adolescence. Address the social system (family, school, and the community) that is affected by this statistic if applicable.
    • In other words, you will have one unique statistic for each of the three stages. Be sure to reference the site where the statistic was located.

See the example below:

One statistic found on the Centers for Disease Control and Prevention web page, under the Child Passenger Safety: Get the Facts, Risk Reduction for Every Age tab, states that, “Car seat use reduces the risk for death to infants (aged <1 year) by 71%; and to toddlers (aged 1–4 years) by 54% in passenger vehicles” (2017, para. 3). Reference:Centers for Disease Control and Prevention. (2017). Child passenger safety: Get the facts (Links to an external site.). Retrieved from http://www.cdc.gov/MotorVehicleSafety/Child_Passenger_Safety/CPS-Factsheet.html

Guided Response: Review your peers’ posts and respond to at least two of your peers in substantive posts of at least 100 words each by Day 7. In your responses, consider how these safety statistics have changed over time and address how this may have impacted survival rates in our parents’ or grandparents’ generations. You are encouraged to post your required replies earlier in the week to promote more meaningful and interactive discourse in this discussion forum. Continue to monitor the discussion forum until 5:00 p.m. (Mountain Time) on Day 7 and respond with robust dialogue to anyone who replies to your initial post.