After raising your child, review your previous entries and reflect on his/her development. Then, respond to the following question:
Are there any issues you had with your parents, your school work, your friends, or your romantic involvements in the last year of high school that continued to be issues for you in college? Reflect on your own personality, interests, and cognitive abilities at the time you graduated high school. How did these personality characteristics and abilities manifest themselves in subsequent years? How have they changed since your high school days, if at all?
*** (*NOTE* I am a 40 year old African american male that was raised in a poor community in memphis, tn. My parents struggled with substance abuse. This caused a lot of truama in the household…trauma I took with me as I entered new relationships. poverty affected me in college because I had no support from home, which made getting resourses for college difficult. Things have changed because I have addressed my trauma through therapy…one of the reasons I want to becaome a therapist.)****
Be sure to reflect on how these issues listed above represent themes of adolescent development and connect your descriptions to the material in the course.
In answering the second part where you reflect on your own personality, interests, and cognitive abilities, you can use specific aspects of personality or intellectual ability from the program (e.g., personality type, aggressiveness/cooperation, sociability, verbal or spatial ability) or other aspects of personality or intellectual ability from your textbook, but you should tie your descriptions of change and continuity into material from the course.
Text book for course:Santrock, J. W. (2018). Essentials of life-span development (5th ed.). New York: McGraw-Hill.
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Describe and Give Examples of Changes in Your Child’s Exploratory or Problem-Solving
Behavior from 8 Through 18 Months and Categorize them According to Piagetian and
Information Processing Theories
Theodora’s exploratory and problem-solving behavior has seen significant changes from
the age of 8 months through to 18 months. As a parent, observing her cognitive development and
attempting to categorize her behaviors according to Piagetian and information processing
theories is fascinating.
Theodora displayed object permanence at eight months, a crucial developmental
milestone within Piaget’s Sensorimotor Stage (birth to 2 years). Object permanence is the
understanding that objects continue to exist even when not in sight (Babakr et al., 2019). For
example, when a toy was hidden, Theodora could find it if she was not distracted or made to wait
too long. However, when the toy’s hiding place was changed, she tended to look at the old hiding
spot, displaying what Piaget called the “A-not-B error.” This behavior demonstrates that
Theodora was in the later substage of Piaget’s Sensorimotor Stage. She had developed some
understanding of object permanence but still needed to be fully capable of mentally representing
the object’s new location.
As Theodora approached 18 months, her problem-solving abilities improved, as shown
by the preschool developmental assessment. Theodora could now build block towers, copy
shapes, and solve picture puzzles, indicating a more advanced level of cognitive functioning.
These skills suggest that Theodora was transitioning into Piaget’s Preoperational Stage (2 to 7
years), where children begin to use symbols to represent objects and develop more advanced
problem-solving skills.
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According to the perspective of information processing theory, Theodora’s development
can be grasped concerning her ability to rise to encode, store, and recover data. For example, her
functioning memory limit was restricted at eight months, as confirmed by her trouble tracking
down secret articles if she was occupied or made to stand by for excessively lengthy. Be that as it
may, as she became older, her functioning memory limit expanded, permitting her to participate
in more complicated critical thinking undertakings, for example, building block pinnacles or
addressing picture puzzles.
Moreover, Theodora’s attention and processing capacity developed during this period. At
eight months, she was easily distracted during the object permanence test. By 19 months, she
could concentrate on activities for 10-15 minutes, an age-appropriate level of attention. This
improved attention span likely contributed to her enhanced problem-solving skills.
Another aspect of information processing theory that can be observed in Theodora’s
development is the process of automatization. She became more efficient as she practiced
various tasks, freeing up cognitive resources for other tasks. For example, Theodora’s increasing
proficiency in gross motor skills, such as climbing and throwing, allowed her to focus more on
cognitive tasks like puzzles and shape copying.
In conclusion, Theodora’s cognitive development from 8 to 18 months can be categorized
and understood through both Piagetian and information processing theories. Through her
progression in the Sensorimotor Stage and transition to the Preoperational Stage, Theodora
exhibited increasing abilities in problem-solving and exploratory behaviors. Simultaneously, her
attention, memory, and automatization development, as described by information processing
theory, further highlights the complexity of her cognitive growth during this period. As a parent,
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supporting and encouraging her continuous cognitive development is essential by engaging her
in age-appropriate activities and responding to her interests.
Reference
Babakr, Z., Mohamedamin, P., & Kakamad, K. (2019). Piaget’s cognitive developmental theory:
Critical review. Education Quarterly Reviews, 2(3).
Journal Entry #1
According to Thomas and Chess’s basic temperamental categories, my daughter Theodora
showed indicators of being a slow-to-warm-up baby when she was eight months old. This was the
case even though she was otherwise a happy and healthy baby. She was anxious in unfamiliar
environments and with new people, but if I encouraged her and were there with her, she would
ultimately go out and become more at ease. This conclusion is based on my observations of her
behaviour at home and in the daycare setting.
In order to get Theodora the toy she desired, I would first ask her to pronounce one syllable
of a word correctly. This was done to stimulate her cognitive growth. In addition, I devised a
consistent schedule for her to follow before bed to assist her with sleeping through the night.
Theodora could pass the item permanence test, but she had an odd inclination to hunt for objects
where they had been hidden in the past. Piaget was the one who found this blunder for the first
time.
When we were in unfamiliar environments or with unfamiliar people, Theodora frequently
became upset and clung to me while she sobbed. I would hold her close and let her gradually warm
up without rushing or hurrying.
The pediatrician who examined Theodora when she was nine months old remarked that her
gross and fine motor skills were well developed, that she was cautious and hesitant in unfamiliar
settings or with new people, and that she showed appropriate emotional reactions for her age. The
physician suggested giving the baby a wider choice of baby food and fruits and vegetables that
had been crushed up.
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Despite the fact that she enjoys playing with me, Theodora has a strong bond with my
spouse and chooses them over other people in most situations. According to Bowlby and
Ainsworth’s theory of attachment, the three-month and eight-month periods are particularly
significant for the development of secure attachments. The decision to put Theodora in daycare
when she was three months old could have influenced her connection. When she was eight months
old, her anxiety surrounding new people and settings could have also had an effect on her
attachment.
Theodora’s feeding and sleeping habits, as well as the development of her motor skills,
followed the patterns that are typical of children her age. She maintained a typical eating routine
and had a consistent routine for her sleeping as well. She was crawling around and discovering her
surroundings, interacting with and having fun with various items, and displaying an understanding
of object permanence.
Theodora’s overall social and emotional development at eight months progressed normally,
with some indicators that she was a slow-to-warm-up baby. This was the case even though she
showed some signs of being a slow-to-warm-up baby. As her Parent, I would make it a point to
continue encouraging and supporting her in her quest for knowledge and development while
keeping her temperament and psychological requirements in mind.
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Journal Entry #3
Instilling healthy practices and promoting physical activity in my child’s daily schedule is
significant, and I am aware of this as a parent. My daughter, Theodora, is a lively and
enthusiastic child of four years and ten months who enjoys participating in various physical
activities. Therefore, I have been exposing her to diverse experiences and events that encourage
her interest in being active and promoting healthy habits.
Engaging in sports such as catch, mini-basketball, and soccer with Theodora has proven
to be an effective means of promoting healthy behaviors. These sports have not only honed her
ball-handling skills but have also contributed to her physical fitness. Theodora finds pleasure in
riding her bicycle around the block, and I find this activity to be an excellent way of promoting
her physical health and well-being. According to (Pasanen 2020), participating in regular
physical activities can have positive effects on cognitive function, mental health, and overall
well-being. To encourage her interest in being active, we take walks and hikes in the park and
visit places such as the zoo or nature centers, which provide opportunities for her to engage in
physical activities while also learning about the environment around her.
Educational Tech and music Engagement
Another activity that has been crucial in promoting healthy behavioral practices is the use
of the electronic tablet. Although technology is often associated with unhealthy sedentary
behavior, I have limited Theodora’s use to one hour a day and allowed her to choose between
entertainment and educational content. I have also monitored the content to ensure that it is age-
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appropriate and not violent. Theodora enjoys watching children’s TV and listening to books,
which have been great opportunities to stimulate her cognitive development and imagination.
According to (Van et al., 2021), music can help reduce stress and anxiety, improve mood,
and promote social connections. Theodora’s love for music and dancing has also been an
excellent way to promote healthy behavioral practices. We often dance together to different types
of music, including my favorite oldies. This activity not only gets her moving but also
strengthens our bond as parents and children. Furthermore, dancing has been known to reduce
stress, improve mood, and promote a healthy lifestyle, making it a perfect activity for Theodora.
Socialization and Constructive Communication
Socialization is the process of acquiring social norms and behaviors by interacting with
others. To promote healthy behaviors in Theodora, it has been crucial to encourage her
socialization. She has a couple of little friends at preschool with whom she talks about and has
fun. I have expanded her social circle by arranging playdates with children from the preschool
and neighborhood. These playdates have been a great way for her to learn important social skills,
make new friends, and engage in physical activities (Lacey et al., 2022). Furthermore, promoting
healthy behaviors in Theodora has also been about fostering good communication and decisionmaking skills. I have been encouraging her to communicate using complete sentences and have
been teaching her to understand the importance of following rules and routines. When she
forgets the rules, I repeat my request in a firm but pleasant voice and wait for her to comply, then
praise her for helping. These practices have been helpful in promoting her social and emotional
development, as well as her cognitive development.
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References
Lacey, A. J., Banerjee, R. A., & Lester, K. J. (2022). “Are They Going to Play Nicely?” Parents’
Evaluations of Young Children’s Play Dates. Journal of Child and Family Studies, 1-14.
Pasanen, T. (2020). Everyday physical activity in natural settings and subjective well-being:
Direct connections and psychological mediators.\
Van Orden, K. A., Bower, E., Lutz, J., Silva, C., Gallegos, A. M., Podgorski, C. A., … &
Conwell, Y. (2021). Strategies to promote social connections among older adults during
“social distancing” restrictions. The American Journal of Geriatric Psychiatry, 29(8),
816-827.
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Question One
Theodora is progressing appropriately on her early childhood issues. Theodora has been
making considerable progress in adhering to rules and routines at home, and she is determined to
make me happy and the other adults around her. However, sometimes Theodora tends to forget
the rules and expectations at home. Children’s behaviors can be reinforced by rewards such as
praise and gifts (Frey et al., 2019). For instance, Theodora’s forgetting behavior can be
minimized by using a pleasant voice and praise after her response. Moreover, Theodora has
proper communication skills. Theodora can understand what is said to her and respond in
complete sentences.
In addition, Theodora is advancing her self-control and learning to associate with the
people around her. Theodora is active in school, responding to the teacher’s activities effectively
and engaging in physical and dramatic plays with her peers. Theodora also has several friends at
school who are pleased with the play dates in the neighborhood. Theodora’s teacher also realized
that she is self-confident in novel social situations and is well connected with other children.
Furthermore, Theodora’s cognitive development is progressing as she can read short words,
write her name and recognize different letters on sight. Moreover, Theodora has phonological
awareness since she can count and classify objects and understand quantitative relationships.
Despite the significant progress associated with Theodora’s emotional and behavioral
development, some problems have been encountered. Like a child, Theodora may have
occasional outbursts of frustration and anger. Theodora sometimes forgets to adhere to the rules
and may be frustrated when things are not right. I believe that these behaviors and emotions are
influenced by Theodora’s age and stage of development. Theodora is learning to regulate her
emotions and comply with the set rules and expectations. As a parent, I need to continue
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enhancing a loving and supportive environment where she can learn and develop her behaviors
and emotions. Furthermore, I need to open up opportunities for Theodora to play, explore, and
learn and teach her different healthy ways of handling emotions.
Theodora also gets scared when she watches certain videos or programs such as primetime dramas and “G” related videos. This can result in nervous problems such as Alzheimer’s,
affecting Theodora’s emotions and behaviors (Musa & Dergaa, 2022). Therefore, it is essential to
recognize when these issues arise and provide ways to address them. As a parent, I need to let
Theodora watch cartoons and occasionally less violent dramatic series or videos when it comes
to watching TV or videos. I also need to watch with Theodora and answer her questions about
what is happening or explain the events in the video. This would help Theodora to understand
the content better and provides emotional support.
In addition, Theodora may sometimes make charming errors that may influence her
emotions and behaviors. Theodora is developing her language at this level by learning grammar
rules and syntax. To assist her in language skills development, I need to allow her to watch
cartoons and listen to audiobooks with content reflecting her age. This would be essential in
Theodora’s vocabulary and comprehension skills development. Moreover, I need to take
Theodora to nature centers, zoos, and science museums to ensure she explores her interest and
awareness of the world. I can also encourage Theodora to play with her peers by arranging
playdates to enhance suitable relationships for developing communication skills and empathy.
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References
Frey, N., Fisher, D., & Smith, D. (2019). All learning is social and emotional: Helping students
develop essential skills for the classroom and beyond. Ascd.
Musa, S., & Dergaa, I. (2022). A narrative review on prevention and early intervention of
challenging behaviors in children with a special emphasis on COVID-19 times.
Psychology Research and Behavior Management, 1559-1571.
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There are several ways in which children acquire knowledge. These ways may
include observation, imitation, experience, and instruction. However, the main method that
children gain knowledge is through mimicking and imitating their parents. As their cognitive,
social, and emotional abilities advance, they understand and navigate their environment
better. They can learn by watching and copying the behavior of adults or peers and by
making connections between different experiences. Furthermore, they can gain knowledge
through direct involvement and experimentation with their surroundings, which encourages
exploration. As Theodora approaches her eleventh birthday, I am proud to see her growing
into a well-rounded and capable individual. I have witnessed her gain experience and
strengths in math, music, art, and reading to her positive social interactions and cooperative
nature; Theodora is a true pleasure to watch grow and develop.
One area where Theodora excels is in her interest in physical activity. She has been
involved in soccer for several years now, and her coach has even recommended she join a
travel team as a way of advancing faster. While I want to encourage her interests, I am
cautious about the risk of burnout and the need for rest and energy regulations. Therefore, I
continue to support her involvement in the regular soccer league and All-Stars while also
encouraging her to try other sports through informal play. Furthermore, Theodora also enjoys
designing and creating things. From new set-ups in her room to a dress or a garden project,
she is always looking for ways to express her creativity. To support this, I taught her how to
sew, and we even took a clothing design class together. It was a great way to spend time
together and foster her interests in a new way.
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According to Madigan et al. (2019), screen time management refers to the routine and
strategy of minimizing the time spent on digital gadgets such as TV and tablets. These
routines may include transitions and choices as well as routines. I understand the increasing
use of technology, especially smartphones and other digital devices. Therefore, pays close
attention to Theodore’s screen time. I have always limited her access to screens during the
week, and she is only allowed to use her phone for a limited amount of time each day. We
encourage her to use her phone for educational purposes, such as reading or watching
educational videos, and we also ensure that she is not exposed to inappropriate content.
Theodora and I have been participating in various outdoor activities that encourage
physical activity. For instance, we have been taking hikes in the nearby forest, tending to our
garden, and playing at the park. Engaging in these activities has enabled Theodora to acquire
knowledge about nature and understand the significance of maintaining an active lifestyle.
Additionally, we have been discovering new trails and riding our bicycles around the
neighborhood, which has given Theodora an opportunity to explore the surroundings and
broaden her horizons.
Healthy eating habits are crucial to enhancing healthy life. This is because it provides
the body with minerals, proteins, dietary fiber, and vitamins. Theodora and I have been
directing our attention toward encouraging healthy eating habits. To encourage healthy eating
habits, we have been working together in the kitchen to create nutritious meals while
discussing the importance of a balanced diet (Haines et al., 2019). We have also been
stressing the need to reduce the consumption of processed snacks and sugary treats. Theodora
is deeply intrigued by the topic of nutrition and healthy food alternatives. We have been
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exploring various resources, such as books and articles, together and discussing the
advantages of maintaining a healthy diet.
In summary, Theodora and I have been participating in various activities and
experiences to encourage healthy behavioral practices and cultivate a fascination for physical
activity, both indoors and outdoors. Our focus on sports, outdoor pursuits, and nutritious
eating has instilled in Theodora the significance of maintaining an active lifestyle and
consuming healthy food choices. Theodora has enjoyed this journey and has been
enthusiastic about learning more about these topics. I am confident that these activities and
experiences will help her stay healthy and active in the years to come.
References
Haines, J., Haycraft, E., Lytle, L., Nicklaus, S., Kok, F. J., Merdji, M., … & Hughes, S. O.
(2019). Nurturing children’s healthy eating: a position statement. Appetite, 137, 124133.
Madigan, S., Browne, D., Racine, N., Mori, C., & Tough, S. (2019). Association between
screen time and children’s performance on a developmental screening test. JAMA
pediatrics, 173(3), 244-250.
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Journal Entry #6
How well is your child adapting to social situations in and outside the home?
Theodora, approaching her eleventh year of age, is exhibiting advanced social abilities
within her household and broader society. The student’s report card highlights her ability to
maintain consistent and appropriate social interactions with her peers, her demonstration of
respect toward the rights and property of others, and her proficiency in collaborating effectively
within group settings. The individual in question maintains an active social life beyond the
confines of the educational institution and habitually monitors her mobile device for incoming
communications from her numerous acquaintances (Deighton et al., 2018). Nonetheless, the
instructor observes that she occasionally exhibits emotional outbursts in reaction to academic or
non-academic pressures.
It seems that Theodora is currently not encountering any significant emotional
challenges. Since the age of eight, she has demonstrated an enhanced capacity for concentration,
albeit with intermittent lapses. Incentivizing Theodora to complete her daily homework in a
single session rather than dividing it into multiple sessions, I offer her a reward. The patient’s
asthma exacerbates during the winter and spring seasons or upon contracting a cold. Theodora is
a highly accomplished scholar with exceptional aptitude across various academic fields. She
demonstrates proficiency in mathematics at the sixth-grade level and consistently attains
excellent scores on her evaluations (Rollè et al., 2019). The individual is strongly inclined
towards scientific inquiry and is highly motivated to expand their understanding in this field. As
Theodora’s parent, I have been collaborating with her instructor to identify nearby science fairs
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and arranging cohorts of pupils to develop a scientific inquiry to showcase at these venues.
Theodora actively engages in participation.
Theodora exhibits an unquenchable desire to engage in creative endeavors, ranging from
reconfiguring living spaces to developing new clothing ensembles or transforming outdoor
environments. As the maternal figure, I enrolled in a fashion design course alongside my
daughter to acquire sewing skills. The individual has been dedicating significant time to training
and is exhibiting signs of potential on the soccer pitch (Glowiak & Mayfield, 2016). The
recommendation put forth by Theodora’s previous coach is for her to consider enlisting in a
travel squad as a means of expediting her progress after she participates in the “All Stars” team. I
am concerned that my daughter may develop a negative attitude toward sports due to early
burnout (Scott & Saginak, 2016). Apart from her routine participation in the soccer league and
All Stars, where she has developed social connections and derives pleasure from playing, I
motivate her to investigate other sports employing the recreational center or unstructured play.
Theodora exhibits exceptional skills in the art of storytelling and demonstrates a keen
interest in active listening. Additionally, she enjoys engaging in challenging mental exercises,
such as puzzles (Chung et al., 2017). As a parental figure, I value the expanded range of topics
available for discussion compared to the previous year. She remains a genuine reader who
consistently engages with works of fiction. Sometimes, I proffer literary suggestions to Theodora
that will pique her interest.
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In conclusion, Theodora successfully adapts to her domestic and societal environments.
The individual experiences transient emotional breakdowns when faced with stressors. However,
they exhibit prompt recuperation. The individual demonstrates high proficiency across various
disciplines, encompassing mathematics, music, painting, literacy, oratory skills, attentive
listening, social studies, and scientific knowledge. The individual exhibits a keen interest in
science and design, alongside a penchant for recreational activities such as reading and soccer.
References
Chung, J. M., Hutteman, R., van Aken, M. A., & Denissen, J. J. (2017). High, low, and in
between: Self-esteem development from middle childhood to young adulthood. Journal
of Research in Personality, 70, 122-133.
Deighton, J., Humphrey, N., Belsky, J., Boehnke, J., Vostanis, P., & Patalay, P. (2018).
Longitudinal pathways between mental health difficulties and academic performance
during middle childhood and early adolescence. British Journal of Developmental
Psychology, 36(1), 110-126.
Glowiak, M., & Mayfield, M. A. (2016). Middle childhood: Physical and cognitive
development. Human growth and development across the lifespan: Applications for
counselors, 251-275.
Rollè, L., Gullotta, G., Trombetta, T., Curti, L., Gerino, E., Brustia, P., & Caldarera, A. M.
(2019). Father involvement and cognitive development in early and middle childhood: A
systematic review. Frontiers in psychology, 10, 2405.
Scott, S. K., & Saginak, K. A. (2016). Adolescence: Physical and cognitive development. Human
growth and development across the lifespan: Applications for counselors, 309-346.
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