PSY 104 – 5.2

  

Mossler, R. A. (2014).

Child and adolescent development

(2nd ed). Retrieved from https://content.ashford.edu/

• This text is a Constellation™ course digital materials (CDM) title.

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

to 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.)

.

• Must utilize academic voice. See the Academic Voice (Links to an external site.) resource for additional guidance.
• Must include an introduction and conclusion paragraph. Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of your paper.

  For assistance on writing Introductions & Conclusions  (Links to an external site.)as well as Writing a Thesis Statement (Links to an external site.), refer to the Ashford Writing Center resources.

• Must use at least three scholarly or credible sources in addition to the text book. Be sure to integrate your sources (Links to an external site.) rather than simply inserting them.

  The Scholarly, Peer Reviewed, and Other Credible Sources (Links to an external site.) table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.

• Must document any information used form sources in APA Style as outlined in the Ashford Writing Center’s Citing Within Your Paper (Links to an external site.)
• Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center. See the Formatting Your References List  (Links to an external site.)resource in the Ashford Writing Center for specifications.

Accurate on time

Community Child Development Center Proposal

Enter Student’s name

Department of Behavioral Science, Ashford University

PSY 104: Child and Adolescent Development

Enter Instructor’s name

Enter Date submitted

Community Child Development Center Proposal

This will serve as the introduction to your paper.It is where you will introduce your Community Child Development Center to the City Council, ask for their consideration of your expert opinion on these specific rooms, and identify your main goals for the Center.

ROOM #1 – Infant Room

Physical Development Activity

In this section you will describe the activity and the age appropriate developmental milestone addressed by the activity.

Cognitive Development Activity

In this section you will describe the activity and the age appropriate developmental milestone addressed by the activity. This must be tied to cognitive development theory.

Psychosocial Development Activity

In this section you will describe the activity and the age appropriate developmental milestone addressed by the activity. This must be tied to psychosocial development theory.

ROOM #2 – Toddler Room

Physical Development Activity

In this section you will describe the activity and the age appropriate developmental milestone addressed by the activity.
Cognitive Development Activity
In this section you will describe the activity and the age appropriate developmental milestone addressed by the activity. This must be tied to cognitive development theory.
Psychosocial Development Activity
In this section you will describe the activity and the age appropriate developmental milestone addressed by the activity. This must be tied to psychosocial development theory.

ROOM #3 – Early Childhood Room

Physical Development Activity
In this section you will describe the activity and the age appropriate developmental milestone addressed by the activity.
Cognitive Development Activity
In this section you will describe the activity and the age appropriate developmental milestone addressed by the activity. This must be tied to cognitive development theory.
Psychosocial Development Activity
In this section you will describe the activity and the age appropriate developmental milestone addressed by the activity. This must be tied to psychosocial development theory.

ROOM #4 – Middle/Late Childhood Room

Physical Development Activity
In this section you will describe the activity and the age appropriate developmental milestone addressed by the activity.
Cognitive Development Activity
In this section you will describe the activity and the age appropriate developmental milestone addressed by the activity. This must be tied to cognitive development theory.
Psychosocial Development Activity
In this section you will describe the activity and the age appropriate developmental milestone addressed by the activity. This must be tied to psychosocial development theory.

ROOM #5 – Adolescence Room

Physical Development Activity
In this section you will describe the activity and the age appropriate developmental milestone addressed by the activity.
Cognitive Development Activity
In this section you will describe the activity and the age appropriate developmental milestone addressed by the activity. This must be tied to cognitive development theory.
Psychosocial Development Activity
In this section you will describe the activity and the age appropriate developmental milestone addressed by the activity. This must be tied to psychosocial development theory.

Provide a brief conclusion to your paper that thanks the council for their time and addresses next steps.

REFERENCES PAGE

Cognitive Development

Charia Holmes

PSY 104

Course: Child and Adolescent Development

Instructor: Jennifer Marshall

August 31, 2020

Activities That Promote Cognitive Development

Learning is a constant process that starts at birth and ends when an individual die. The brain develops over time, enabling individuals to adopt better character traits. The environment has a significant impact on the cognitive development of children. As per Piaget’s theory of cognitive development, different behaviors manifest depending on the stage of growth and development (McLeod, 2018). This paper presents three various activities useful for promoting growth and development for young children and teenagers. Some of the characters noted in different development stages include egocentrism, centration and conservation, and deductive reasoning. Various activities can be designed and used to promote children’s development and ability to cope with such behavioral traits.

These activities proposed in the use of role-playing games to control and help children cope with egocentrism. According to Piaget, egocentrism affects a child’s ability to see or understand things from a different perspective other than theirs. Kids assume that other people can see, hear, and think like them (Kaltner& Jansen, 2016). This type of behavioral trait hinders effective communication and interaction between children and other people within their surroundings. Role-playing enables children to overcome egocentric thoughts and habits by creating an opportunity through which they adopt other people’s perspectives. For instance, role-playing, as the teacher, can help a child understand her teacher’s point of view by practicing. For this reason, it is recommended to many types of costumes to encourage children to participate in role-playing. Such activities reduce egocentrism and prepare children for collective engagement in the pre-operational stage.

The second activity that should be included in the Community Center proposal involves modeling games and the use of weight scales. This activity targets children’s centration and conservation abilities as they develop advanced cognitive skills. Centration refers to children’s tendency to concentrate on one aspect of a situation, ignoring other relevant factors involuntarily. Conservation refers to children’s inability to understand that objects’ quantity remains constant when size or shape changes. These cognitive development concepts hinder a child’s ability to understand the constant elements of different items within their surroundings (McLeod, 2018). As such, modeling games are useful to enable manipulation and observation of particular objects. For instance, children can be given one half a kilogram of modeling clay shaped like a ball. The clay can then be subdivided to create different toys while playing and transformed into a ball after the activity. Engaging children in this kind of activity repetitively will enable them to understand centration and conservation.

The last proposed activity involves the use of mathematical puzzles to promote teenagers’ deductive reasoning. Deductive reasoning refers to an adolescent’s ability to make valid conclusions based on observations. This form of reasoning is essential in the formal operational stage (Casey et al. 2018). The ability to use a general principle for predicting outcomes is vital to develop deductive reasoning skills. This stage of cognitive development starts at around age thirteen and continues into adulthood. The proposed activity is designed to provoke deductive reasoning in that adolescents will formulate thoughts and methods that yield a predetermined outcome. For instance, math puzzles promote logical reasoning in pursuit of answers. The use of mathematical puzzles promotes inferential reasoning; thus, adolescents can draw conclusions about issues they have not experienced practically.

In conclusion, a child’s cognitive development can be enhanced by introducing activities that counter the negative traits associated with each development stage. This paper presents a proposal to use role-play to reduce egocentrism in younger children. Using modeling clay in art and craft activities is recommended to eliminate centration and conservation issues encountered while developing cognitive abilities. Lastly, mathematical puzzles are proposed to promote inferential reasoning, thus promoting adolescents’ cognitive development.

References

Casey, B. J., Cannonier, T., Conley, M. I., Cohen, A. O., Barch, D. M., Heitzeg, M. M., … & Orr, C. A. (2018). The adolescent brain cognitive development (ABCD) study: Imaging acquisition across 21 sites. Developmental cognitive neuroscience, 32, 43-54.

https://doi.org/10.1016/j.dcn.2018.03.001

Kaltner, S., & Jansen, P. (2016). Developmental changes in mental rotation: A dissociation between object-based and egocentric transformations. Advances in cognitive psychology, 12(2), 67. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4974058/

McLeod, S. (2018). Jean Piaget’s theory of cognitive development. Simply Psychology, 1-9. Retrieved from https://www.simplypsychology.org/simplypsychology.org-Jean-Piaget