Posted: September 10th, 2023

Select a middle childhood case from the available case studies and complete a 5–6-page case analysis

Select a middle childhood case from the available case studies and complete a 5–6-page case analysis. Note: Child development occurs in a specific sequence. Therefore, the assessments in this course are presented in sequence and must be completed in order. SHOW LESS Early childhood occurs between the ages of two and six. During this time, young children’s thinking, memory, and intelligence takes significant leaps. Further, the development of relationships with others increases, particularly with peers. As children begin to influence one another through their interactions, the function of their play becomes important to the development of social and cognitive skills. At this time, gender awareness also occurs. All of these changes take place within the context of family, peers, and communities. Unfortunately, within these contexts, some children may also be exposed to poverty and violence. Key Influences and Developments in Early and Middle Childhood Development [DOCX] further summarizes key issues during this period of development, including the role of peer interactions, play, family systems, and cognitive, emotional, and physical development. By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria: Competency 1. Analyze how children develop physically, emotionally, socially, and cognitively from the prenatal period to adolescence using psychological theories or research concepts. Explain child development theories and research concepts pertaining to the period of early to middle childhood. Competency 2. Write a word essay – Evaluate literature on the complex developmental processes and experiences of children from the prenatal period to adolescence. Examine how factors of family, society and culture impact a child’s development outcomes during the period of early to middle childhood. Competency 3. Write a word essay – Evaluate the potential impact of individual and cultural differences on development from the prenatal period to adolescence. Analyze the physical, social emotional, or cognitive needs of a child during the period of early to middle childhood. Competency 4. Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the psychological professions. Integrate relevant examples and supporting evidence related to early to middle childhood development. Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the psychological professions. APA Resources Format this assessment according to APA guidelines. Additional resources about APA style and formatting can be found in the Research Resources in the left navigation menu of your courseroom. Use the resources to guide your work as needed. American Psychological Association. (2010 – Essay Writing Service: Write My Essay by Top-Notch Writer). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author. Available from the bookstore. Required Resources Multimedia Studies| Transcript. The case studies in the Studies media piece all feature children aged 6. Why age 6? Age 6 is a transitional time in which you can explore early childhood development and how it impacts middle childhood development. You will use the case studies to complete the assessment. SHOW LESS Suggested Resources The following optional resources are provided to support you in completing the assessment or to provide a helpful context. A Capella University library guide has been created specifically for your use in this course. You are encouraged to refer to the resources in the PSY-FP7220 – Child Psychology Library Guide to help direct your research. Physical Development in Early and Middle Childhood Berk, L. E., & Meyers, A. B. (2016: 2024 – Do my homework – Help write my assignment online). Infants, children, and adolescents (8th ed.). Boston, MA: Pearson. Available from the bookstore. Chapter 8, “Physical Development in Early Childhood,” pages 284–309. This chapter reviews physical development in early childhood, with an emphasis on health issues, health care, and childhood injuries. Chapter 11, “Physical Development in Middle Childhood,” pages 404–427. Fine, J. G., & Sung, C. (2014: 2024 – Essay Writing Service | Write My Essay For Me Without Delay). Neuroscience of child and adolescent health development. Journal of Counseling Psychology, 61(4), 521–527. American Psychological Association (Producer). (2018: 2024 – Write My Essay For Me | Essay Writing Service For Your Papers Online). Speaking of psychology: Integrated care for kids [Podcast]. Retrieved from https://essays.homeworkacetutors.com/write-my-essay/apa.org/research/action/speaking-of-psychology/integrated-kids.aspx Cognitive Development in Early and Middle Childhood Berk, L. E., & Meyers, A. B. (2016: 2024 – Do my homework – Help write my assignment online). Infants, children, and adolescents (8th ed.). Boston, MA: Pearson. Available from the bookstore. Chapter 9, “Cognitive Development in Early Childhood,” pages 310–355. This chapter covers cognitive development, particularly educational issues. It also highlights a timely cognitive health issue—autism. Chapter 12, “Cognitive Development in Middle Childhood,” pages 428–471. Dean, D. C., O’Muircheartaigh, J., Dirks, H., Waskiewicz, N., Walker, L., Doernberg, E., … & Deoni, S. C. (2015 – Research Paper Writing Help Service). Characterizing longitudinal white matter development during early childhood. Brain Structure and Function, 220(4), 1921-1933. Fine, J. G., & Sung, C. (2014: 2024 – Essay Writing Service | Write My Essay For Me Without Delay). Neuroscience of child and adolescent health development. Journal of Counseling Psychology, 61(4), 521–527. NPR. (Producer). (2014: 2024 – Essay Writing Service. Custom Essay Services Cheap). Third grade a pivotal time in students’ lives [Podcast]. Retrieved from https://essays.homeworkacetutors.com/write-my-essay/npr.org/2014: 2024 – Essay Writing Service. Custom Essay Services Cheap/05/14/152683322/third-grade-a-pivotal-time-in-students-lives Social/Emotional Development in Early and Middle Childhood Berk, L. E., & Meyers, A. B. (2016: 2024 – Do my homework – Help write my assignment online). Infants, children, and adolescents (8th ed.). Boston, MA: Pearson. Available from the bookstore. Chapter 13, “Emotional and Social Development in Middle Childhood,” pages 472–515. This chapter focuses on selfhood within the context of family and peer relationships. Pages 516–517 provide an overview of the developmental milestones in middle childhood. Chapter 10, “Emotional and Social Development in Early Childhood,” pages 356–401. This chapter focuses on early childhood self-concept in relation to parents and peers. Pages 402–403, which provide an overview of the developmental milestones in early childhood. Csizmadia, A., & Ispa, J. M. (2014: 2024 – Essay Writing Service | Write My Essay For Me Without Delay). Black-white biracial children’s social development from kindergarten to fifth grade: Links with racial identification, gender, and socioeconomic status. Social Development, 23(1), 157–177. Dvorsky, M. R., & Langberg, J. M. (2016: 2024 – Do my homework – Help write my assignment online). A review of factors that promote resilience in youth with ADHD and ADHD symptoms. Clinical Child and Family Psychology Review, 19(4), 368–391. Gershoff, E. T. (2013). Spanking and child development: We know enough now to stop hitting our children. Child Development Perspectives, 7, 133–137. Masten, A. S. (2014: 2024 – Essay Writing Service | Write My Essay For Me Without Delay). Global perspectives on resilience in children and youth. Child Development, 85(1), 6–20. Capella Resources Key Influences and Developments in Early and Middle Childhood Development [DOCX]. MEAL Plan [PDF]. Note: Child development occurs in a specific sequence. Therefore, the assessments in this course are presented in sequence and must be completed in order. Complete the following three sections for this assessment: Introduction Identify the title of the case study you selected from the Studies media piece, linked in the Resources. Provide an introduction that addresses the general context of development and the specific context of the child in the case study you selected. Provide an overview, from an ecological perspective, of the predominant factors of family, society, and culture that could impact this child’s development, including relevant examples from the case profile and supporting research evidence linked to those factors. Write a page paper – Describe the general expectations for healthy development across developmental domains (cognitive, social and emotional, and physical) that should be evident as children transition from early to middle childhood. Link this description to child psychology developmental theories. Case Analysis Write a page paper – Describe the primary developmental concern. Provide validation by including relevant examples from the case profile and links to supporting research evidence. Use child psychology theories (from Assessment 1) and current scholarly peer-reviewed research to evaluate at least two of the most prevalent developmental needs of the child in the selected case study (primary concern and secondary concerns). Provide validation and support for your work by including relevant examples from the case profile and supporting research evidence. CONCLUSION Summarize the developmental and contextual issues that are important in understanding this case. Using relevant examples from the case profile, provide suggestions for appropriate actions or interventions in home or school contexts. Link those actions or interventions to evidence from current scholarly research literature. Additional Requirements: Written communication: Use the accepted form and style of the psychological professions, employing grammar, punctuation, and mechanics expected of graduate-level composition and expression. The MEAL Plan (linked in Resources) is a helpful tool when constructing paragraphs and essays. References: Include a minimum of six academic, peer-reviewed resources. The suggested course text can be used, but it is not considered one of the peer-reviewed articles. APA style and formatting: Format the references and in-text citations according to current APA style and formatting guidelines. Use the MEAL Plan document (linked in the Resources) to organize the content and include APA headings and subheadings. Length of case analysis: 5–6 typed, double-spaced pages, excluding title and reference pages. Font and font size: Times New Roman, 12 point. MEAL Plan document is attached, so are other needed documents. Please use only ONE of these case studies (numbered 1, 2 and 3): 1. Development Linked to an Identified Diagnosis Daniel at age 6 is at the transition stage between early and middle childhood. He was enrolled in an early intervention program as a preschooler based on social and communication deficits that suggested he could be on the autism spectrum. Daniel appeared to benefit from early intervention and was able to be included in a regular kindergarten program for half of the day this school year. He was formally given a diagnosis on the autism spectrum when he was enrolled in kindergarten. He lives with his parents and younger sister in an affluent suburb. Both parents have higher education degrees. His father works in business and is often gone on extended business trips. His mother stopped working as a sales manager when Daniel was young and his developmental challenges were emerging and his younger sister was born. His sister is developing typically at age 3. The kindergarten teacher completes regular checklists/profiles of Daniel’s development in the areas of Cognitive, Language, Physical and Social Development. The results indicated that compared to expected development at age 6: Daniel struggles with attending to relevant aspects of learning and social situations. His focus is often on seemingly irrelevant aspects rather than the broader aspects of the task or interaction. He can get “stuck” and perseverate on those minor aspects. Daniel verbally communicates with teachers and peers. His language is somewhat limited to getting his own needs met rather than sustained social interaction with peers or adults. He remains with the group during group activities, but compared to peers is seen as less engaged. He follows the routines of the class by lining up and sitting appropriately during small group activities. He completes fine motor tasks well. He also demonstrates age-appropriate gross motor skills. His father works with him on ball playing skills, swimming and bike riding when he has the opportunity. Daniel greets adults upon arriving and leaving the school setting. His mother brings him to and from school each day. It is not clear if Daniel could successfully ride the school bus as it is a preference of his mother that she helps him with the transition to school. Currently, the teacher is unsure of his pre-literacy skills. He has some success with basic concepts such as sorting, matching, color recognition, orientation of books. Comprehension has been challenging to measure. 2. Development Across Family Contexts Emma at age 6 is at the transition stage between early and middle childhood. She is bi-racial child whose mother is Caucasian and father, whom she has never met, is Filipino. Emma lived with her single mother until she was a toddler, when her maternal grandparents became her primary caregivers. This was a voluntary placement. There were no official reports of abuse or neglect on file; however the grandparents raised concerns that Emma was being neglected while in their adult daughter’s care. They expressed a concern that Emma may have been left strapped into her high chair for long periods of time. Emma was enrolled in a daycare/preschool environment once she came to live with her grandparents. The early childhood teachers had suggested further evaluation due to Emma’s anxiety in the setting and her withdrawal from any physical contact such as the teacher reaching to take her hand. It was not clear from Emma’s records whether early childhood intervention occurred as the grandparents moved Emma from one early childhood placement to another with little follow up between those sites. Emma just completed a year of kindergarten where developmental concerns were still evident. The kindergarten teacher completed a checklist/profile of Emma’s development in the areas of Cognitive, Language, Physical and Social Development. The results indicated that compared to expected development at age 6: Emma was able to play independently and work on fine motor and dramatic play scenarios. She typically would verbally describe her actions as she sorted or moved figures or play animals. She would not reach out to other children to become involved in her play. Teachers could engage with her as she played; Emma, however, was firmly in charge of the direction of play. Emma could not focus attention on a specific task with more than two-step directions. A craft project demonstrated and described by the teacher that other children her age could complete was challenging for Emma. She would become frustrated and walk away. Emma was small in stature for her age and lacked coordination in large-motor games/activities. When playing in the gym she would randomly kick balls or run from place to place and not sustain a particular focus. When a ball was thrown to her she would try to trap it against her body, but was often unsuccessful. Emma has lived with her maternal grandparents for several years. Her birth mother continues to have infrequent sustained visits. Emma typically clings to her grandmother during those visits and gets upset and cries when left alone with her birth mother. Emma’s grandmother and grandfather spend a lot of time with Emma and appear to have developed a secure relationship with her. 3. Development Across Cultures Rosa at age 6 is at the transition stage between early and middle childhood. Her family came to work in the U.S. as migrant workers when Rosa was a toddler. Her father had worked in the U.S. for an extended time previous to marrying Rosa’s mother. As a family they continue to struggle economically. She lives with her extended family including her mother, father, maternal grandmother and two siblings. She did not participate in formal early childhood preschool experiences but was in the care of her maternal grandmother while her parents worked. Rosa has completed a year of all-day kindergarten in a southwestern state. Her family had previously made many moves, but has been in the same local area for more than a year. The primary language spoken at home is Spanish. Several issues have emerged as Rosa is making the transition to first grade. The kindergarten teacher completed a checklist/profile of Rosa’s development in the areas of Cognitive, Language, Physical and Social Development. The results indicated that compared to expected development at age 6: Rosa is not demonstrating cognitive development skills expected for her age. She struggles with early literacy concepts linked to reading and writing. Rosa has the ability to “code-switch” in speaking Spanish or English based on the context of those in her environment. She converses with her grandmother and mother and father primarily in Spanish and with her teacher and classmates in English, although her father does speak with Rosa and her siblings in English as well as Spanish. Rosa is small in stature. Her health history, including her prenatal records, does not indicate any significant issues. She is average in her gross and fine motor abilities. She is reluctant to engage in group physical activities. Rosa is often observed playing near other children, immersed in her own activities. She does not appear to reach out to other children to become involved in their play. Her teacher describes her as slow to warm up in social situations.

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