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PSY FPX 6015 Assessment 2 Early Childhood Case Intervention Analysis of Emma

Name

Capella University

PSY FPX 6015 Lifespan Development

Prof. Name

Date

Early Childhood Case Intervention Analysis of Emma

Emma, a five-year-old girl, enjoys playing with baby dolls and watching cartoons. She was born to Mary, an average American mother, and Carlos, a second-generation Mexican father. Mary left the family when Emma was two years old due to postpartum depression, leaving Carlos as the primary caregiver for Emma and her older brother, Clay. Emma has grown dependent on Clay for assistance in daily activities. Carlos, who works long hours at a local wood mill, struggles as a single father, exacerbated by the financial stressors of the COVID-19 pandemic. Concerns about Emma’s development arose when she exhibited delays in learning tasks compared to her brother. At four years old, she was diagnosed with mild autism, yet lacked access to adequate intervention programs due to insurance limitations.

Emma’s kindergarten experience has been challenging. Her diagnosis of mild autism coupled with limited English proficiency and social skill deficits has resulted in academic and behavioral struggles. Her teacher has noted significant delays in cognitive development and disruptive behavior in the classroom. Despite efforts to address her needs, the absence of a special education teacher and the strain of managing her behavior amid other students present formidable challenges.

Bronfenbrenner’s Ecological Model Analysis

Bronfenbrenner’s ecological model highlights the impact of various environmental systems on individual development. Emma’s microsystem primarily consists of interactions within her family, particularly with her brother and father. The absence of her mother and the isolation imposed by the COVID-19 pandemic have limited her exposure to broader social contexts. This lack of exposure has hindered her ability to form positive relationships and adapt to new environments, such as kindergarten.

Vygotsky’s Cognitive Development Theory Analysis

Vygotsky’s theory emphasizes the role of social interactions in cognitive development. Emma’s limited exposure to social interactions, exacerbated by the pandemic and her father’s language barrier, has impeded her language and cognitive development. Without access to preschool and consistent social engagement, Emma’s opportunities for learning and language acquisition have been restricted.

Intervention Strategies

To address Emma’s needs, interventions focusing on literacy development, language acquisition, and social interaction are essential. Encouraging regular reading sessions at home, utilizing dialogic reading strategies, and engaging in play-based learning activities can enhance Emma’s language skills and cognitive development. Additionally, facilitating opportunities for Emma to interact with peers through structured play sessions can improve her social skills and increase her comfort in social settings.

PSY FPX 6015 Assessment 2 Early Childhood Case Intervention Analysis of Emma

Conclusion

Emma’s developmental challenges, compounded by the complexities of her family dynamics and the impact of the COVID-19 pandemic, necessitate comprehensive intervention strategies. By addressing her language barriers, social skill deficits, and cognitive delays through targeted interventions and support from both home and school environments, Emma can progress academically and socially.

References

Broderick, P. C., & Blewitt, P. (2019). The Life Span (5th ed.). Pearson Education (US).

Bronfenbrenner, U. (1986a). Ecology of the family as a context for human development: Research perspectives. Developmental Psychology, 22(6), 723–742.

Cohrssen, C., Niklas, F., & Tayler, C. (2015). “‘Is That What we do?’ Using a Conversation Analytic Approach to Highlight the Contribution of Dialogic Reading Strategies to Educator-Child Interactions During Storybook Reading in Two Early Childhood Settings.” Journal of Early Childhood Literacy.

PSY FPX 6015 Assessment 2 Early Childhood Case Intervention Analysis of Emma

Nagle, G. A., & Usry, L. R. (2016). Using public health strategies to shape early childhood policy. American Journal of Orthopsychiatry, 86(2), 171–178.

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