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PSY FPX 7220 Assessment 3 Examining Early and Middle Childhood Development

Name

Capella University

PSY FPX 7220 Child Psychology

Prof. Name

Date

Introduction

Rosa, a 6-year-old immigrant, has just completed a year of full-day kindergarten in a southwestern state. Unlike many of her classmates, Rosa did not attend a formal early childhood preschool program. Instead, she was primarily cared for by her maternal grandmother while her parents worked. Despite living with her immediate family and grandmother for over a year, Rosa has experienced several relocations. As she transitions to first grade, Rosa shows delays in cognitive development, especially in early literacy skills such as reading and writing. Additionally, she is hesitant to participate in group activities and social interactions, often taking time to adjust to new situations.

Transitioning from early to middle childhood involves various developmental milestones. According to Berk and Meyers (2016), these milestones include physical changes like height and weight gain, cognitive advancements such as increased attention and logical thinking, and social developments like enhanced empathy and independence. However, Rosa appears to face challenges in both cognitive and social domains.

Analyzing Rosa’s Case

Rosa’s reluctance to participate in social activities is a primary concern, impacting her cognitive development. Bronfenbrenner’s Ecological Systems Theory suggests that Rosa’s development is influenced by multiple systems and environments, including her family dynamics and school experiences. These systems interact within the microsystem, mesosystem, exosystem, macrosystem, and chronosystem, shaping her development in complex ways.

In Rosa’s case, her family, especially her grandmother’s caregiving role, and her kindergarten teacher are crucial elements of her microsystem and mesosystem. The lack of formal preschool experiences may have impeded Rosa’s social-emotional competence, which is vital for future academic success. Moreover, economic struggles and frequent relocations expose Rosa to challenges associated with the exosystem, potentially affecting her emotional well-being and cognitive development.

Exploring Interventions

Considering Rosa’s social anxiety and cognitive delays, specific interventions are necessary to support her development. Child-Centered Play Therapy (CCPT) provides a non-directive approach that allows Rosa to explore her emotions and experiences freely. Encouraging positive peer interactions in the classroom and engaging Rosa in team activities can help foster social connections and boost her self-esteem.

Furthermore, utilizing Rosa’s bilingualism may assist in addressing her literacy challenges. Research indicates that bilingual children can transfer phonological awareness skills between languages, potentially enhancing their reading abilities. Additional literacy support, such as tutoring or specialized programs, could further aid Rosa’s academic progress.

Conclusion

Rosa’s case underscores the complex interplay between social and cognitive development within diverse cultural contexts. By understanding and addressing the various influences on Rosa’s development, including family dynamics, school experiences, and socioeconomic factors, tailored interventions can be implemented to support her holistic growth and well-being.

References

Arnold, K. D., Lu, E. C., & Armstrong, K. J. (2012). Mesosystem: A Network of Overlapping Relationships. ASHE Higher Education Report, 47-57.

PSY FPX 7220 Assessment 3 Examining Early and Middle Childhood Development

Berk, L. E., & Meyers, A. B. (2016). Infants, Children, and Adolescents (8th ed.). Boston, MA: Pearson.

Bolle, M. D., Clereq, B. D., Decuyper, M., & Fruyt, F. D. (2011). Affective Determinants of Anxiety and Depression Development in Children and Adolescents: An Individual Growth Curve Analysis. Child Psychiatry & Human Development, 694-711.

Ehrenreich-May, J., Kennedy, S. M., & Remmes, C. S. (2015). Emotion Regulation Interventions and Childhood Depression. Self-regulated Learning Interventions with At-Risk Youth: Enhancing Adaptability, Performance, and Well-being, 157-179.

Gauvain, M., & Cole, M. (2005). Readings on the Development of Children (4th Ed.). New York, NY: Worth Publishers.

London, R., & Ingram, D. (2018). Social Isolation in Middle School. School Community Journal, 107-127.

Marti, M., Bonillo, A., Jane, M. C., Fisher, E. M., & Duch, H. (2016). Cumulative Risk, the Mother–Child Relationship, and Social-Emotional Competence in Latino Head Start Children. Early Education & Development, 590-622.

Pester, D., Lenz, S. A., & Dell’Aquila, J. (2019). Meta-Analysis of Single-Case Evaluations of Child-Centered Play Therapy for Treating Mental Health Symptoms. International Journal of Play Therapy, 144-156.

Sharkins, K. A., Leger, S. E., & Ernest, J. M. (2016). Examining Effects of Poverty, Maternal Depression. Early Childhood Education Journal, 493-498.

PSY FPX 7220 Assessment 3 Examining Early and Middle Childhood Development

Stoeckli, G. (2009). The Role of Individual and Social Factors in Classroom Loneliness. Journal of Educational Research, 28-39.

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