PSY FPX 6025 Assessment 3 Examining Early and Middle Childhood Development

Assessment 3 Examining Early and Middle Childhood Development

Name

Capella university

PSY FPX 6025 Child Psychology

Prof. Name

Date

Introduction

This case study examines the developmental trajectory of a six-year-old biracial girl named Emma, who resides with her maternal grandparents. Emma’s transition to her grandparents’ care was voluntary, spurred by concerns of neglect on the part of her biological parents. Limited information is available regarding Emma’s parents’ background, including their educational, medical, and socio-economic status. Since moving in with her grandparents, Emma has attended daycare/preschool, showing inconsistent attendance but completing a year of kindergarten with developmental concerns. Observations at her daycare/preschool reveal anxiety and withdrawal from physical contact, alongside strengths in independent play and fine motor skills. However, Emma struggles with focus on tasks requiring more than two-step directions and displays developmental delays, particularly in large motor skills.

Ecological Perspective

John Bowlby’s attachment theory, developed in the 1930s, underscores the significance of early emotional bonds in shaping social, emotional, and cognitive development. Bowlby posited four attachment styles, including secure attachment, anxious (ambivalent) attachment, avoidant attachment, and disorganized (fearful) attachment. Emma’s case reflects elements of both secure attachment, evident in her relationship with her grandparents, and anxious attachment, as seen in her clinging behavior during visits with her mother. The lack of consistent maternal care may contribute to Emma’s anxiety and withdrawal.

Expectations for Health Development

Erik Erikson’s psychosocial development theory delineates eight stages of human development, emphasizing the interplay between biological, psychological, and social factors. Emma’s developmental concerns align with Erikson’s framework, particularly regarding her struggles with focus and social interaction. Moreover, maternal distress, as evidenced by Emma’s mother’s infrequent visits and potential neglect, could impact Emma’s neurodevelopmental trajectory.

Conclusion

Emma, a six-year-old biracial girl, exhibits signs of anxiety and withdrawal, alongside difficulties in social interaction and focus. Her attachment patterns, influenced by inconsistent maternal care, may underlie these challenges. Comprehensive evaluation and intervention are crucial to support Emma’s developmental journey and mitigate potential long-term consequences.

References:

Fine Motor Skills. (2023). Retrieved from http://childdevelopment.com.au Laksmi, I. G. A. P. S., Wati, N. M. N., & Lestari, R. T. R. (2020). The role of parenting to increase gross and fine motor skills development in children aged 5-6 years. Media Keperawatan Indonesia, 3(2), 54-62. https://doi.org/10.26714/mki.3.2.2020.54-62

PSY FPX 6025 Assessment 3 Examining Early and Middle Childhood Development

Mcleod, S. (2023). Attachment Theory: Bowlby And Ainsworth’s Theory Explained. SimplyPsychology Journal. Retrieved from: http://simplypsychology.org Orenstein, G. A., & Lewis, L. (2022). Erikson’s Stages of Psychosocial Development. In: StatPearls [Internet]. Treasure Island (FL): StatPearls Publishing. Available from: https://www.ncbi.nlm.nih.gov/books/NBK556096/ Tu, H. F., Skalkidou, A., Lindskog, M., & Gredebäck, G. (2021). Maternal childhood trauma and perinatal distress are related to infants’ focused attention from 6 to 18 months. Scientific Reports, 11(1), 24190. https://doi.org/10.1038/s41598-021-03568-2 Tuovinen, S., Lahti‐Pulkkinen, M., Girchenko, P., Lipsanen, J., Lahti, J., Heinonen, K., Reynolds, R. M., Hämäläinen, E., Kajantie, E., Laivuori, H., Pesonen, A., Villa, P. M., & Räikkönen, K. (2018). Maternal depressive symptoms during and after pregnancy and child developmental milestones. Depression and Anxiety, 35(8), 732-741. https://doi.org/10.1002/da.22756

PSY FPX 6025 Assessment 3 Examining Early and Middle Childhood Development

Veiskarami, P., Roozbahani, M., Saedi, S., & Pour, E. G. (2021). Evaluation of the development of gross motor, fine motor, language, and personal-social skills of children 6 to 18 months in Khorramabad based on Denver II developmental screening test. Yafteh, 23(4), 169-181. https://doi.org/10.32592/Yafteh.2021.23.4.14

ADDITIONAL INSTRUCTIONS FOR THE CLASS – PSY FPX 6025 Assessment 3 Examining Early and Middle Childhood Development

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• Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses.

• Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

• APA Format and Writing Quality

Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.

• Use of Direct Quotes

I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source. PSY FPX 6025 Assessment 3 Examining Early and Middle Childhood Development

• LopesWrite Policy

For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score.

• Late Policy

The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading. PSY FPX 6025 Assessment 3 Examining Early and Middle Childhood Development

• Communication

Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

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