Advancing Development Paper Assignment Overview For Practiti

Advancing Development Paper Assignment Overview Practitioners in The H

Practitioners in the helping professions must be open to seeing people from different perspectives and must develop compassion for others. An understanding of the different stages of human growth and development provides insight into various populations and age groups for person-centered care. Learners articulate the theories for each developmental stage based on emotional, cognitive, physical, and spiritual factors. Learners identify challenges associated with the chosen developmental stage and propose applicable solutions to address these challenges. They compare and contrast their chosen developmental stage with the other two stages.

They develop an understanding of the different stages of human growth and development and gain insight into various populations and age groups for person-centered care. Scenario: Maria is 43 years old and is a refugee from Cuba. She just came to the United States with her two children: Isabel, who is 13 years old, and Carlos, who is 3 years old. Choose one of the family members from the case study—Maria, Isabel, or Carlos. You will use this person for all of your advancing development papers.

Paper For Above instruction

Introduction

In the context of human development, understanding the physical, social/emotional, cognitive, and spiritual/moral aspects of an individual’s growth is crucial, particularly for practitioners in helping professions. By analyzing the development stages of a specific individual, care providers can tailor interventions to meet unique needs effectively. This paper focuses on a detailed exploration of one member of a refugee family—either Maria, Isabel, or Carlos—covering their developmental aspects and comparing their stage of development to the other family members.

Selection of the Individual

I have chosen Carlos, the 3-year-old child, to focus on for this development profile. The toddler years are characterized by rapid development across multiple domains, making this stage particularly fascinating and critical for early intervention and support. Additionally, understanding challenges and opportunities during this sensitive period provides essential insights for practitioners working with refugee populations who are navigating new environments and experiences.

Physical Development

At age three, Carlos’s physical development is marked by continued growth in motor skills, coordination, and biological changes driven largely by hormones and maturation. Key terms such as gross motor skills—walking, running, jumping—and fine motor skills—drawing, stacking blocks, manipulating objects—are essential to this stage (Papalia & Feldman, 2015). His appearance will reflect typical toddler characteristics: small stature, chubby limbs, and a high level of mobility. Motor skills are rapidly developing, with improvements in balance and hand-eye coordination, signaling healthy physical growth.

Biologically, Carlos’s hormonal balance is transitioning from infancy, with slight increases in growth hormone production. These biological changes underpin his increased activity levels and curiosity. However, refugee status may influence his physical health, as potential barriers to healthcare access and nutritional deficiencies could impede optimal development (Fazel et al., 2012). The importance of monitoring nutrition, immunizations, and physical activity is crucial during this developmental window.

Social/Emotional Development

Two relevant theories related to social/emotional development at this age include Erik Erikson’s psychosocial stages and Bowlby’s attachment theory (Erikson, 1963; Bowlby, 1969). Erikson’s stage for toddlers is “Autonomy vs. Shame and Doubt,” where children learn independence and self-control. Carlos’s increasing ability to perform tasks independently, such as feeding himself or dressing, exemplifies this stage. Challenges may include balancing independence with guidance, especially in a refugee context where stability may be disrupted.

Bowlby’s attachment theory emphasizes the importance of secure attachments for emotional stability. For Carlos, secure attachments with caregivers foster exploration and confidence. In a refugee setting, disruptions in caregiving routines or separation anxiety can hinder attachment security (Kirst-Ashman & Hull, 2018). Caregivers’ responsiveness and consistency are vital for promoting healthy emotional development in such circumstances.

Cognitive Development

Vygotsky’s sociocultural theory and Piaget’s preoperational stage serve as foundational models for understanding cognitive growth at this age (Vygotsky, 1978; Piaget, 1952). According to Piaget, children in the preoperational stage exhibit symbolic thinking, language development, and egocentrism. Carlos demonstrates these through pretend play and use of language that reflects his thoughts and observations. Vygotsky emphasizes the role of social interactions and language in cognitive development; Carlos’s interactions with caregivers and peers shape his understanding of the world.

Language development at this stage involves rapidly expanding vocabulary, sentence formation, and comprehension. Bilingual exposure, common in refugee families, can influence this process positively by enriching language skills but may also introduce temporary delays (Cummins, 2000). Supporting language development in multicultural and refugee settings requires culturally sensitive strategies that foster communication and cognitive growth.

Spiritual and Moral Development

Two influential theories are Kohlberg’s stages of moral development and Fowler’s stages of faith development (Kohlberg, 1981; Fowler, 1981). Kohlberg’s theory suggests that moral reasoning progresses from obedience and punishment to universal ethical principles, although at age three, Carlos is likely at the pre-conventional level, where morality is based on consequences and authority.

Fowler’s model indicates that spiritual development begins early, with faith as imitation and community-based understanding. In a refugee context, spiritual and moral development may be influenced by cultural traditions and exposure to new beliefs. For Carlos, moral understanding is primarily seen in behaviors learned from caregivers, such as sharing or responding to authority figures. If the family practices specific cultural or religious traditions, these can serve as foundational elements for his spiritual growth.

Comparison and Contrast with Other Family Members

Comparing Carlos’s developmental stage with Isabel’s adolescent stage (13 years old) and Maria’s adult phase highlights distinct challenges and growth patterns. Isabel, during early adolescence, is focused on identity formation, peer relationships, and emotional independence, whereas Maria’s stage involves navigating adult responsibilities, integration into a new cultural environment, and possibly balancing cultural traditions with new societal norms (Erikson, 1963). Meanwhile, Carlos’s developmental focus is on physical milestones, attachment, and early cognitive skills, with less emphasis on abstract thinking or moral reasoning.

While Carlos’s development is rooted in sensory-motor and preoperational skills, Isabel is entering the formal operational stage, displaying abstract thought, future planning, and social identity development. Maria’s stage involves emotional resilience, adapting to refugee-related trauma, and establishing personhood in a new context. Their developmental needs differ significantly, requiring tailored interventions—for example, early childhood support for Carlos, social-emotional and identity support for Isabel, and psychosocial services for Maria to manage stress and trauma.

Nevertheless, all stages are interconnected—family dynamics, cultural background, and environmental factors influence each individual’s growth. Recognizing these differences allows practitioners to create holistic, culturally sensitive care plans that support each family member’s unique developmental trajectory.

Conclusion

Understanding the physical, social/emotional, cognitive, and spiritual development stages of individuals within a family context provides essential insights for effective practice. In the case of Carlos, the toddler stage encapsulates a period of rapid growth with distinct challenges, particularly in a refugee setting where stability is often compromised. Comparing this with Isabel’s adolescent stage and Maria’s adult phase underscores the importance of tailored, stage-appropriate interventions. Practitioners must consider each person’s developmental needs in their cultural and environmental contexts to promote healthy growth and well-being across the family unit.

References

• Bowlby, J. (1969). Attachment and Loss: Volume I. Attachment. Basic Books.
• Cummins, J. (2000). Language, Power, and Pedagogy: Bilingual Children in the Crossfire. Multilingual Matters.
• Erikson, E. H. (1963). Childhood and Society. W. W. Norton & Company.
• Fazel, M., Reed, R. V., Panter-Brick, C., & Stein, A. (2012). Mental health of displaced and refugee children resettled in low-income and middle-income countries: risk and protective factors. The Lancet, 379(9812), 250-265.
• Fowler, J. (1981). Stages of Faith: The Psychology of Human Development and the Quest for Meaning. Harper & Row.
• Kirst-Ashman, K. K., & Hull, G. H. (2018). Understanding Human Behavior and the Social Environment. Cengage Learning.
• Papalia, D. E., & Feldman, R. (2015). Experience Human Development. McGraw-Hill Education.
• Piatelli, J. (2017). Growth and Development During the Toddler Years. Pediatrics, 140(3), e20171724.
• Piaget, J. (1952). The Origins of Intelligence in Children. International Universities Press.
• Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.