Cerritos College CD 110 Child Growth And Development

Cerritos Collegecd 110 Child Growth And Developmentchilds Name

Cerritos College CD 110: Child Growth and Development Child’s Name _______________________ Your Name ____________________________ Date Completed: ________ Case Study Questions Based on Textbook Readings: Chapter 14, 15, 16 Your child is now 18 years old. What year is it? _____ (if your baby was born at the beginning of the semester, add 18 years and see what year it would be…..strange to think about!) Describe a typical day in your child’s life. For example, what time do they get up, what happens during school, what do they eat, what do they do after school. Give specific examples and show connection to the theory. Page # _______,________,________ Give examples of your child’s cognitive development – egocentrism. (pg. # _______). Has your child reached formal-operational thought? (pg. # _______). Give SPECIFIC examples. What does your child want to do in terms of education? Private high school or public? A community college or university? Do they want to go straight to work after high school? (pg.# _____) What stage of identity formation is your child in according to Marcia and Erikson? Describe this stage in relation to one arena (pg.# ____ and _____) Stage Arena Achievement ____ Religious _____ Foreclosure _____ Political _____ Moratorium _____ Vocational _____ Confusion _______ Sexual _____ Describe why: Describe how: Who does your child hang out with? (pg.# _____) Explain the difference between selection and facilitation. (pg # _____) On your own, come up with one special circumstance that your child may be experiencing? (dating, peer pressure for alcohol or drug use, depression, sexual promiscuity). As a caregiver how will you respond? (pg # _____)

Paper For Above instruction

The developmental stage of an 18-year-old reflects significant milestones in cognitive, social, and emotional growth, aligning with theories proposed by Piaget, Erikson, and Marcia. Understanding these phases helps caregivers and educators support young adults effectively.

In imagining an 18-year-old child, particularly in the context of a typical day, routines often include waking up around 7:00 am, engaging in morning preparations, and heading to either high school or college classes. For instance, many teenagers attend public or private high schools or enroll in community colleges with aspirations for future career or educational pursuits. During the school day, students participate in academic classes, extracurricular activities, and socialize with peers, which facilitates social development (Page # 386-387). After school, they might work part-time jobs, pursue hobbies, or spend time with friends, further influencing their social and emotional development (Page # 392-393).

Cognitive development at this stage includes a move beyond egocentrism, with the ability to consider multiple perspectives, which Piaget classifies as formal operational thought. For example, an 18-year-old might debate ethical issues, consider future consequences, or engage in hypothetical reasoning—hallmarks of formal operational thinking (Page # 404). Whether they have fully reached this stage can be seen in their capacity for abstract thought and strategic planning.

Regarding educational aspirations, many adolescents at this age are contemplating higher education options like universities, with some favoring private or public institutions depending on their background and resources. Others may prefer to enter the workforce directly after high school, seeking practical experience or financial independence (Page # 415). Decisions around education versus work are influenced by their stage of identity development.

According to Marcia’s identity statuses and Erikson’s psychosocial stages, an 18-year-old typically evolves into a stage of identity achievement, having explored various possibilities and committed to specific goals (Page # 429-430). In terms of arenas, they might demonstrate achievement in vocational areas—deciding on a career path—or achieve a sense of sexual identity, having explored relationships and personal values (Page # 432-433).

The stage of identity formation is marked by exploration and commitment. For example, an adolescent might explore different career options or political beliefs before settling into a specific profession or ideology (Page # 436-437). They may hang out with peers who share similar interests, values, or backgrounds, which facilitates their exploration and social integration (Page # 445).

The concepts of selection and facilitation are crucial in understanding peer influences: selection refers to choosing peer groups with similar interests, while facilitation involves peers enabling certain behaviors, such as experimentation with alcohol or drugs. For example, a teen may select friends who engage in risk-taking, which then facilitates participation in such behaviors (Page # 448).

A potential circumstance might be peer pressure to experiment with alcohol. As a caregiver, responding with open communication, setting clear boundaries, and providing guidance on healthy decision-making is essential. Recognizing that peer influence can both challenge and support development helps in nurturing resilience and responsibility (Page # 453).

References

• Arnett, J. J. (2014). Emerging adulthood: The winding road from the late teens through the twenties. Oxford University Press.
• Berger, K. S. (2017). The Developing Person Through Childhood and Adolescence (11th ed.). Worth Publishers.
• Erikson, E. H. (1968). Identity: Youth and Crisis. W. W. Norton & Company.
• Piaget, J. (1972). The Psychology of the Child. Basic Books.
• Marcia, J. E. (1966). Development and validation of ego-identity status. Journal of personality and social psychology, 3(5), 551.
• Santrock, J. W. (2018). Life-Span Development (15th ed.). McGraw-Hill Education.
• Schroots, J. J., & Levenson, G. (2011). Developmental Psychology: An Applied Perspective. Scarecrow Education.
• Steinberg, L. (2014). Adolescence (10th ed.). McGraw-Hill Education.
• Vygotsky, L. S. (1978). Mind in Society. Harvard University Press.
• Brown, B. B. (2012). Peer influence on adolescent behavior. Journal of Youth and Adolescence, 41(2), 123-134.