In This Assignment You Will Take An Inventory Of Your Own Li
In This Assignment You Will Take An Inventory Of Your Own Life And An
In this assignment, you will take an inventory of your own life and answer the following questions in a one-page response. You will be required to write this assignment using the APA, 7th edition format. This means you will have a cover page and bibliography page.
1. Identify the stage of physical, psychological, and social development of the person in the scenario. You will identify the specific physical stage of development based on information in the scenario. You will identify the psychological stage using a relevant theory. You will identify the stage of social development based on a recognized theory.
2. Identify specific environmental responses that are impacting development. For example, if the person lives in poverty, then this may be a factor, but you also need to explain why you believe it to be so. It could very well be policies and laws that impact development.
3. You must write in complete sentences and again, in APA.
Paper For Above instruction
The scenario presents Malik, a three-year-old boy living in an impoverished, high-crime area with his mother and two siblings. To analyze Malik's developmental stages, we must consider physical, psychological, and social aspects based on established theories and observations from the scenario.
Physical Development
Malik's physical development appears to be within the typical range for his age but with some signs of potential delay or concern. He can catch and kick a ball, indicating gross motor skills are developing appropriately for a three-year-old. However, the report that Malik does not like to run or jump could suggest some delays in gross motor development or issues related to his environment, such as a lack of safe outdoor space or encouragement to engage in physical activity. According to the CDC's developmental milestones (CDC, 2021), a child at three years should be able to run and jump with confidence, but Malik's reluctance might be linked to psychological or environmental factors.
Psychological Development
Using Erik Erikson’s psychosocial stages, Malik is in the "Initiative vs. Guilt" stage, which occurs roughly between ages 3 and 6. At this stage, children assert control over their environment and develop a sense of initiative (Erikson, 1963). Malik's clinginess, difficulty separating at daycare, and his emotional responses to scolding and behaviors such as crying when scolded or refused a toy demonstrate struggles with developing autonomy and confidence. His reaction to scolding and being called a "big boy" indicates feelings of guilt and shame, which may hinder healthy psychosocial development at this age (Lachman & Lachman, 2010). Malik's limited speech (20-30 words) and difficulty potty training further reflect ongoing psychological development, possibly influenced by environmental factors and his emotional well-being.
Social Development
In terms of social development, Malik appears to be experiencing challenges with peer interactions. He does not like playing with other children, struggles to share, and is disliked by his peers. According to Piaget’s theory of social development (Piaget, 1932), children around this age are developing social awareness and learning cooperative play skills. Malik's preference to play alone and difficulty sharing suggest delays or difficulties in mastering sharing and cooperation, typical of the preoperational stage. His limited social skills may be rooted in environmental factors, including limited positive peer interactions, the chaotic and unsafe environment he lives in, and limited maternal engagement due to his mother working two jobs (Vygotsky, 1978). Additionally, Malik's experience of frequent scolding and physical punishment may undermine positive social learning and attachment necessary for healthy social development.
Environmental Responses Impacting Development
Malik’s environment significantly impacts his development. Living in poverty exposes him to limited resources, unsafe neighborhoods, and a lack of stimulating opportunities for physical play and social interaction (Brooks-Gunn & Duncan, 1997). The high-crime area can contribute to Malik's reluctance to engage in outdoor activities or socialize with peers due to safety concerns, which may inhibit physical and social skill development. His mother’s economic situation means she must work two jobs, limiting her availability for emotional support and positive interaction with Malik, which is crucial during early childhood (Shonkoff & Phillips, 2000). Furthermore, her use of physical punishment and scolding might negatively influence Malik’s emotional regulation and social behaviors, perpetuating feelings of guilt and low self-esteem. Policies related to poverty and access to quality childcare profoundly affect developmental opportunities for children like Malik.
In conclusion, Malik’s physical, psychological, and social development is shaped by a blend of age-appropriate milestones and environmental influences. His living circumstances, parental behaviors, and community safety concerns play pivotal roles in his developmental trajectory, emphasizing the importance of holistic assessments and interventions to support children in similar contexts.
References
- Brooks-Gunn, J., & Duncan, G. J. (1997). The effects of poverty on children. Future of Children, 7(2), 55-71.
- Centers for Disease Control and Prevention (CDC). (2021). Developmental milestones. https://www.cdc.gov/ncbddd/actearly/milestones/index.html
- Erikson, E. H. (1963). Childhood and society. W. W. Norton & Company.
- Lachman, M. E., & Lachman, J. M. (2010). Developmental psychology (6th ed.). Wadsworth.
- Piaget, J. (1932). The moral judgment of the child. Kegan Paul, Trench, Trubner & Co.
- Shonkoff, J. P., & Phillips, D. A. (2000). From neurons to neighborhoods: The science of early childhood development. National Academies Press.
- Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.