Part 1: Writing A Playread — The Articles Assigned For This

Part 1 Writing A Playread The Articles Assigned For This Topic And Co

Part 1: Writing a Play Read the articles assigned for this topic and conduct additional research on the Internet or through the GCU Library. Use your knowledge to write a one-act play about a small group of friends. Through the dialogue, the children should exhibit evidence of being in the concrete-operational period of cognitive development. Be as creative in the dialogue of your scene as you can, remembering that at this stage, children, according to the textbook, become "less egocentric, rarely confuse appearances with reality, and are able to reverse their thinking." Set the scene and include acting and stage direction, if necessary and appropriate. Your creative work should be between words. Give your play a name. Part 2: Summary Write a summary of approximately 200 to 300 words in which you analyze and explain ethical and cultural strategies for promoting resilience, optimum development, and wellness in middle childhood.

Paper For Above instruction

Introduction

The assignment prompts the creation of a one-act play illustrating children in the concrete-operational cognitive stage, along with a summary analyzing ethical and cultural strategies for promoting resilience and development in middle childhood. This essay will first present the play, depicting a small group of friends demonstrating characteristics typical of this developmental period, followed by an analytical summary.

Part 1: Play Script

Title: "The Great Treehouse Debate"

Scene Setting: A sunny afternoon at a neighborhood park, where a group of four friends—Emma, Jake, Lily, and Marcus—gather around a large oak tree. They are planning to build a treehouse together.

Characters:

- Emma: Curious and logical, enjoys solving problems.

- Jake: Enthusiastic but sometimes forgets others' perspectives.

- Lily: Thoughtful and considerate, able to see things from different angles.

- Marcus: Playful and inventive, likes to challenge ideas.

Stage Directions: The children sit on the grass in a semi-circle, with tools and sketches spread out before them. Emma holds a map of their planned treehouse.

Dialogue:

Emma: "Okay, guys, if we build the ladder on the left side of the tree, it will be easier to climb up, but then the sun will hit it in the morning."

Jake: "I think it doesn't matter where we put the ladder. We just need to make sure it's sturdy."

Lily: "But Jake, if we place it on the east side, it gets sunlight in the morning and cool shade in the afternoon. That way, it’s comfortable all day."

Marcus: "What if we put the entrance on the south side? That way, more friends can come in from different directions."

Emma: "Wait, Lily, you said the sunlight affects comfort. Jake, you mentioned sturdiness, but what about safety? We need the ladder to be safe, even if it’s on the shade side."

Jake: "Oh, I see. So, we need to think about how all these factors work together."

Lily: "Exactly. We can draw a diagram to see how everything fits."

(They crowd around Emma’s sketch, discussing how their ideas relate and change as they think through the problem.)

Stage Direction: The children actively listen, build on each other’s ideas, and revise their plans, demonstrating their ability to reverse thinking and understand multiple perspectives.

Part 2: Summary Analysis

In middle childhood, fostering resilience and wellness requires integrating ethical and cultural strategies that support children's holistic development. Resilience refers to the capacity of children to adapt positively in the face of challenges, and promoting it involves creating safe, nurturing environments that respect diverse backgrounds. Culturally responsive practices recognize the unique values, traditions, and experiences of children from various cultural contexts, encouraging a sense of belonging and identity, which are vital for resilience.

Educational and community programs should emphasize inclusivity, teaching children coping skills, emotional regulation, and problem-solving in culturally sensitive ways. For instance, incorporating culturally relevant stories and practices helps children see their values reflected and appreciated, bolstering self-esteem and cultural pride. Equally important are ethical strategies that promote fairness, respect, and empathy, fostering social connectedness and reducing vulnerabilities to mental health issues.

Furthermore, fostering collaboration between families, schools, and community organizations aligns with ethical principles of respect and empowerment, promoting an environment that supports emotional well-being and healthy development. Supporting teachers and caregivers through training in cultural competence ensures they can effectively address the diverse needs of children, making interventions more meaningful and sustainable.

Research highlights that resilience is most effectively promoted through approaches that combine individual strengths with supportive community networks, which acknowledge and celebrate cultural diversity. These strategies not only buffer against stress but also enhance children’s capacity for cognitive, social, and emotional growth. Hence, promoting resilience in middle childhood through culturally and ethically informed practices leads to more equitable opportunities for optimal development and lifelong wellness.

References

1. Masten, A. S. (2014). Ordinary magic: Resilience in development. Guilford Publications.

2. Dodge, K. A., & Pettit, G. S. (2003). A biopsychosocial model of the development of conduct problems. Developmental Psychopathology, 15(3), 743–770.

3. Williams, D. R., & Mohammed, S. A. (2009). Discrimination and racial disparities in health: Evidence and needed research. Journal of Behavioral Medicine, 32(1), 20–47.

4. National Scientific Council on the Developing Child. (2015). Supportive relationships and active skill-building: Strategies for promoting resilience.

5. Sleeter, C. E., & Grant, C. A. (2009). Making choices for multicultural education: Five approaches to race, class, and gender. Wiley.

6. Ungar, M. (2011). The social ecology of resilience. Resilience, Trauma, and Adolescents: Strengths-Based Approaches to Prevention and Intervention, Springer.

7. Banks, J. A. (2008). An introduction to multicultural education. Pearson.

8. Garrett, P. M., & Little, S. G. (2019). Culturally responsive social-emotional learning. School Psychology International, 40(4), 321–337.

9. Lee, S. Y., & Zhou, M. (2017). The dynamics of cultural resilience. Cultural Diversity and Ethnic Minority Psychology, 23(3), 322–330.

10. World Health Organization. (2018). Mental health promotion and resilience: Strategies for children.