Select One Individual From Each Life Span Group ✓ Solved

Select One Individual From Each Of The Following Life Span Divisionse

Select one individual from each of the following life span divisions: Early childhood, Middle childhood through adolescence, and Adulthood. Observations should be completed using the Observation Form, with each observation documented as a clinical style report that objectively describes observable behaviors. Assign a code name to each individual to protect their identity, and conduct observations in a public setting such as a day care, school, or workplace.

For each observation, provide specific, objective descriptions of behaviors related to physical characteristics, motor development, language development, socioemotional development, and response to interaction with others. Avoid subjective opinions or judgments. Ensure the signature of a supervisor or contact information is included, meeting specific formatting requirements. Observations will be evaluated based on thoroughness, adherence to protocol, and proper formatting, contributing to a total project grade of 100 points.

Sample Paper For Above instruction

Introduction

The Human Observation Project involves observing individuals across three distinct stages of the human lifespan: early childhood, middle childhood through adolescence, and adulthood. The purpose is to objectively record behaviors related to physical, motor, language, socioemotional development, and responses to social interactions. This paper documents observations of three individuals, each representing a different life span category, conducted in public settings with ethical considerations such as anonymity and supervisor verification.

Observation 1: Early Childhood

The first observation was conducted in a community park, observing a child aged approximately 3–4 years, referred to as "Miss Brown Eyes." The environment was busy, with children playing and adults supervising. The child's physical appearance was characterized by chubby cheeks, short curly hair, and bright eyes.

Motor development was observed in the child's ability to run, jump, and climb. The child demonstrated coordination, such as climbing the jungle gym with ease and maintaining balance while running. Language development was assessed through the child's speech, which consisted of simple sentences like "I want cookie" and "Look at me." The child's socioemotional responses were evident in their interaction with peers, sharing toys and displaying empathy by comforting a crying peer. Response to interaction showed understanding of social cues, as the child responded positively to adult guidance and initiated play with others.

Observation 2: Middle Childhood/Adolescence

The second observation was carried out during a basketball practice at a school gym, involving an adolescent male, coded as "Giggling Athlete." He appeared physically healthy, with an athletic build suitable for his age. Motor responses included proficient dribbling, running, and coordination in team activities.

Language development was evident in complex sentences used in communication with teammates and coaches, such as instructions or strategic discussions. Socioemotional development was apparent in his enthusiasm, competitiveness, and camaraderie. The adolescent displayed positive responses to social interactions, encouraging teammates, and reacting appropriately to feedback and competition. His responses indicated a developing self-awareness and social skills typical of middle adolescence.

Observation 3: Adulthood

The third observation took place in a workplace break room involving an adult woman, coded as "Miss Professional." She appeared professionally dressed, with features typical for early to middle adulthood. Her physical characteristics included steady posture and active engagement in her environment.

Motor responses observed included typing on a computer, reaching for documents, and walking with a purpose. Language development was demonstrated during brief conversations with colleagues, using clear, formal language. Socioemotional responses included collaborative interactions with coworkers, offering assistance, maintaining positive body language, and reacting appropriately to discussions. Her responses to social interactions were indicative of an individual with well-developed socioemotional skills aligned with her stage of adulthood.

Conclusion

The observations across the three lifespan categories illustrate the developmental differences and progression of physical, motor, language, and socioemotional skills. The structured approach ensured objective documentation, contributing to a better understanding of human development across different ages.

References

• Berger, K. S. (2014). The Developing Person Through Childhood and Adolescence. Worth Publishers.
• Piaget, J. (1972). The psychology of the child. Basic Books.
• Erikson, E. H. (1968). Identity: Youth and crisis. W.W. Norton & Company.
• Gallagher, S. (2014). Developmental Psychology. Cengage Learning.
• 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.
• Collins, W. A., & Laursen, B. (2014). Parent–child relationships and development. In R. M. Lerner (Ed.), Handbook of Child Psychology.
• Harter, S. (2012). The Construction of the Self: Developmental and Socio-Cultural Foundations. Guilford Publications.
• Berk, L. E. (2017). Development Through the Lifespan. Pearson.
• Sheldon, S., & King, L. (2001). Why positive psychology is necessary. The Journal of Positive Psychology, 1(1), 1-16.