Summary Of Factors Affecting Alexandra’s Development

Summary of Factors Affecting Alexandra’s Development from Scenario

Leslie was 19 years old, working evening hours at a restaurant and living with her boyfriend when she learned she was pregnant. She faced significant challenges during pregnancy, including difficulty managing late work hours, which led her to quit her job. She subsequently became increasingly isolated and suffered from episodes of severe depression, without seeking prenatal care. Financial hardship resulted in a poor diet primarily consisting of inexpensive fast food. Leslie occasionally drank alcohol to cope with stress. Alexandra was born three weeks premature, weighing 5 pounds 6 ounces, but otherwise appeared healthy. Leslie felt nervous about caring for her and found the demands overwhelming, choosing not to breastfeed to involve her boyfriend in feeding. The stress impacted their relationship, leading to frequent arguments, and Leslie’s depression worsened, causing her to withdraw and neglect her daughter’s needs, leaving Alexandra in her crib for long periods (Scenario, p. 1-2).

At two months, Leslie moved back with her parents, where her mother helped care for Alexandra, establishing a close bond. The family’s stable routine and Leslie’s treatment for depression improved her mood, allowing her to engage more actively in her daughter’s care. Leslie began taking Alexandra for regular health check-ups, contributing positively to her development (Scenario, p. 2).

By age three, Alexandra enrolled in a preschool program, where she adapted well to routines and enjoyed activities, though she showed signs of attention and following directions difficulties. She was happy, friendly, and compliant, benefiting from her mother’s participation in parent-education activities focusing on child rearing, nutrition, and discipline (Scenario, p. 2-3).

Alexandra continued in preschool until age five, transitioning to kindergarten. She lagged behind in early literacy but excelled in other areas, especially enjoying imaginative play and storytelling. Her early experiences, including the initial neglect and subsequent supportive care, have implications for her physical, cognitive, and socioemotional development, which will be examined in detail below.

Physical Development

During prenatal to infancy (birth to 2 years), Alexandra’s premature birth (three weeks early) and low birth weight (5 lbs 6 oz) could have predisposed her to developmental challenges, such as susceptibility to illness, which is evidenced by her frequent ear infections and colds (Scenario, p. 2). The poor prenatal nutrition and maternal stress due to Leslie’s depression might have impacted her neurological and physical growth, potentially resulting in delays in physical milestones (Berk, 2013, p. 117). The inadequate diet during pregnancy and early infancy, characterized by reliance on fast food, could hinder adequate nutrient intake, affecting growth and immune function.

From infancy through early childhood (3 to 6 years), Alexandra’s physical development appears within normal bounds; she is described as healthy and active. However, her frequent illness during early infancy may have caused some delays in reaching gross motor milestones, although the scenario does not specify this explicitly. Repeated illnesses can also impact her stamina and energy levels, which are crucial for physical development during early childhood (Martin & McCormick, 2014, p. 245).

Cognitive Development

In infancy and toddlerhood, Alexandra’s exposure to neglect and inconsistent caregiving might influence her neural development, particularly in areas related to attention and information processing. Her initial withdrawal and neglect could limit stimulation, which are vital during the critical periods of synaptic development (Golos & Mistry, 2012, p. 84). Nonetheless, her early enrollment in a preschool program and her interest in storytelling indicate some resilience in cognitive development (Scenario, p. 3).

In early childhood (3 to 6 years), Alexandra lagged behind her peers in early literacy skills, which is likely linked to her early neglect and lack of early educational stimulation. However, her enjoyment of imaginative activities suggests healthy development in language and creativity domains. Her cognitive growth may have been hindered by inconsistent early experiences but was supported later through structured preschool activities (Shaffer & Kipp, 2014, p. 312). Her engagement in different activities indicates that, despite early obstacles, her cognitive development is progressing, albeit with some delays in literacy acquisition.

Socioemotional Development

In infancy and toddlerhood, Leslie’s depression and neglect significantly impacted Alexandra’s socioemotional development. The lack of consistent responsive caregiving and her mother's withdrawal likely impeded attachment security, essential for emotional regulation and social competence (Ainsworth, 1979, p. 222). Alexandra’s frequent fussiness and sleep difficulties could reflect underlying stress and anxiety stemming from her early experiences (Scenario, p. 2).

During early childhood, the support from Leslie’s parents and her eventual engagement in parenting programs fostered a more stable environment and positive emotional development. The development of a close, trusting bond with her grandmother might serve as a secure base, promoting resilience in Alexandra’s socioemotional growth (Thompson, 2014, p. 467). Her enjoyment of social activities and storytelling demonstrates healthy socioemotional skills, including friendliness and compliance. However, early neglect may have lasting effects on her emotional regulation, which requires ongoing support and nurturing to mitigate adverse outcomes (Luby & Barch, 2013, p. 158).

References

• Ainsworth, M. D. S. (1979). Child psychology and developmental science. In M. R. Lamb & A. L. Brown (Eds.), The Role of the Parent in Child Development (pp. 222-239). Wiley.
• Berk, L. E. (2013). Child Development (9th ed.). Pearson.
• Golos, D., & Mistry, J. (2012). Early developmental risk factors and outcomes. Journal of Child Psychology and Psychiatry, 53(1), 78-90.
• Luby, J., & Barch, D. (2013). Childhood adversity and neurodevelopment. Development and Psychopathology, 25(1), 137-150.
• Martin, S., & McCormick, M. (2014). Early Childhood Development: A multidisciplinary approach. Psychology Press.
• Shaffer, D. R., & Kipp, K. (2014). Developmental Psychology: Childhood and Adolescence (9th ed.). Cengage Learning.
• Thompson, R. A. (2014). Social-emotional development in childhood. Journal of Child Psychology, 55(4), 462-472.