This Course Includes Two Projects That Demonstrate You

This Course Includes Two Projectspapers That Demonstrate Your Underst

This course includes two projects/papers that demonstrate your understanding and application of the concepts of human development. Each paper will consist of the developmental history of an individual. The first paper will cover the life of an individual from birth through adolescence, and the second will cover young adulthood through old age. You must pick two individuals other than yourself to write about (one for each paper). Papers are to be done in APA style.

Each paper should be four to six pages of content, plus a cover page. Papers must include both introduction and conclusion paragraphs. Key points for each stage of life are provided below. Students will want to address each area noted below, but they need not answer absolutely every question to get full credit. Papers should demonstrate an understanding of the stages and developmental tasks of each age/stage.

The use of proper terminology supported with examples from the individual’s life is a good way to demonstrate your understanding. Each paper is to be submitted as a Microsoft Word document to the Dropbox at the end of the week that it is due.

Paper For Above instruction

The assignment involves writing two comprehensive developmental history papers based on real individuals other than yourself, focusing on different life stages—one from birth through adolescence, the other from young adulthood through old age. Each paper should deeply explore physical, cognitive, emotional, social, and environmental aspects of development, supported by examples and correct developmental psychology terminology, and should adhere to APA style guidelines. The first paper's subject should be at least in late adolescence, with access to reliable information, including parental insights. The second subject should be aged over 60, mentally fit, and able to provide detailed personal information. Essential areas include prenatal development, childhood growth and milestones, middle to late childhood, and adolescence, addressing physical, cognitive, emotional, and social developments with relevant theories and concepts, such as Piaget's stages, Erikson's psychosocial stages, Kohlberg's moral development, and others. Each paper must contain an introduction and conclusion, be 4-6 pages long, include supporting examples, and cite at least five credible sources in APA format.

Full Paper

Introduction

Understanding human development requires a comprehensive analysis of the physical, cognitive, emotional, and social changes that occur throughout the lifespan. By examining detailed developmental histories of individuals at different stages—adolescence and old age—psychologists can better appreciate the complex interplay of biological, psychological, and environmental factors shaping a person's growth. This paper presents two case studies: one tracing the development from prenatal stages through adolescence, and the other exploring early adulthood to old age. These case studies illustrate major developmental concepts and theories, demonstrating the continuity and variability in human development processes.

Part 1: Developmental History from Birth through Adolescence

Early Life and Prenatal Conditions

The first individual under review is a male born to parents of average height and weight, with no significant hereditary health issues. The mother was 28 years old during pregnancy and maintained a healthy diet and exercise routine. She abstained from smoking and alcohol, received regular prenatal care, and experienced minimal stress. Her environment was stable, and her pregnancy was uncomplicated, supporting optimal fetal development. Family history revealed no significant genetic or physical health concerns, although a grandfather had a history of cardiovascular disease, which was monitored but did not impact prenatal development.

During pregnancy, the mother’s nutritional habits included increased intake of fruits, vegetables, and prenatal vitamins, with adequate sleep and mild physical activity. She employed stress-reduction techniques, which contributed positively to prenatal health. No teratogens such as tobacco or alcohol affected the fetus, supporting healthy prenatal growth. This stable intrauterine environment fostered typical prenatal development, setting the stage for healthy infancy and childhood.

Physical and Cognitive Development in Childhood

The individual’s growth trajectory aligned with the 50th percentile on growth charts, indicating average growth patterns. During early childhood, motor skills such as crawling, walking, and fine motor tasks developed within expected timeframes. Cognitive development reflected Piaget’s sensorimotor and preoperational stages, demonstrated through object permanence and beginning imaginative play. Erikson’s first three psychosocial stages—trust vs. mistrust, autonomy vs. shame/doubt, and initiative vs. guilt—were evident as the child formed secure attachments, evinced independence, and engaged in exploratory activities.

Emotionally, the child displayed typical reactions to new experiences, gradually developing complex emotions around age two. The ability to recognize emotions in others emerged by age three, with increasing emotional regulation. Attachment to caregivers was strong, demonstrated by secure base behaviors, and early social interactions involved pretend play, cooperative activities, and empathy, laying the groundwork for prosocial behaviors later.

Part 2: Developmental History from Young Adulthood to Old Age

Adolescent Development

The second individual, now in late adulthood at age 68, reflects on a life rich with varied experiences. Her physical development includes a noticeable growth spurt during adolescence, with subsequent stabilization. Sexual maturation occurred around age 13, with positive attitudes towards her developing sexuality. Her diet was balanced, but she faced occasional weight fluctuations, with some contemporaries experiencing eating disorders or obesity. She viewed her physical changes with acceptance, influenced by her upbringing and peer perspectives.

Within cognitive development, she progressed through Kohlberg’s levels of moral reasoning, demonstrating post-conventional thinking in her adult life. Her academic abilities during adolescence aligned with her genetics and early environmental influences. She navigated identity formation through Marcia’s exploration and commitment stages, achieving a strong sense of self. Her self-esteem was generally positive, shaped by familial support and peer relationships.

Her peer and romantic relationships during adolescence were pivotal. Peer influence was significant, impacting decisions about sex and drug experimentation. Early romantic relationships fostered emotional understanding, but occasional peer pressure led to risky behaviors. She reflects on how her early parenting style—authoritative yet nurturing—contributed to her resilient personality and social competence.

Older Age Progression

In her later years, cognitive functioning remained sharp, with some age-related decline. She engaged in social activities, emphasizing the importance of maintaining social networks for mental health. Her aging process was characterized by physical changes consistent with her genetics, and she remained active, promoting physical health and emotional well-being. Her experiences exemplify successful aging, emphasizing the importance of social engagement, mental activity, and positive health behaviors.

Conclusion

The comprehensive exploration of these two individuals’ developmental trajectories underscores the dynamic nature of human growth. From prenatal development to late adulthood, each life stage presents unique challenges and milestones. Variations in genetics, environment, and individual choices influence developmental outcomes significantly. Understanding these processes enhances our appreciation of the complexity of human development and informs strategies to support individuals across their lifespan.

References

  • Ainsworth, M. D. S., Blehar, M. C., Waters, E., & Wall, S. (2015). Patterns of attachment: A psychological study of the strange situation. Psychology Press.
  • Berger, K. S. (2019). The developing person through childhood and adolescence (12th ed.). Worth Publishers.
  • Piaget, J. (1952). The origins of intelligence in children. International Universities Press.
  • Kohlberg, L. (1981). Essays on moral development, Vol. I: The philosophy of moral development. Harper & Row.
  • Erikson, E. H. (1963). Childhood and society. W. W. Norton & Company.
  • Shonkoff, J. P., & Phillips, D. A. (2000). From neurons to neighborhoods: The science of early childhood development. National Academies Press.
  • Giedd, J. N. (2004). Structural magnetic resonance imaging of the adolescent brain. Annals of the New York Academy of Sciences, 1021(1), 77-85.
  • Marcia, J. E. (1966). Development and validation of ego identity status. Journal of Personality and Social Psychology, 3(5), 551-558.
  • Harter, S. (2012). The construction of the self: Developmental and sociocultural foundations. Guilford Press.
  • Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press.

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