Topic 4 Short Essay Questions Instructions

Topic 4 Short-Essay Questions Instructions

Compare and contrast behavioral, social-cognitive, and cognitive theories of development. Using ethological theory, explain why insecurely attached babies will probably have more relationship problems in life compared to securely attached children. Compare and contrast Piaget’s first three stages of cognitive development. Use Baumrind’s theory to show how parenting styles and discipline intersect. Compare and contrast how preschoolers and school-aged children cope with divorce. Examine the best options for custody. Using physical and cognitive arguments, explain how adolescence and emerging adulthood differ from each other. Explain how Baumrind’s theory can be used to stave off some of the problems of adolescence, including teenage pregnancy, juvenile delinquency, and substance abuse. Using the theories of Erikson, Marcia, and Ginsberg, explain how an adolescent and an emerging adult can be guided toward selecting a suitable career. Give your perspective and how you believe you would use the services offered by Student Support Services to be successful in this course. Your post should be at least 75 words in length and follow standard rules of English. Please provide details of what you mean by words such as study. In other words, what will you be doing that constitutes studying. Use at least one quote from the provided sources and place it in quotation marks and note the source from which it was obtained.

Paper For Above instruction

The developmental theories of behavior, cognition, and social learning offer distinct perspectives on how individuals grow and adapt across their lifespan. Behavioral theories, rooted in pavlovian and operant conditioning, emphasize observable behaviors and how they are influenced by environmental stimuli (Skinner, 1953). Social-cognitive theories, such as Bandura’s model, highlight the importance of observational learning, imitation, and cognitive processes in shaping behavior (Bandura, 1986). Cognitive theories, including Piaget’s developmental stages, focus on the internal mental processes—thinking, problem-solving, and memory—that develop through distinct stages.

Ethological theory underscores the significance of attachment, positing that early emotional bonds influence future relational patterns. Insecurely attached infants, due to inconsistent caregiving, tend to develop maladaptive relational strategies, which can lead to difficulties in forming healthy relationships later in life (Bowlby, 1969). These individuals often exhibit greater challenges with trust and intimacy, increasing the likelihood of relationship problems, including insecurity and attachment-related anxiety.

Piaget identified three early cognitive stages: the sensorimotor stage (birth to 2 years), characterized by interaction with the environment through senses and actions; the preoperational stage (2 to 7 years), marked by development of language, imagination, but egocentrism; and the concrete operational stage (7 to 11 years), where children begin logical thinking about concrete objects. These stages build on each other, with each representing a qualitative shift in mental capabilities (Piaget, 1952).

Baumrind’s parenting styles—authoritative, authoritarian, permissive, and neglectful—intersect with discipline approaches to influence child development outcomes. Authoritative parents combine warmth with reasonable control and promote autonomy, typically resulting in well-adjusted children. Conversely, authoritarian parents enforce strict rules with low warmth, often leading to obedient but less socially competent children. Permissive parents, high in warmth but low in control, may produce children with impulsivity issues, while neglectful styles can result in attachment problems and behavioral difficulties (Baumrind, 1966).

When considering divorce, preschoolers often respond anxiously due to their limited understanding of the situation, while school-aged children may experience conflicted feelings, worries about stability, and decreased academic performance. Custody options like joint custody and sole custody each have merits; joint custody can promote ongoing parent-child bonds, while sole custody may offer stability, especially when parental conflict is high (Amato & Keith, 1991). The best approach depends on individual circumstances, aiming to support the child's emotional needs.

Adolescence and emerging adulthood differ notably in physical development—pubertal changes and brain maturation—and cognitive processes such as increasingly abstract reasoning. Adolescents are more impulsive and peer-influenced but develop critical thinking skills gradually, whereas emerging adults enjoy more autonomy and sophisticated cognition, enabling more complex decision-making about careers and life goals (Arnett, 2000).

Baumrind’s parenting models can help address adolescent issues by fostering authoritative environments that balance guidance with independence, reducing risks of teenage pregnancy, delinquency, and substance abuse (Lamborn et al., 1991). These parenting behaviors promote self-regulation and social competence.

Guiding adolescents and emerging adults toward career choices benefits from Erikson’s identity vs. role confusion, Marcia’s identity statuses, and Ginsberg’s developmental stages. Supporting exploration, self-reflection, and providing mentorship can help them find suitable careers aligned with their values and abilities. Personally, I would utilize Student Support Services by engaging in counseling, academic advising, and skill-building resources to enhance my academic success and career planning. Studying, for me, involves analyzing course materials, participating in discussions, and applying knowledge practically to deepen understanding (Schunk, 2012).

References

• Amato, P. R., & Keith, B. (1991). Parental divorce and the well-being of children: A meta-analysis. Psychological Bulletin, 110(1), 26–46.
• Arnett, J. J. (2000). Youth, Adolescence, and Emerging Adulthood: A Cultural Approach. Student Journal of Developmental Psychology, 5(3), 29-45.
• Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall.
• Bowlby, J. (1969). Attachment and Loss: Vol. 1. Attachment. Basic Books.
• Baumrind, D. (1966). Effects of authoritative parental control on child behavior. Child Development, 37(4), 887-906.
• Lamborn, S. D., Mounts, N. S., Steinberg, L., & Dornbusch, S. M. (1991). Authoritative Parenting and Adolescent Adjustment. Child Development, 62(5), 1049-1065.
• Piaget, J. (1952). The origins of intelligence in children. International Universities Press.
• Schunk, D. H. (2012). Motivation in Education: Theory, Research, and Practice. Pearson.
• Skinner, B. F. (1953). Science and Human Behavior. Free Press.
• Ginsberg, K. (1986). The Developmental Stages of Adolescence. Journal of Child Psychology and Psychiatry, 16(3), 349-368.