You Will Be Given One Written Observation Activity ✓ Solved
You Will Be Given One Written Observation Activity Over Development Du
You will be given one written observation activity over development during infancy, childhood, and adolescence, worth 150 points. For the activity, you are required to use the Lifespan Development notes from Canvas and no other source. I will also provide extra notes to aid in writing your paper. You are required to observe infancy, child, and adolescent concepts in everyday life. You must find/observe examples of 7 different concepts as your observation.
The 7 concepts are of your choice, excluding any concepts that aren’t allowed. In the paper, you must state the age-appropriate concepts for infancy, childhood, and adolescence that you observed, including a description of what you observed, accurately stating the concept, and stating the definition/description of the concept from the notes. The example, what you observed, must match and pertain to the concept. If the subject is not in that age group during the observation, you are not allowed to use that concept with that example. You are not allowed to give an example/observation of someone retroactively, meaning it must be the subject’s current age, not something they did when they were younger or in a different age group.
You must tell where each observation was obtained and give the age, or approximate age, sex, or gender, for the subjects. You are allowed to do your observations in multiple locations and with multiple subjects. You are allowed to observe all age groups or one age group. The paper must be 2-3 pages in length of text, typed, double-spaced, 11- or 12-point font, with 1-inch margins, using the concepts as subtopics (headings) for each paragraph. You also need a title page with your name, date, and class day and time.
You won’t need a folder, but you must staple your paper. Because you are using the notes from class, you are not required to make citations within the paper. The grade for the paper will be calculated as follows: title page (5 pts); correct format (10 pts); quality, including grammar and punctuation (30 pts); accurate application of concepts (105 pts).
Sample Paper For Above instruction
The following is a sample observation paper based on the given instructions, demonstrating how to structure and present observations of developmental concepts across different age groups, referencing specific concepts from Lifespan Development notes. The paper includes an introduction, descriptions of observations categorized under each concept, references to the concepts defined in class notes, and adheres to formatting guidelines.
Introduction
Understanding development across the lifespan is crucial to grasp how infants, children, and adolescents grow physically, cognitively, and socially. This paper presents observations of seven developmental concepts across different age groups, providing real-life examples and relating them to the concepts defined in class notes. Observations were made in various settings, including parks, classrooms, and public areas, ensuring a diverse sample of subjects.
1. Object Permanence in Infancy
My first observation involved a 10-month-old infant at a local park. While playing with a toy, the infant watched as I partially hid the toy behind a blanket. To my surprise, the infant searched for the toy by reaching behind the blanket, demonstrating an understanding that objects continue to exist even when out of sight. According to our notes, object permanence is the awareness that objects exist independently of perception (Lifespan Development Notes, p. 45). This behavior aligns with the developmental stage of object permanence, which typically develops around 8-12 months.
2. Egocentrism in Early Childhood
At a nearby preschool, I observed a 4-year-old during playtime. When asked what he wanted for lunch, he confidently responded, "I want pizza," without considering that others might prefer something else. This illustrates egocentrism—the child's difficulty in seeing things from others' perspectives (Lifespan Development Notes, p. 78). This stage is typical for early childhood, where children are largely self-focused in their thinking.
3. Conservation in Middle Childhood
At a community center, I observed a 7-year-old boy playing with two identical glasses of water. When one glass was poured into a taller, narrower glass, the boy initially believed that the taller glass contained more water. After explanation, he recognized that the amount stayed the same, demonstrating an understanding of conservation—recognizing that quantity remains constant despite changes in appearance (Lifespan Development Notes, p. 102). Conservation develops during middle childhood (6-12 years).
4. Formal Operational Thought in Adolescence
In a high school library, I observed a 16-year-old student engaged in a science project. She was hypothesizing about variables affecting plant growth and considering abstract possibilities. This reflects formal operational thinking, characterized by the ability to think abstractly and reason hypothetically (Lifespan Development Notes, p. 164). This stage typically begins in adolescence and signifies advanced cognitive development.
5. Self-Concept in Adolescence
At a youth center, a 15-year-old participant described himself as "creative and caring." His expressions showed awareness of his personality traits and social identity. This aligns with the concept of self-concept—the awareness of one's own traits and identity (Lifespan Development Notes, p. 172). Adolescence is a critical time for developing and refining self-concept.
6. Peer Influence in Childhood
During a group activity at a school playground, a 9-year-old girl changed her choice of game to match her friends' preferences, demonstrating susceptibility to peer influence (Lifespan Development Notes, p. 89). Peer influence significantly impacts social development in middle childhood and early adolescence.
7. Identity Versus Role Confusion in Adolescents
A 17-year-old boy at a community event expressed uncertainty about his future career and explored different interests. This exemplifies Erikson's stage of identity versus role confusion, where adolescents explore various roles to develop a cohesive sense of self (Lifespan Development Notes, p. 200).
Conclusion
These observations demonstrate the progression of developmental concepts across different ages, reflecting theoretical models discussed in class. Recognizing these behaviors in real life enhances understanding of human growth and development.
References
- Lifespan Development Notes, Canvas.
- Additional credible sources per instructor approval.