As we approach the end of the course, it is time start putting all the pieces together. Before starting this week’s assignment, review the instructions for the final project found in week five. U
- 1 - 1 2 1. missing page number here on all pages as per APA format (see Ashford Writing Center - APA tab) [Jose Sanchez] 2. Child and Adolescent Development should be capitalized on all pages as per APA format (See Ashford Writing Center - APA tab) [Jose Sanchez] Running head: Child and Adolescent Development Child and Adolescent Development Lori Almazan Dr. Sanchez PSY104 08/09/2018 - 2 - 1 2 3 4 5 1. did not cite any of the sources throughout your paper you included on your References page as per APA format [Jose Sanchez] 2. below support your statements with research/theory and cite your sources [Jose Sanchez] 3. needed to follow the provided template to ensure you address all required topics throughout paper including 4 paragraphs per room (see template) and missing template headings and subheadings [Jose Sanchez] 4. need to clearly specify the 2 activities support them with research/theory identify the needed items/toys and support with research/theory lastly you need to clearly address the theme of the room and support it with research/theory this applies to all of the rooms your provide on this paper [Jose Sanchez] 5. to the yes ? [Jose Sanchez] Child and Adolescent Development Child and Adolescent Development I take this opportunity to express my gratitude to the city of Barton for giving an opportunity to present my proposal on the Helping Hands Reach community center. This proposal is designed to offer a community center for kids of all ages and their parents to be in a position to learn together and communicate better. This is the era whereby technology is making learning easier and more fun for the children of today. The center is dedicated to enhancing the physical, cognitive, and social-emotional development of the children that join it. The center as well offers babysitting and child care services, including early opportunities. The center provides care for infants and toddlers up to 2 years of age. But for preschooler’s ages 3 to 5 years and for school-age children who may need care before and/or after school and on other days when school is closed.
Age group 1 – infants The infant room has activities to enhance the child’s eye-hand movement. The room will be decorated with colors very attractive to the yes and decorations that will catch the attention of the baby. The parent will engage in the activity of using various kinds of toys to play with the infant. The toys are designed and aimed to teach the child different skills such as touch sound and sight. The child will be in a position to observe carefully their mothers activity and imitate them. This setting is structured to promote positive interaction between the child and the mother. And it does not only enhance interaction, but also the child will be able to see how other children and their mothers interact. Daily activities played in this room are games such as patty-cake and peek-a-boo. Patty cake is teaching the child more than you think. The game helps the child to develop language skills. Peek-a-boo, on the other hand, excites the infant’s senses, shapes gross - 3 - 1 1. same comments made in 1st room and they apply throughout paper [Jose Sanchez] Child and Adolescent Development motor skills, strengthens her visual tracking, promotes her social development and tickles the child’s sense of humor.
Age group 2 – toddlers The room should be equipped with toys like word puzzles, blocks that snap together and things with a hook to help them solve problems. With the assistance of their mothers, they will be able to solve critical problems to help them develop intellectually. Playing with puppets encourages imagination and abstract thinking while blocks assist toddlers to learn how to use both hands to finish a task and make fingers strong as they try to stack them. Puzzles enhance more knowledge about matching shapes and the ideas of in and out. Since most of the push toys have sound features, the child learns to focus on walking even when distracted by sensational kinds of stuff. An activity designed for this room is “try out textures” whereby a child uses a dark marker to trace letters of the alphabet and numbers onto a poster paper; then decorate the letters with textures items such as beans. The activity improves a child’s sense of touch, writings skills, and reading skills. Also playing an old-fashioned game of “I Spy” with a toddler and encourage him to recognize and classify different types of objects.
Ager group 3 – preschoolers The room will be filled with activities such as memory and puzzle games like “go fish” to allow preschoolers to intellectually work through a problem in order to find an answer. Preschoolers are able to think critically, logically and solve problems. Symbolic activities involve both the parent and caregivers to support a preschool cognitive development by playing symbolic games such as imaginary play which will help the preschool develop their natural curiosity about the world and develop their focus and attention. Toys like having a ball of a time will help the preschool dive deep into scientific exploration. For instance, when he throws a ball - 4 - [no notes on this page]Child and Adolescent Development and rolls down a slide, he realizes that different-size balls roll down slides at different speeds. This will horn their logical thinking which forms the foundation for “high-level thinking arising from basic tools” also referred to as physics for 4-year olds.
Age group 4 – school age The room will be equipped with toys such as jump rope, card and board games, musical instruments and science toys to refine their physical abilities, like large and motor skills. Peer relationships take on more importance, and the child will be more interested in playing with classmates that with older people. The room is fashioned in a manner that the school-age children can able to speak, write about, or act out positive values that they believe are significant. This age group requires people whom they can imitate, listen and get the source of inspiration from like inviting speakers. Making dramatic scripts will make the children imagine what their positive future looks like. These activities will enhance knowledge development that helps the child make daily decisions about the learning experiences.
Age group 5 - Older School-Age Children At this age, the older school-age children enjoy outdoor activities. The room needs to be large and equipped with toys like bicycles, scooters and line skaters. These prepare them to develop adult-like interests, hobbies, abilities and also may display a passion of becoming a collector. Boys go for activities like computer games and video games, girls reach still doing crafts and writing in diaries. These toys give children a mastery of sense and competence. Their Social/Emotional development is horned with a sense of feeling accepted in the community and start to take responsibility for their actions. - 5 - [no notes on this page]Child and Adolescent Development References Bergin, C. C., Bergin, D. A., Walker, S., Daniel, G., Fenton, A., & Subban, P. (2018). Child and Adolescent Development for Educators. Cengage AU.
Kochanska, G. (2017). Mutually responsive orientation between mothers and their young children: Implications for early socialization. In Interpersonal Development (pp. 141- 159). Routledge.
Yilmaz, R. M. (2016). Educational magic toys developed with augmented reality technology for early childhood education. Computers in Human Behavior, 54, 240-248.
