PSYC 290 Week 3 Essay Questions

PSYC 290 Week 3 Essay Questions

Name

Chamberlain University

PSYC-290 Lifespan Development

Prof. Name

Date

Healthy Behavioral Practices and Physical Activity

My partner and I have actively engaged in promoting healthy behavioral practices and physical activity for our child, James, from an early age. We established a strong base for secure attachment, showing James that we would always be there for him during vulnerable moments (Boyd & Bee, 2015, p. 133). A significant example of this occurred when James was three years old and became afraid of monsters under his bed. This fear is quite typical for children of his age. I remember having a similar fear when I was that age. To help James manage this fear, I would listen to his concerns, look for the monster, and eventually reassure him that it was just a figment of his imagination. Through these interactions, James learned to trust us, which helped him achieve emotional regulation (Boyd & Bee, 2015). As Boyd and Bee (2015) suggest, children with secure attachments to their parents tend to experience fewer behavioral issues (p. 191). Additionally, Boyd and Bee define neglect as a failure to provide emotional and physical support (p. 156), which is crucial in preventing behavioral problems later in life.

In promoting physical activity, we noticed that James enjoys biking the most. While he also engages in playing catch and shooting mini-basketballs, biking remains his favorite. Following expert advice, we focused on keeping his activities fun to encourage continued participation (Gavin, 2018). We regularly take turns riding with James around the block, sometimes even involving his younger sister, Maricruz, to make it a family activity (Boyd & Bee, 2015).

Development of Language and Cognitive Skills

A formal assessment conducted by an early development specialist showed that James scored above average on language comprehension and production but below average in understanding quantitative relationships, counting skills, and age-appropriate reasoning tasks (Boyd & Bee, 2015). James began to sing songs from preschool, which were initially off-key, and he showed little interest in music. In an attempt to engage him, we took him to local performances targeted at children, hoping it would foster his interest in music and aid in his language development (Boyd & Bee, 2015).

In addition, I noticed James’ love for storytelling. While his stories were sometimes missing details, I encouraged him to fill in gaps by asking specific questions. This interaction appeared to help him during his developmental assessment, where he could tell more detailed and coherent stories (Boyd & Bee, 2015). Around this time, James began to tell small lies, a development linked to his growing theory of mind, which involves understanding others’ beliefs, desires, and behaviors (Boyd & Bee, 2015). I used these moments to teach him about empathy and the consequences of lying (Boyd & Bee, 2015; Cherry, 2019).

Adapting to Social Situations and Behavioral Problems

James exhibited some shyness when starting preschool, which I addressed by organizing a playdate with one of his classmates, helping him grow more comfortable in social settings (Boyd & Bee, 2015). However, we noticed some behavioral regressions after the birth of his baby sister. James began to imitate his sister’s babyish behaviors, showing more whining and demanding tendencies. Nonetheless, he also displayed pride in being the older sibling. We nurtured his prosocial behaviors by involving him in small tasks, like fetching his sister’s bottle or checking on her, which helped develop his altruistic side (Boyd & Bee, 2015).

Academic Progress of James

At the age of 4, James quickly mastered the alphabet and learned the corresponding sounds of the letters. By age 5, he was capable of reading simple rhyming books. His language skills continued to improve during his first-grade year, and he was soon reading books at both the first and second-grade levels. His language development was so pronounced that his first-grade report card highlighted his strengths in reading, writing, speaking, and listening (Boyd & Bee, 2015).

PSYC 290 Week 3 Essay Questions

Unfortunately, James has consistently struggled with mathematics since the age of 4. His report card noted that he required additional support in mathematical problem-solving and understanding concepts related to numbers and data (Boyd & Bee, 2015). To assist James in overcoming these difficulties, I introduced computer math games, board games, and dice games designed to make learning math fun and relatable (Boyd & Bee, 2015).

Personality and Behavioral Continuities

From an early age, James demonstrated appropriate social interactions with his peers. At the age of 3, James consistently showed cooperative behavior and maintained a friendly personality, which made him well-liked among his peers. His activity levels also remained steady from ages 3 to 6, with James displaying normal physical activity and maintaining a fit condition.

However, a novel issue arose when James turned 6—he began bed-wetting, which caused him significant embarrassment. To protect his self-esteem, I approached the situation with calmness and involved him in washing the sheets and remaking the bed. The cause of James’ bed-wetting is unclear, but the Mayo Clinic (2017) suggests that this is a common issue among 6-year-olds, potentially caused by factors such as a small bladder or anxiety. I suspect James’ bed-wetting may be related to the stress of the divorce (Boyd & Bee, 2015).

James’ Intelligence and Development

Howard Gardner’s theory of multiple intelligences includes verbal, logical-mathematical, spatial, musical, bodily-kinesthetic, naturalist, interpersonal, and intrapersonal intelligences. James demonstrated linguistic intelligence through his ability to sound out words since second grade, his daily reading habit, and his success in language arts. He even wrote and illustrated his first book. His verbal scores from the Wechsler Intelligence Scale placed him in the gifted range, with scores of 15 for Information, 17 for Vocabulary, 16 for Similarities, and 16 for Comprehension (Boyd & Bee, 2015).

In contrast, James struggled with logical-mathematical intelligence, experiencing frustration in third-grade math. His scores on math-related tests from the psychologist were below average, indicating difficulty in understanding math concepts and computations. Consequently, I sought help from a tutoring center specializing in math intelligence (Boyd & Bee, 2015). James also lacked musical intelligence, demonstrated by his off-key singing. However, he showed bodily-kinesthetic intelligence when he performed a hip-hop dance at the school talent show, doing an impressive job and enjoying the experience (Boyd & Bee, 2015).

Table: James’ Intelligence Development

Gender Role Socialization and Attitudes

At ages 6 and 8, James exhibited behaviors that reflected typical American gender role socialization. For example, he discriminated against his female classmates during recess, which I acknowledged as normal for his age, but I made sure to let him know that it was acceptable to play with girls if he chose to do so. I also assigned him chores traditionally associated with female roles, such as laundry. These actions reflect my more flexible attitude towards gender roles, which differs from traditional American views. I attribute this perspective to my personal experiences and evolving understanding of gender fluidity (Boyd & Bee, 2015).

My more progressive stance on gender roles stems from growing up in a time when transgender issues became more widely known, contrasting with the traditional views held by my parents who emigrated from Guatemala. As I became more informed, I taught James to develop open-minded and educated opinions about others, regardless of their gender identity or expression (Boyd & Bee, 2015).

Table: James’ Gender Role Socialization

Socioeconomic and Cultural Influences on Development

James was raised in a working middle-class family, with access to adequate resources for education, health, and psychological development. If James had been raised in a low-income family, his development might have been significantly different. Children from low-income families tend to experience high levels of stress, limited healthcare, and fewer intellectual stimuli. They also face physical challenges, such as higher rates of birth defects, poor nutrition, and recurring illnesses. Emotionally, children from such backgrounds often lack parental support and experience harsher disciplinary methods (Boyd & Bee, 2015).

Intellectually, low-income children are likely to score lower on IQ tests, progress slowly through cognitive development stages, and perform poorly in school. Socially, these children are at a higher risk for behavioral issues and exposure to violence, contributing to emotional problems such as post-traumatic stress disorder (PTSD). Without proper intervention, these challenges can follow them into adulthood (Boyd & Bee, 2015).

Academic Progress in Mathematics

At age eight, a psychologist’s report indicated that James’ performance in math concepts, math application problems, and math computation was below average. Despite this, I remained undeterred and continued taking him to his math tutor (Boyd & Bee, 2015). By the age of ten, James showed noticeable improvement in his ability to concentrate on tasks for longer periods, which positively impacted his math skills. Although he still struggled with grade-level math, particularly story problems, he would become discouraged quickly if he couldn’t figure out the correct procedure. However, his improved concentration and willingness to accept my help allowed me to guide him through sample problems, clarify misunderstandings, and help him develop problem-solving strategies independently. James’ efforts paid off, as reflected in his 5th-grade report card. He finally achieved a “grade-appropriate” status in areas such as mathematical problem-solving, understanding data, number concepts, graphical applications, and arithmetic computation (Boyd & Bee, 2015).

Social and Emotional Development

Socially, James has always adapted well. At ten years old, he gets along with most people, enjoys popularity among his peers, and participates in numerous social and after-school activities. To foster his positive social habits, I encourage him by allowing friends to visit our home and permitting him to stay at their homes as well. His only social challenge thus far has been the transition to a new school with older students. James has expressed concerns over urban legends he has heard regarding what happens to 6th graders in middle school. To ease his anxiety, I reassured him by sharing that I also heard similar stories when I was his age, and none of them turned out to be true (Boyd & Bee, 2015).

Emotionally, however, James has recently regressed. Two significant factors contributed to this regression. The first was my job promotion, which required me to travel frequently, disrupting both James’ and his sister Maricruz’s routines. James became noticeably moody and struggled to manage his emotions in my absence (Boyd & Bee, 2015). The second reason for his emotional regression was the introduction of my new boyfriend. James has become distant towards me and openly hostile towards my boyfriend, despite his best efforts to build a relationship with James. Although I find this situation difficult, I choose not to punish James for his behavior and reassure my boyfriend that James will eventually adjust (Boyd & Bee, 2015).

Changes in Parenting Style

My parenting style has evolved significantly since the preschool period. During those earlier years, my primary role was to encourage the development of prosocial behaviors and prepare James for the social world of school and friendships. At that time, I was James’ best friend and main support system as he began to explore the world with increasing curiosity and confidence. However, as James has grown, my role has shifted to providing more guidance and fostering his independence, particularly as he navigates the social and academic challenges of middle childhood (Boyd & Bee, 2015).

Academic Progress in Mathematics

Social and Emotional Development

Parenting Changes Over Time

References

Boyd, D. R., & Bee, H. L. (2015). Lifespan development. Boston: Pearson.

Cherry, K. (2019, March 15). Why Theory of Mind Is Important for Social Relationships. Retrieved from https://www.verywellmind.com/theory-of-mind-4176826

Gavin, M. L. (Ed.). (2018, June). Motivating Kids to Be Active (for Parents). Retrieved May 25, 2019, from https://kidshealth.org/en/parents/active-kids.html

PSYC 290 Week 3 Essay Questions

Boyd, D. R., & Bee, H. L. (2015). Lifespan development. Boston: Pearson.

Bed-wetting. (2017, October 26). Retrieved from https://www.mayoclinic.org/diseases-conditions/bed-wetting/symptoms-causes/syc-20366685