Distinguish among age-graded, history-graded, and non-normative influences on lifespan development. Cite an example of each in Sofie’s story at the beginning of this chapter.

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Assignment:

Essay: Write a 1000-1800 word essay addressing each of the following points/questions. Be sure to completely answer all the questions for each questions. Separate each section in your paper with a clear heading that allows your professor to know which question you are addressing in that section of your paper. Support your ideas with at least three (3) citations in your essay. Make sure to reference the citations using the APA writing style for the essay. The cover page and reference page do not count towards the minimum word amount.

1. What strengths and limitations do the clinical (or case study) method and ethnography have in common?

2. Distinguish among age-graded, history-graded, and non-normative influences on lifespan development. Cite an example of each in Sofie’s story at the beginning of this chapter.

3. What is epigenesis, and how does it differ from range of reaction and genetic–environmental correlation? Provide an example of epigenesis.

4. Links between family and community foster development throughout the lifespan. Cite several examples from our discussion that support this idea.

5. Why is genetic counseling called a communication process? Who should seek it?

6. Using your knowledge of X-linked inheritance, explain why males are more vulnerable than females to miscarriage, infant death, genetic disorders, and other problems.

7. Why is the period of the embryo regarded as the most dramatic prenatal period? Why is the fetal period called the “growth and finishing” phase?

8. What functions does REM sleep serve in young infants? Can sleep tell us anything about the health of the newborn’s central nervous system? Explain.

Select the room for which you have done the least amount of work thus far, and complete all the required elements in that room by addressing the prompts in the template.

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Expanded Outline with Completed Room for Community Center Proposal

 

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. Using the Community Center Proposal Template and the outline you created in week three, you will complete the following steps:

 

  • Write the introduction to your proposal (One paragraph)
  • Add the three physical development activities that you created in week two into the appropriate room in the template. Make sure to incorporate any instructor feedback.
  • Add the cognitive development activity and toy that you created in week three into the appropriate room in the template.  Make sure to incorporate any instructor feedback
  • Select the room for which you have done the least amount of work thus far, and complete all the required elements in that room by addressing the prompts in the template.
  • Start your reference page with any resources you have used thus far.

 

At this point, your proposal should be approximately 35-40% completed.  During the final week of the course, you will finish all the rooms of the Community Child Development Center Proposal, write your conclusion, and complete your reference page.  You may work ahead and complete more sections or rooms during week four if you wish to receive feedback from your instructor, but you are required to complete, at minimum, the five elements listed above.

 

The Expanded Outline

 

  • Must be four to five double-spaced pages in length APA format (not including title and references pages) Must include a separate title page with the following:
  • Must use at least one scholarly source in addition to the course text.

 

I attached Week 2 assignment and Week 3 assignment as requested to refer back to those assignments.

 

Mossler, R. (2014). Child and Adolescent Development. (2nd ed) [Electronic version]. Retrieved from https://content.ashford.edu/

 

If you have any questions in regards to this assignment, please feel free to ask.

Explain how a decision to ground your recommendations in a different theoretical framework might have affected your decisions and actions.

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Prenatal Development

With the evolution of Google, accessible information, the study of genetics, prenatal tests, social media, and many other sources of information for new parents, the process of preparing for a healthy baby can be overwhelming.

For this first journal assignment, reflect on the substance and theoretical foundation of what you have learned this week about prenatal development. Then write a reflective essay that addresses the following:

  • Comment on how this week’s learning and materials compliment, oppose, and/or affect change in your positions and attitudes on the relevant subject matter.
  • From this reflection, formulate and articulate three pieces of advice to help expecting parents ensure healthy development of their baby.
  • Analyze how your recommendations are grounded in relevant theory.
  • Explain how a decision to ground your recommendations in a different theoretical framework might have affected your decisions and actions.
  • Based on your response to the previous question, describe what you see as the proper or optimal way to think about the relationship between theory and practice.
  • Explain how the recommendations you selected help to ensure healthy development.
  • Explain how ethical concerns might arise related to things such as prenatal tests and predictions.

Be sure to consider what you read about in Chapters 1 and 2 of the course textbook relating to developmental theory and the evaluation of research evidence for claims.

Review the course text and other Learning Resources related to mid-20th-century theories and recent theoretical perspectives

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Discussion: The Contribution of Classical Theorists to Contemporary Developmental Theorists

While all major developmental theories attempt to explain the growth of individuals, each theory has a slightly different perspective. Some theories emphasize environmental (nurture) more than biological (nature) influences. Some theories focus on a particular construct (e.g., cognition), while others emphasize the impact of age range in shaping development. Piaget’s cognitive developmental theory emphasizes fixed stages during which the mind’s capacities allow an individual to learn about the world. Vygotsky’s sociocultural theory, on the other hand, is not stage-based and describes growth as an interaction between the individual and his or her environment.

Contemporary theories (e.g., Langer’s theory of mindfulness) typically build upon the foundation generated by earlier theories. Langer’s theory of mindfulness contains similarities to classical theories, such as Vygotsky’s sociocultural theory, in that they both agree that development is contextual and the organism is an active “mindful” participant. Langer took Vygotsky’s theory to a new level, focusing specifically on education and the learner. Other contemporary theories include neo-Piagetian cognitive developmental theories, which attempt to address the limitations found within Piaget’s classical theory. Robbie Case, Andreas Demetriou, and Kurt Fischer proposed theories that were extensions of Piaget’s theory. These theorists added concepts that expanded on cognitive functioning within the stages of development. Most developmental psychologists today do not believe that a single perspective or theory can sufficiently explain lifespan development; rather, an eclectic approach accounts for development better.

For this Discussion, you will examine classical and contemporary developmental theories as they relate to current applications in developmental psychology.

To prepare for this Discussion:

· Review the course text and other Learning Resources related to mid-20th-century theories and recent theoretical perspectives

· Select two theories from the following list, one from each column (classical, contemporary), that examine the same developmental processes (i.e., cognitive, physical, and/or social-emotional).

·

 

Classical Theories

Contemporary Theories

 

· Psychoanalytic/Psychosexual

· Psychosocial

· Behaviorism/Learning

· Social Learning

· Cognitive-Developmental

· Information Processing

· Developmental Cognitive Neuroscience

· Ethology/Evolutionary Developmental

· Sociocultural

· Systems Theory

Berk, L. E. (2014). Development through the lifespan (6th ed.). Upper Saddle River, NJ: Pearson Education.

  • Chapter 1, “History, Theory, and Research      Strategies” (“Scientific Beginnings” through “Comparing and Evaluating      Theories,” pp. 14–27)

Aldwin, C. M. (2014). Rethinking developmental science. Research in Human Development, 11(4), 247–254. doi:10.1080/15427609.2014.967045

Note: You will access this article from the Walden Library databases.

Lillard, A. S., Lerner, M. D., Hopkins, E. J., Dore, R. A., Smith, E. D., & Palmquist, C. M. (2013). The impact of pretend play on children’s development: A review of the evidence. Psychological Bulletin, 139(1), 1–34. doi:10.1037/a0029321

Note: You will access this article from the Walden Library databases.

Greenfield, P. M. (2009). Linking social change and developmental change: Shifting pathways of human development. Developmental Psychology, 45(2), 401–418. doi:10.1037/a0014726

Note: You will access this article from the Walden Library databases.

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