Sign Up Now
Get instant access to over 1 million+ study documents
OR
Already registered? click here to login
By creating your account, you agree to our terms of service, privacy policy and student honor code.
APPENDIX
Checklist
Middle Childhood a. Gross Motor Skills - with a list of specific skills and what those might look like in the child's age range you have chosen.
A a1. Flexibility-Physically more pliable and elastic. ie: Swinging a bat, kicking a ball a2. Balance-Improved balance supporting advanced skills in running, jumping, skipping, throwing and rapid change in direction.
A a3. Agility-Quicker and more accurate. Forward, backward and sideways motions.
A a4. Force- Stronger able to propel themselves farther off the ground when running and jumping.
b. Play - what activities might your expect a child in your selected age rage to participate in while you are observing. How might a child in that age range be expected to socialize?
c. Attachment styles - if the child is present with...
Preattachment phase c2. Attachment in the making c3. The phase of clear cut c. Measuring of Security of Attachment c1. Secure attachment c2. Avoidant attachment c3. Resistant attachment c4. Disorganized-disoriented attachment d. Parenting styles - if the child's parent is present, what is his or her parenting style.
A d1. Authoritative child rearing style d2. Authoritarian child rearing style d3. Permissive child rearing style d4. Uninvolved parenting e. Authority Figures - how does the child react to authority and/or discipline
Bibliography
Baumrind, D. (1991). The influence of parenting style on adolescent competence and substance use. Journal of Early Adolescence, 56-95.
2. Erikson, E., (1950). Childhood and Society
3.Piaget, J., (1966).The Psychology of the Child
Bibliography
Baumrind, D. (1991). The influence of parenting style on adolescent competence and substance use. Journal of Early Adolescence, 56-95.
2. Erikson, E., (1950). Childhood and Society
3.Piaget, J., (1966).The Psychology of the Child
I hypothesizes that children at what Piaget would call a preoperational stage do in fact perform complex analysis of numbers and situations, but that they approach this analysis is a tentative and relative way which is open to influence and negation from outside sources. More succinctly: children at early stages do perform conservation but consider it relative to mitigating factors and prone to correction. The following few pages will follow an
Unlike six-year-olds, whose development is much the same in both sexes, ten-year-old girls and ten-year-old boys develop differently, especially in terms of physical development. Ten-year-old girls begin to experience more growth spurts, growing faster than boys ("Well Child" 2006). Like six-year-olds, ten-year-olds will be awkward and energetic in their physical development. They are also still engaged with their own bodies, and excited about learning how their bodies work (McKesson Corporation
child development theories of several prominent psychologists, using a theoretical four-year-old girl and her interactions with her parents as an example. Child Development: An Exploration of the Theories The development of a child is an important matter in psychology. In order to become a well-adjusted adult and able to easily fit into the adult world when they are grown, children must meet certain psychological benchmarks as they are growing up. Ours
They can go one of two ways, if they have social and emotional problems brought on by the divorce. They can spend their teenage years being wild and out-of-control, or they can spend them as a virtual recluse, rarely leaving their rooms except to go to mandatory functions such as school. Neither one of these options is very good, and both can lead to more problems later on in
childhood is a fascinating time for children, and the adults around them who watch them grow. It is a time of exploration, self construction, and improved understanding. Middle childhood is between the ages of 6 and 8, with some reports extending that age range to as much as 11 years old (CDC 2012). This is the period of the child who is featured in this observation and empirical analysis.
At school, he struggled with math academically, and occasionally had conflicts with his teachers. These conflicts were not characterized by anger, but at his teacher's frustration at what they saw as his lack of attentiveness and lack of class participation. He was often described (and still is) as quiet and reserved by teachers, friends, and family. He recalls resenting going to school many years, and did not get much positive