PSY FPX 7220 Assessment 3 Examining Early and Middle Childhood Development

PSY FPX 7220 Assessment 3 Examining Early and Middle Childhood Development

Student Name

Capella University

PSY FPX 7220 Child Psychology

Prof. Name:

Date

Introduction

Emma, a 6-year-old immigrant, recently completed a year of all-day kindergarten in a southwestern state. Unlike many of her peers, she did not attend formal early childhood preschool, as she was primarily cared for by her maternal grandmother while her parents worked. Despite living with her immediate family and grandmother for over a year, Emma has experienced multiple relocations. As she transitions to first grade, Emma exhibits delays in cognitive development, particularly in early literacy skills such as reading and writing. Additionally, she shows reluctance to engage in group activities and social interactions, often taking time to warm up to new situations.

Transitioning from early to middle childhood typically involves various developmental milestones. Berk and Meyers (2016) outline these milestones, which include physical changes like height and weight gain, cognitive advancements such as increased attention and logical thinking, and social developments like enhanced empathy and independence. However, Emma appears to be facing challenges in both cognitive and social domains.

Analyzing Emma’s Case

Emma’s case reveals a primary concern related to her reluctance to participate in social activities, which impacts her cognitive development. Drawing from Bronfenbrenner’s Ecological Systems Theory, Emma’s development is influenced by multiple systems and environments, including her family dynamics and school experiences. These systems interact within the microsystem, mesosystem, exosystem, macrosystem, and chronosystem, shaping Emma’s development in complex ways.

Emma’s family, particularly her grandmother’s caregiving role, and her kindergarten teacher constitute crucial elements of her microsystem and mesosystem. The absence of formal preschool experiences may have hindered Emma’s social-emotional competence, which is essential for future academic success. Furthermore, economic struggles and frequent relocations expose Emma to challenges associated with the exosystem, potentially impacting her emotional well-being and cognitive development.

Exploring Interventions

Given Emma’s social anxiety and cognitive delays, interventions are necessary to support her development. Child-Centered Play Therapy (CCPT) offers a non-directive approach that allows Emma to explore her emotions and experiences freely. Encouraging positive peer interactions in the classroom and engaging Emma in team activities can also foster social connections and boost her self-esteem.

Moreover, leveraging Emma’s bilingualism may aid in addressing her literacy struggles. Research suggests that bilingual children can transfer phonological awareness skills between languages, potentially enhancing reading achievement. Additional literacy support, such as tutoring or specialized programs, may further assist Emma’s academic progress.

Conclusion

In conclusion, Emma’s case highlights the intricate interplay between social and cognitive development within diverse cultural contexts. By understanding and addressing the various influences on Emma’s development, including family dynamics, school experiences, and socioeconomic factors, tailored interventions can be implemented to support her holistic growth and well-being.

References

Arnold, K. D., Lu, E. C., & Armstrong, K. J. (2012). Mesosystem: A network of overlapping relationships. ASHE Higher Education Report, 47-57.

Berk, L. E., & Meyers, A. B. (2016). Infants, children, and adolescents (8th ed.). Boston, MA: Pearson.

Bolle, M. D., Clereq, B. D., Decuyper, M., & Fruyt, F. D. (2011). Affective determinants of anxiety and depression development in children and adolescents: An individual growth curve analysis. Child Psychiatry & Human Development, 694-711.

Ehrenreich-May, J., Kennedy, S. M., & Remmes, C. S. (2015). Emotion regulation interventions and childhood depression. In Self-regulated learning interventions with at-risk youth: Enhancing adaptability, performance, and well-being (pp. 157-179).

Gauvain, M., & Cole, M. (2005). Readings on the development of children (4th ed.). New York, NY: Worth Publishers.

PSY FPX 7220 Assessment 3 Examining Early and Middle Childhood Development

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