PSYC 290 Week 3 Essay Questions

Student Name

Chamberlain University

PSYC-290 Lifespan Development

Prof. Name:

Date

Week 3 Essay Questions 1 Set 4: 3 Years, 11 Months

1. Promoting Healthy Behavioral Practices and Interest in Physical Activity

My partner and I have actively promoted healthy behavioral practices and physical activity for James from an early age, establishing a secure attachment with him. As Boyd and Bee (2015) emphasize, a secure attachment is fundamental for children to feel safe and develop positive behaviors. At age 3, James exhibited a common childhood fear of monsters under his bed. To help him manage this fear, I listened to his concerns, reassured him that monsters weren’t real, and gently settled him back into bed. This process helped build trust between us, supporting his emotional regulation skills and creating a foundation for healthy behaviors (Boyd & Bee, 2015). By addressing his emotional needs, we provided a safe environment that allowed James to feel secure enough to explore his surroundings and develop self-confidence.

Boyd and Bee (2015) discuss the importance of emotional regulation in early childhood, which is crucial for children’s social interactions. James was hesitant to interact with his peers when he started preschool. To ease his anxiety, I arranged a playdate with a child he seemed comfortable with. This allowed him to develop his social skills in a less intimidating setting, gradually building his ability to engage in cooperative play. According to Boyd and Bee (2015), cooperative play is vital for emotional development as it helps children work together to achieve common goals. James’ participation in physical activities like biking has also been a key factor in promoting his overall well-being and happiness, while ensuring he remains active and engaged (Gavin, 2018).

3. Encouraging Fun Physical Activity

Experts recommend focusing on fun to encourage young children to be active (Gavin, 2018). For James, biking has been his favorite physical activity, so my partner and I took turns biking around the block with him. This activity, which sometimes involved the whole family, helped make staying active an enjoyable experience. Our goal was to keep him engaged in physical activities by emphasizing enjoyment, which is key to fostering long-term interest in staying active (Boyd & Bee, 2015).

References

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

Week 3 Essay Questions 2: Child’s Language and Cognitive Development

James underwent a formal assessment by an early development specialist, which revealed that his language comprehension and production were above average, but his understanding of quantitative relationships and problem-solving skills were below average (Boyd & Bee, 2015). Early on, James exhibited a love for storytelling, but he often left out key details. To support his language development, I would ask him questions to encourage him to elaborate, which helped him tell more coherent stories. This interaction boosted his language skills, as evidenced by his developmental assessment (Boyd & Bee, 2015). Additionally, when James began telling small lies, I recognized this as a sign of his developing theory of mind, which is crucial for understanding others’ thoughts and emotions (Boyd & Bee, 2015). I used these moments to teach him about empathy and the impact of his actions on others, which further supported his social and cognitive growth.

References

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

James has generally adapted well to social situations at home and outside the home. However, he initially showed reluctance to interact with peers at preschool, likely due to the stress caused by arguments between my partner and me. According to Divecha (2016), children can become anxious and withdrawn when exposed to frequent parental conflict. To help James, I focused on minimizing his exposure to our disagreements, which improved his behavior both at home and at school. Additionally, James began to display autonomy, such as ignoring requests to clean up after himself, which Miles (2017) identifies as a natural part of a child’s development. Despite these challenges, I continued to guide him with a positive approach to help him understand the consequences of his actions.

References

Boyd, D. R., & Bee, H. L. (2015). Lifespan development. Boston: Pearson.
Divecha, D. (2016, January 26). What happens to kids when parents fight. Retrieved from https://greatergood.berkeley.edu/article/item/what_happens_to_kids_when_parents_fight
Miles, K. (2017, April). Ignoring: Why it happens and what to do about it. Retrieved from https://www.babycenter.com/0_ignoring-why-it-happens-and-what-to-do-aboutit_63642.bc

Week 3 Essay Questions 4: Parenting Style and Cultural Influence

My parenting style could be classified as authoritative, which is characterized by high levels of nurturance, control, and communication (Boyd & Bee, 2015). This approach has been consistent from infancy to early childhood, and I have worked hard to maintain it despite the challenges of raising two children. As a Hispanic-American, my parenting style has been shaped by my upbringing in a family that initially employed an authoritarian style, which became more authoritative as my parents adapted to American culture. Furthermore, my education has influenced my parenting approach, as I am able to integrate research-based strategies into my practices to optimize my children’s development.

References

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

Week 3 Essay Questions 5: Cognitive and Language Development at Age 4

At age 4, James displayed significant advancements in verbal reasoning, as evidenced by his ability to quickly learn the alphabet and its sounds. However, his quantitative reasoning was still developing, as shown by his struggles with counting and understanding basic math concepts (Boyd & Bee, 2015). This pattern of cognitive development, where his verbal skills outpaced his mathematical abilities, has remained consistent throughout his early childhood. Symbolic thinking also became more prominent at this age, particularly in dramatic play, where James began using objects to represent other things, an essential skill for social and cognitive development (Boyd & Bee, 2015).

References

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

Week 3 Essay Questions 6: Child’s Personality and Emotional Development

James’ personality can be characterized as resilient, showing self-confidence, emotional stability, and positive interactions with others (Donnellan & Robins, 2010). At age 4, James demonstrated his resilience by interacting confidently with peers and handling mild stressors with emotional stability (Boyd & Bee, 2015). Even during the emotional challenges following my separation from his father, James maintained a stable temperament, continuing to enjoy his activities and friends, although he did become more clingy at times, a typical reaction to parental conflict (Boyd & Bee, 2015).

References

Boyd, D. R., & Bee, H. L. (2015). Lifespan development. Boston: Pearson.
Donnellan, M. B., & Robins, R. W. (2010). Resilient, overcontrolled, and undercontrolled personality types: Issues and controversies. Social and Personality Psychology Compass, 4(11), 1070-1083. https://doi.org/10.1111/j.1751-9004.2010.00313.x

Week 3 Essay Questions 7: Age 6 Years, 11 Months

James has been successful in social situations both inside and outside of the home. He gets along well with his peers, though he primarily plays with boys at this stage, which aligns with his age-group’s typical behavior (Boyd & Bee, 2015). However, his response to the divorce has been more challenging. He has started to blame himself for the separation, showing signs of increased irritability and emotional instability. To help him cope, we are minimizing open conflict to reduce his emotional stress and prevent further emotional trauma (Boyd & Bee, 2015).

Gender Role Socialization and Its Impact on Child Development

Boyd and Bee (2015) define gender as “the psychological and social associates and implications of biological sex” (p. 186), emphasizing that gender identity begins early in life and is influenced by the process of socialization. Freud’s psychoanalytic theory suggests that children acquire gender identity by identifying with the same-sex parent to overcome their desires for the opposite-sex parent (Boyd & Bee, 2015). While this theory offers insight, I personally align more with the social-learning theory, which posits that parents play a crucial role in a child’s gender development. For instance, I introduced my son James to traditionally female-associated chores, such as laundry, when he was 6. Additionally, I observed his interactions with peers and noticed how early gender discrimination emerged. By gently guiding him to recognize the flexibility of gender roles and encouraging inclusive behavior, I hoped to teach him that it is acceptable for boys and girls to engage in diverse activities (Boyd & Bee, 2015).

Growing up, my own attitudes toward gender were shaped by a cultural background that lacked exposure to diverse gender identities, which led to initial confusion and even judgment towards the transgender community. However, as I matured and educated myself, I came to accept and support gender fluidity. This personal growth has informed the way I raise James, encouraging him to adopt open-minded perspectives about gender and diversity. This shift in my approach can be attributed to both my personal evolution and the cultural influence of my immigrant parents, who initially harbored prejudices due to their lack of knowledge. However, as they learned more, they became more accepting, and their changed attitudes have, in turn, influenced my parenting approach toward gender (Boyd & Bee, 2015).

Influence of Socioeconomic Status and Cultural Background on Child Development

James’ development would likely differ if raised in a lower-income family. According to Boyd and Bee (2015), children from low-income households experience greater stress, limited access to healthcare, and fewer resources for intellectual stimulation. This lack of support can lead to emotional, physical, and intellectual challenges. For example, low-income children often have less parental involvement, experience harsher discipline, and are exposed to higher rates of illness, all of which can impede their growth in various developmental domains. The psychological impact of these challenges can include emotional disorders such as post-traumatic stress disorder (PTSD), which may go untreated due to limited access to healthcare (Boyd & Bee, 2015). Furthermore, low-income children tend to struggle academically, facing slower cognitive development and behavioral issues, which are exacerbated by living in environments with high levels of violence and instability (Boyd & Bee, 2015).

In contrast, James has benefited from a relatively stable working-class family environment, where he has access to resources like developmental exams and a solid educational foundation. This has enabled him to develop academically and emotionally in a nurturing setting. The differences in resources and exposure to stressors would likely have had a significant impact on his development had we experienced a different socioeconomic situation.

Changes in Academic Skills, Socialization, and Parenting

From ages 6 to 10, James has made significant strides in his academic development. His language skills have been particularly strong, with rapid progress in reading, writing, and vocabulary development. At age 6, he quickly learned the alphabet and began reading simple rhyming books. By age 8, he was reading at a 5th to 6th grade level, creating stories, and expanding his vocabulary (Boyd & Bee, 2015). His growth continued through middle childhood, with his 5th-grade report card reflecting strong skills in reading and writing. However, his math skills required more effort. Although he struggled with math in early elementary school, additional support through tutoring helped him improve over time. By age 10, his math performance showed progress, as reflected in his report card (Boyd & Bee, 2015).

Socially, James has generally thrived, forming friendships and participating in extracurricular activities. At age 10, he gets along well with peers and enjoys a variety of social engagements. However, the transition to a new school with older children presented some challenges, particularly with rumors about middle school experiences. To help ease his concerns, I shared my own experiences to reassure him. Emotionally, James has faced some regression, particularly due to changes in our family dynamics. My work promotion, which required frequent travel, disrupted his routine, and his emotional response included mood swings and difficulty coping with challenges. Additionally, James has been distant and somewhat hostile toward my new boyfriend, which has caused tension. Despite this, I avoid punishing him and reassure him that he will eventually warm up to the new family dynamic (Boyd & Bee, 2015).