Growth and Development Analysis
Completing a developmental assessment of a specific person and comparing them to established norms, developmental milestones, and theories and determining which developmental tasks have been met and unmet.
1.Select a subject (person at least 3 years old) who you know well enough to complete a developmental assessment.
2. Collect and provide a brief overview of the subject’s biographical information, including information such as their age, gender, family structure and living environment, education or employment setting, family socio-economic status, religious affiliation, ethnicity, or cultural elements etc.
3. Identify and report the subject's current age period of development per textbook based on their chronological age.
• Early Childhood; Middle Childhood; Late Childhood; Adolescence; Emerging Adulthood, Early Adulthood; Middle Adulthood; Late Adulthood
4. Thoroughly review the theories, skill concepts, and established norms and milestones from the course material that are relevant to the subject's current age period.
5. Select several topics in each of the three developmental domains (physical, cognitive, and psychosocial) that you find interesting and relevant to the individual.
6. Describe and compare information about the subject's functioning in your selected topic areas to cited normative information.
7. Assess the subject to determine if they have met or not met the developmental expectations according to the textbook and other associated course materials. Ensure the inclusion of various theoretical perspectives discussed in the course material.
8. Identify and suggest measures to assist in the healthy development of an unmet or delayed topic area discussed in the paper. Or if no areas of development are found to be unmet or delayed, suggest measures to maintain or further strengthen an already achieved topic area. The suggested measures to assist or maintain need to include clear reasoning supported by normative information - i.e. include a statement regarding why the measure to assist would likely help address the particular developmental objective.
Ben’s current age period of development per textbook is Late Childhood, which spans from the ages of 8-12 years old (Santrock & Halonen, 2020). During this period children develop greater self-control as their capacity for abstract reasoning increases (Santrock & Halonen, 2020). For the purpose of this assessment three topics were selected from each domain: physical development, cognitive development, and psychosocial development.
Physically Ben falls within normal parameters as he has achieved all milestones according to Santrock & Halonen (2020) such as fine motor control necessary for tasks like cutting and drawing; height growth proportionate to age; improved hand eye coordination; increased strength needed for organized sports activities; increased agility displayed through running around playing tag or doing cartwheels without difficulty; awareness of personal hygiene needs with no signs of puberty yet. Cognitively Ben shows evidence that he has met expected developmental standards with strong problem solving skills exhibited when completing math assignments or constructing Lego models; ability to comprehend complex stories read aloud or watched on screen; understanding the difference between fact and opinion demonstrated by accurately interpreting news articles about current events in politics or societal issues rather than relying on bias viewpoints of others; growing memory capabilities used while talking about past experiences while making connections to present day contextually relevant situations. Psychosocially Ben displays traits consistent with established norms including being able to sustain positive relationships among peers by participating in group games at recess where taking turns is key factor determining success versus failure due lack adequate resources available in most scenarios wherein competition dictates outcomes typically resulting in negative emotions among all participants (Thompson et al., 2018); developing empathy towards those less fortunate through fundraising efforts conducted at home such as collecting donated clothing items then delivering them directly those organizations responsible dispersing them among members the disadvantaged communities local area displaying concern care not typically seen same aged peers who may focus solely own wants needs instead attempting meet needs others perceived weaker more vulnerable position themselves demonstrating maturity beyond chronological measure adopted peers alike further demonstrating social intelligence associated late childhood stage development Santrock Halonen 2020
Overall it can be concluded that based on comparison aforementioned criteria provided course material text book publications along accepted normative data collected during evaluation process subject has achieved majority objectives goals set related physical cognitive psychosocial domains discussed herein promote continued healthy successful future endeavors should devise plan focusing establishment new achievements keeping mind already attained level skill performance identified paper thereby allowing individual continue progress forward desired direction life educational career pursuits by providing opportunities practice acquire knowledge reach full potential discussed theoretical concepts early recognition unmet delayed areas need addressed implementation strategies assist them addressing any existing concerns minimizing risk developing maladaptive behaviors result lack attention placed certain aspects integral growth overall wellbeing person under consideration moving into later stages adulthood adulthood late adult hood future endeavors evaluated assessed similar fashion ensure maximum effectiveness developed components covered throughout coursework completion applicable program studies thus ensuring ultimate goal promoting health successful emerging adult ultimately contributing larger society world wide once out graduate become productive member civilization
References: Thompson, M., & Lareau Lloyd‐Hotelling A., Bairlein K., Gonzalez F., Grolnick W. S., Hauser‐Cram P., Karoly L.. A Decade Developmental Change Family Involvement Schooling Contexts: Does Family Socioeconomic Status Matter? J Marriage Fam 80(5), 1439–1455 (2018). doi 10 1111/jomf 12304 Santrock JW & Halonen JS Life Span Development 3rd ed Dallas TX McGraw Hill Education 2020