FINAL PSY235

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Colorado State University, Fort Collins *

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235

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Psychology

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May 10, 2024

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1 Module 8 Portfolio Project Colorado State University Global PSY235: Human Growth and Development

2 Human lifespan development measures how humans learn, mature, and adapt from infancy to old age. This theory is chronologically broken down into five stages of lifespan development: infancy, childhood, adolescence, adulthood, and old age. Each stage of maturation presents essential steps to implicate in action. Maturation is gained genetically through knowledge and is also based on environmental experience. Reaching these stages of development is processed as normal (continuous) development and idiographic (discontinuous) development. In the process of continuous development is the idea that mental, physical, emotional, and social abilities are gradually improving with age. Discontinuous is processed as failure to mature, for example, from crawling to walking and babbling to talking. Emotional development, is vital to recognize that this process is developed for children with other children's interactions and relationships. Emotional development examines how individuals react to situations and the feeling that emerge from their experiences. Emotions are mainly present at six months, and infants can process complex emotions by two years old. Emotions help to socialize with others, motivate us to accomplish dreams, and communicate. Although emotional development is essential, there are other types of cognitive learning: classical conditioning and operant conditioning. Classical conditioning is when understanding is achieved naturally, without discipline or redirection. Operational conditioning is when learning is achieved by modifying behavior or reinforcing actions. Punishment is the most common form of behavior correction, also known as coercive discipline, which psychologists do not recommend to control children's behavior. Swiss psychologist Jean Piaget discovered the four stages of the Cognitive Development Theory in 1936. Cognitive development examines how children think, feel and how behavior changes throughout an individual's life. As the first stage of cognitive development, sensorimotor

3 prominent in ages 0-2, analyzes the development of our five senses; eyesight, hearing, taste, touch, and smell. Another vital part of development in the sensorimotor stage is object permanence. According to Piaget, object permanence is the understanding that items and people still exist even when you can’t see or hear them. Piaget tested this theory by placing an item in front of a toddler, and depending on their reaction, confusion, anger/frustration, they have successfully passed that stage. Piaget's “Practice play” theory “is composed of repetitions of the same movements and actions, both with and without an object.” Toys with cause and effect, such as spinning blocks and spark stimulation in the sensorimotor, visual cortex, and frontal lobes, are essential reflections of development. This type of play would also help develop networks for nerve cells, also known as synaptic connections. Piaget's second stage of cognitive development is the preoperational stage, or the intuitive stage, present from ages two to seven. During this stage, centration, the tendency to only focus on one thing at a time, is very present in everyday activity. Such as parallel play, Parallel play is when a child is interested in playing in the same room as another child, but there isn't any interaction. This type of play often resembles animism, “t he belief that natural phenomena or inanimate objects are alive or possess lifelike characteristics, such as intentions, desires, and feelings.” (Piaget, 1936). Playing pretend with inanimate objects advances cognition and, in theory, decreases the thought of egocentrism by thinking about other people, places, and things. Logic development begins at seven to eleven and is called the concrete operational stage. Finally, in the formal operational stage, children can have abstract thoughts without limitation; they have the capability of thinking of hypothetical- deductive situations. Many factors can inhibit a child from reaching cognitive development in the early stages of life. Research has shown that children with positive relationships with their families have a positive

4 outcome, specifically with fathers, physical, mental, emotional, and socio-economical development flourishes. Furthermore, “Children with involved resident and non-resident fathers are also more likely to exhibit empathy and pro-social behaviors and avoid high-risk behaviors, which include drug use, truancy, and criminal activity, compared to children who have uninvolved fathers.” ( C ampbell, C. A, et al., 2015). It’s also essential to keep race, ethnicity, and socio-economic status in mind with a developing child. Research shows that race and ethnicity can determine an individual's socioeconomic level. African Americans and Latinos are more than double the amount in poverty compared to Caucasians. With such high poverty, unemployment, poor education, and increased mortality rates are much more present. Studies show this number is even higher in a household without an active and current father. The impact of a facility on socio-emotional development is essential to implicate compliance in a challenging child. The following equipment would allow children to engage in different types of play to achieve cognitive development through the four stages. As a consultant in a child's ward for long-term care, playgrounds are well-organized with indoor and outdoor spaces, classrooms, and play spaces. Tic-tac-toe stimulation would be incorporated on a playground. Although this type of equipment would be best understood by a more mature and older age group, it also appeals to those who like cause-and-effect toys– such as ages two to seven when symbolic reasoning is present. Tic-tac-toe also helps improve the brain by developing planning and problem-solving, which is most present in 9-14-year-olds. Some studies suggest that toys play the most critical role in socio-development. Still, several studies show that self-worth is just as essential and can be built through bettering relationships. To involve this compliance through a facility, the facility must teach positive relationships with peers, adults, and their environment

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