Question

Describe a fictitious individual in the period of adolescence, who is the same person who was described in infancy and toddlerhood, early childhood, and middle childhood. Include information about physical, cognitive, social, and emotional development using the concepts learned in class, and summarize the development in each period of development.

Sample of Good Work

At age 16, Susie is in middle adolescence, and as for her physical development, she has just had her adolescent growth spurt, where she is now 5’6” tall. Cognitively, she is in Jean Piaget’s fourth stage of cognitive development, the formal operations stage, where she can think abstractly and engage in hypothetical-deductive reasoning. In the social realm, she has many friends and is popular in high school, she is planning to apply to universities and major in architecture to become an architect, and she could be described as being in Erik Erikson’s fifth stage of psychosocial development, identity versus role confusion, where she is forming an identity and has resolved the psychosocial crisis in a healthy manner. Emotionally, she has a strong sense of subjective well being, otherwise known as happiness, she smiles easily, has a silly sense of humor, and seems to be content with the circumstances in her life. Overall, in summary, Susie is developing physically, cognitively, socially, and emotionally in a normal and positive manner that will serve her well for later periods of development in her life.

Answer 1

Answer: I would like to share the development of an Individual in each period of development in a simple way.

A stage of development is an aging period when certain needs, behaviors, experiences, and capabilities are common and different from other age periods. Here are some behaviors you might expect to see at certain stages.

Birth to 18 Months

The focus is on developing trust. The accomplishment of this is highly dependent on the parents or other caregivers providing care (things like warmth, food, hugging, stimulation).

• The child's self-concept as a lovable and worthwhile person has its roots in this age period.
• Since trust is a major building block for all relationships, every area of development (physical, intellectual, social, emotional and moral) is likely to be affected by the events of this stage.

18 Months to Three Years

The child's task is to establish a distinct self, separate from parent figures.

The primary needs are increased control over feeding and toilet habits, without experiencing rejection or harm from too much independence.

• The child begins to learn about limits (hot stoves, the use of objects, stairs, streets).
• The child gets angry easily; he likes to assert himself, and his favorite word is "NO!"
• This period is especially connected to physical growth, the capacity to walk, run, climb, and control elimination.

Three to Seven Years

• A primary concern of the child is sex differences, and it includes interest in pregnancy and birth.
• This is a period of high creativity.
• There is a strong need to make distinctions between what is real and what is imagined.

Seven to Twelve Years

• The child's task is to develop a sense of values to guide decision making and interests, as well as capabilities that lay the foundation for future decisions.
• The needs of the child revolve around tasks, hobbies, and skill-oriented activities.
• Friendship with peers, especially of the same sex, is important.
• Competition is heightened, as is a preoccupation with performance.

Twelve to Eighteen Years

The child has two main tasks.

• To create a personal identity based on the integration of values and a sense of self. The adolescent must establish an identity concerning society, the opposite sex, ideas, the future, possible vocations, and the universe.
• The establishment of independence. This can create tension with the family over limits, values, responsibilities, friends, and plans for the future.

Social and emotional development is the change over time in children’s ability to react to and interact with their social environment.

Social and emotional development is complex and includes many different areas of growth. Each is described in more detail below:

• temperament: the way a young child acts and responds to different situations, caregivers, and strangers
• attachment: the emotional bond between a child and caregiver
• social skills or social competence: the ability to get along with other people
• emotion regulation: the ability of a child to control his or her emotions and reactions to the environment

As an example, Susie is developing physically, cognitively, socially, and emotionally in a normal and positive manner that will serve her well for later periods of development in her life.

Here are the facts that we must consider it as developing physically, cognitively, socially, and emotionally in a normal and positive manner.

Summary:

Development occurs in stages related to age.

These stages are sequential, they cannot be skipped.

Each stage of development has certain tasks associated with it that must be accomplished before moving to the next stage.

There are five areas of development:

• Physical
• Intellectual
• Social
• Emotional
• Moral

A person can become "stuck" at a certain stage of development in one or more areas.

Abuse and neglect can slow the developmental process.