PSYC 2002 – Abnormal Psychology and Mental Health Studies: Key Concepts and Course Overview

Introduction

PSYC 2002 – Abnormal Psychology examines psychological disorders, their causes, symptoms, and evidence-based treatments. The course explores major diagnostic frameworks like the DSM and connects theory to clinical practice. For expert guidance with assignments or case analyses, visit Owlisdom’s Psychology Assignment Help.

PSYC 2002 1-1 DISCUSSION Development: The Foundations

Instructions of PSYC 2002 1-1 DISCUSSION

CONTEXTS OF DEVELOPMENT

Have you ever heard the phrase: People are products of their generations? More specifically, it means people are products of their social times and cultures, which is true in part.

Each of us belongs to a particular cohort, which is a group of people who are born around the same time and place. Major social events, such as wars, epidemics, economic downturns, and racial equality movements, provide similar influences on people in a particular cohort. This week’s textbook reading, “Cohort Influences on Development: Developing With Others in a Social World,” in Chapter 1, defines history-graded, age-graded, and sociocultural-graded influences and provides helpful examples.

Human lives are influenced by biological and environmental factors, some of which can be changed and some of which cannot be changed. For example, environmental factors, such as parenting methods or healthcare protocols, can be changed to promote more optimal development. Whereas some factors, including heritage and the time in history in which you were born, are unchangeable. It is important to note that socioeconomic status may be changeable in the United States; however, in some countries, socioeconomic status is very difficult to change.

In this week’s Discussion, you will begin analyzing the various aspects of human development by selecting two people you know who are from different generations. You will examine what specifically influenced their development, consider their cohorts and their biological and environmental influences, and you will assess what could and could not have been changed in their lives.

RESOURCES

Be sure to review the Learning Resources before completing this Discussion.

Required Readings

Required Media

To prepare:

• Review the Learning Resources and interactive media for this week. Consider the foundational aspects of human development, as well as the common biological and environmental influences in a person’s life. Focus on the difference between inherited, age-grade, history-graded, and sociocultural-graded influences.
• Think about the societal influences on your life or the life of someone you know who is approximately your same age. Then, think of another person within the same family who is at least two generations older, such as a grandparent. Now, take a moment to contrast the circumstances and societal influences of the younger person’s life with those of the older person you have selected.
• Some prompts to help guide your comparison include the following:
  • Consider how the development of each identified person was influenced by social events, such as wars, epidemics, economic downturns, and racial equality movements.
  • Consider how the development of each identified person was influenced by culture/community, ethnicity/race, socioeconomic status, society/policy, and historical contexts/cohorts.
  • Also consider how the development of each identified person was influenced by inherited factors, as described in Chapters 1 and 3.
  • Think about which of these influences had the greatest impact on the lives you are considering.
  • Think carefully about the differences in cultural norms, as well as the daily life experiences of the times.
  • Consider how the societal and inherited influences were different and/or similar for the people you selected.

BY DAY 3

With these thoughts in mind, post an analysis of the development of the two people from different generations that you selected, in terms of what most profoundly influenced their development (and thus their lives) and in terms of what could and could not have been changed. Specifically, your response should include the following:

• Begin with a brief description of the two people and their relationship to you.
• Then, for each person, provide one example of the inherited factors and one example of the societal factors that had the most profound influence on each of their lives.
• Next, compare and contrast how the societal and inherited influences impacted the two individuals you selected.
• Finally, summarize the development of the people in the two generations in terms of the influences that they could and could not change, to improve the quality of their lives.

Important Notes:

• Be sure to put in the first line of your post the societal factors of development that you referenced as having had the most profound influence. You will be asked to respond to a colleague who referenced at least one context that was different from yours.
• Support your initial post with evidence from at least one Learning Resource. You may state your opinion and/or provide personal examples; however, you must also back up your assertions with evidence, including in-text citation(s) and reference(s) in APA style. Personal anecdotes are acceptable within meaningful responses, but cannot stand alone as a response. Responses should enrich the initial post by supporting and/or adding a fresh viewpoint and be constructive, enhancing the learning for all students.

BY DAY 5

Respond to at least one of your colleagues’ postings. Be sure to respond to a colleague who referenced a societal or environmental factor of development that was different than yours. Suggest at least one different societal or environmental factor of development that you think would also be relevant. Explain why. For example, if your colleague identified socioeconomic status as one of the most important social influences for a person they discussed, and you think a different societal influence, like culture, is also important, respond by defining that societal factor, and explain why you think it is also relevant for your colleague to consider.

Note: Your responses to colleagues should be substantial (200–300 words), should be supported with scholarly evidence from your research and/or the Learning Resources, and should be properly cited in APA. Personal anecdotes are acceptable within meaningful responses, but cannot stand alone as a response. Responses should enrich the initial post by supporting and/or adding a fresh viewpoint and be constructive, enhancing the learning for all students.

Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the Reply button to complete your initial post. Remember, once you click on Post Reply, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking on Post Reply!

INTRODUCTION TO PSYC 2002 1-1 DISCUSSION

This Owlisdom How-To PSYC 2002 1-1 DISCUSSION involves reflecting on how generational and societal influences impact human development. You will analyze the development of two individuals from different generations, considering their inherited and societal influences. The goal is to understand the factors that shape development across generations and how these factors can be changed or remain constant.

Begin with a brief description of the two people and their relationship to you.

DESCRIPTION OF TWO PEOPLE

In this section of PSYC 2002 1-1 DISCUSSION, we will discuss the description of two people.

• Provide a brief background of the two individuals you have chosen, focusing on their relationship to you and their generational contexts.

Example

Societal factors like racial equality movements and the digital revolution, alongside biological traits, can profoundly shape the development narratives of individuals from different generations. Considering the influences of two specific individuals—my grandfather and my cousin—provides a compelling comparative analysis of how these societal elements significantly impact human development.

Then, for each person, provide one example of the inherited factors and one example of the societal factors that had the most profound influence on each of their lives.

INHERITED SOCIETAL FACTORS

In this section of PSYC 2002 1-1 DISCUSSION, we will discuss Inherited Societal Factors.

• Identify and elaborate on one inherited factor and one societal factor that significantly influenced each person’s development. 
• Use specific examples to illustrate these influences.

Example

Growing up during the Great Depression and World War II, my grandfather was influenced by the societal necessity for resilience and community reliance (Feldman, 2022). These history-graded influences emphasized survival in harsh economic times, shaping his values and behaviors. Biologically, his robust physical health was crucial, allowing him to undertake necessary labor during an era when physical work was a prevalent means of subsistence.

Contrastingly, my cousin’s upbringing in the early 21st century was marked by the advent of the digital age and global social movements such as the fight for racial equality. These sociocultural-graded influences have fostered a sense of global connectivity and awareness of social justice issues, which are distinctly different from the societal influences of earlier generations (Rogers, 2020).

Next, compare and contrast how the societal and inherited influences impacted the two individuals you selected.

COMPARISON OF INFLUENCES

In this section of PSYC 2002 1-1 DISCUSSION, we will discuss the comparison of influences.

• Compare and contrast the impact of societal and inherited influences on the development of the two individuals. 
• Highlight key differences and similarities in their experiences.

Example

While my grandfather’s developmental influences were primarily shaped by unavoidable economic and global conflicts, which dictated communal living and shared hardships, my cousin’s experiences are characterized by individual empowerment and technological interconnectivity, the cultural milieu she grew up in is one where diversity and digital fluency are not just commonplace but expected, illustrating a shift in societal norms and opportunities.

The health challenges each faces also depict the role of inherited traits and medical advancements. My cousin benefits from modern healthcare, which effectively manages conditions that were untreatable in my grandfather’s time, illustrating the progress in medical science and its impact on development.

Finally, summarize the development of the people in the two generations in terms of the influences that they could and could not change to improve the quality of their lives.

SUMMARY OF CHANGEABLE AND UNCHANGEABLE INFLUENCES

In this section of PSYC 2002 1-1 DISCUSSION, we will discuss the summary of changeable and unchangeable influences.

• Summarize the aspects of development for both individuals, focusing on what could and could not have been changed to improve their quality of life.
• Reflect on the implications of these factors.

Example

The analysis underscores how societal changes, particularly the digital revolution and movements for racial equality, alongside advancements in healthcare, shape the developmental trajectories of individuals across generations (Robinson et al., 2020). The contrast between my grandfather’s and my cousin’s developmental contexts highlights the dynamic nature of societal influences and the constant evolution of factors that impact human development.

Supporting this comparative analysis with references from scholarly sources ensures a robust academic dialogue that underscores the significant impact of societal and biological factors on human development (Feldman, 2022; Rogers, 2020).

REFERENCES

Feldman, R. S. (2022). Child development (9th ed.). Pearson.

Robinson, L., Schulz, J., Blank, G., Ragnedda, M., Ono, H., Hogan, B., Mesch, G. S., Cotten, S. R., Kretchmer, S. B., & Hale, T. M. (2020). Digital inequalities 2.0: Legacy inequalities in the information age. First Monday, 25(7). https://ora.ox.ac.uk/objects/uuid:ac36d8d5-cd59-4871-ab30-7925b6714243

Rogers, O. (2020, December 17). “Black Lives Matter” matters for children’s development. Psychology Today. https://www.psychologytoday.com/us/blog/who-am-i-who-are-we/202012/black-lives-matter-matters-children-s-development

Respond to at least one of your colleagues’ postings. Be sure to respond to a colleague who referenced a societal or environmental factor of development that was different than yours.

PEER REPLY

• Select a peer’s post that discusses a different societal or environmental factor.

Example

Hello Sierra,

You provided an insightful analysis of how socioeconomic status significantly shapes individual development. Your discussion highlights the importance of economic context in determining access to resources and opportunities, which is undoubtedly crucial for understanding developmental trajectories.

Suggest at least one different societal or environmental factor of development that you think would also be relevant. Explain why.

• Suggest an additional factor (e.g., culture) and explain its relevance.

Example

Additionally, I suggest that cultural influences play a vital role in shaping development and should be considered alongside socioeconomic factors. Culture encompasses a group’s shared values, norms, and practices, influencing everything from how individuals interact with one another to their broader perceptions of the world (Causadias, 2020). For example, cultural attitudes toward education and work can significantly influence an individual’s developmental path, as these values can determine the priorities set within families and communities.

Exploring cultural influences could provide a deeper understanding of the nuances in developmental differences, especially when comparing individuals from different backgrounds or communities. It would enrich your analysis by showing how cultural context may amplify or mitigate the effects of socioeconomic status. For instance, in communities that strongly emphasize collective success and support, individuals may experience enhanced developmental outcomes despite economic hardships. This cultural perspective can provide insights into how individuals navigate their environments and strategies to cope with economic limitations, shaping their developmental outcomes in unique ways (García, 2021).

REFERENCES

Causadias, J. M. (2020). What is culture? Systems of people, places, and practices. Applied Developmental Science, 24(4), 310–322. https://doi.org/10.1080/10888691.2020.1789360

García, J. D. (2021). Nature versus nurture debate. In Salem Press Encyclopedia.

CLOSING

By following these guidelines of PSYC 2002 1-1 DISCUSSION, you will be able to effectively reflect on the generational and societal influences on development, compare and contrast these influences, and provide thoughtful insights on how these factors shape human development across different generations. In the next module of PSYC 2002, we will explore 1-2 THREATS TO DEVELOPMENT.

PSYC 2002 1-2 Threats to Development

Instructions of PSYC 2002 1-2 Threats to Development

THREATS TO DEVELOPMENT

The prenatal environment may be seen as one of life’s biggest wonders, as it is the place where the right conditions occur to produce the miracle of human life. Sadly, as threats do occur in most environments, the prenatal environment is no exception. In the prenatal environment, threats to developing life can take the shape of teratogens and genetic disorders that can result in long-term consequences.

As you recall from your textbook, a teratogen is an environmental agent that reaches the fetus, such as a drug, chemical, virus, or other factor that produces a birth defect (Feldman, 2022). Genetic disorders are inherited conditions that occur during prenatal development due to mutations or other irregularities in genes or chromosomes. For instance, Down Syndrome is caused by an irregular cell division that results in three partial or full copies of Chromosome 21, and typically occurs during the first trimester.

It is important to note that there is an interaction between heredity and environmental factors. Heredity is never the only factor in any complex trait. The environment almost always plays a role as well.

In this Assignment, you will select a specific teratogen or genetic disorder to analyze. In your analysis, you will discuss the societal and environmental influences related to the likelihood of genetic disorders or threats from teratogens affecting children and what can be done to make the course of life more positive for the children after birth.

RESOURCES

Be sure to review the Learning Resources before completing this Assignment.

Required Readings

Required Media

To prepare:

• Review Chapter 3, “The Start of Life: Genetics and Prenatal Development.” Focus on Table 3.1, “The Genetic Basis of Selected Behavioral Disorders and Traits,” in your course textbook. Also, review Figure 3.7, “Inhaled Air and Genetic Mutations,” in your course textbook. Focus on what your course textbook says about teratogens on the section titled “The Prenatal Environment: Threats to Development.”
• Review the resource about genetic disorders from the National Human Genome Research Institute. As you review this resource, locate the list of genetic disorders, and then select any one of them to find out more about that disorder.

• Review the resource, Pregnancy and Teratogens from Healthline. Think about known teratogens and potential genetic disorders that may have touched your life or the life of someone you know in some way.
• Choose one teratogen ORone genetic disorder that you would like to examine for this Assignment.

The Assignment (2–3 pages):

For the teratogen or genetic disorder you selected, respond to the following:

• Briefly define the teratogen or genetic disorder you selected.
• If you chose a genetic disorder, discuss the societal and environmental influences that make it less likely for the disorder to occur. Explain why this is the case.
• If you chose a teratogen, discuss the societal and environmental influences that make it less likely for the threat from the teratogen to occur. Explain why this is the case.
• Once a genetic disorder or the effect of a teratogen occurs, explain what can be done after birth to make the course of life more positive for the developing child.

Note: Support the responses within your Assignment with evidence from the course Learning Resources. Provide a Reference List for the resources you used for this Assignment. Title page and Reference List do not count toward the 2- to 3-page paper length. Use APA style for in-text citations and references.

BY DAY 7

Submit your Assignment by Day 7.

Your Assignment will be graded according to the Assignment Rubric provided below.

SUBMISSION INFORMATION

Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the Turnitin Drafts from the Start Here area. 

1. To submit your completed assignment, save your Assignment as WK1Assgn_LastName_Firstinitial
2. Then, click on Start Assignment near the top of the page.

Next, click on Upload File and select Submit Assignment for review.

Introduction To PSYC 2002 1-2 Threats to Development

This Owlisdom How-To guide of PSYC 2002 1-2 Threats to Development involves exploring the impact of a specific teratogen or genetic disorder on human development. You will define the condition, discuss the societal and environmental influences that mitigate its impact, and explore interventions that can improve the quality of life for affected individuals. The goal is to understand how various factors can influence development and the importance of supportive interventions.

Briefly define the teratogen or genetic disorder you selected.

DEFINING GENETIC ORDER

In this section of PSYC 2002 1-1 DISCUSSION, we will define genetic order.

• Begin by providing a brief definition of the teratogen or genetic disorder you have chosen. 
• Include key characteristics and causes.

Example

Achondroplasia is a genetic disorder predominantly characterized by dwarfism, where the growth of long bones is inhibited, leading to a distinctive appearance with shortened limbs. The condition is caused by a mutation in the fibroblast growth factor receptor 3 (FGFR3) gene, which is crucial for bone development and maintenance. The mutation results in an abnormal protein that overly restricts the growth of long bones in the limbs and spine (National Human Genome Research Institute, 2018).

Discuss the societal and environmental influences that make it less likely for the disorder to occur. Explain why this is the case.

SOCIETAL AND ENVIRONMENTAL INFLUENCES

In this section of PSYC 2002 1-2 Threats to Development, we will discuss societal and environmental influences.

• Discuss the societal and environmental factors that reduce the likelihood or impact of the disorder. 
• Explain why these factors are significant.

Example

The incidence of Achondroplasia is heavily influenced by genetic factors; however, societal and environmental aspects also play a significant role in managing the disorder. Advanced paternal age is a well-documented risk factor for new mutations leading to Achondroplasia. As men age, the likelihood of mutations in sperm increases, thereby raising the risk of reproducing children with genetic anomalies (Feldman, 2022). The aspect underscores the importance of genetic counseling for potential parents, especially older fathers, to understand the risks associated with late-age paternity.

Beyond genetics, societal attitudes towards disabilities shape the living conditions and inclusion of individuals with Achondroplasia. Societies with robust support systems, accessibility laws, and inclusive policies tend to provide these individuals with a better quality of life. Environments that lack these supports may inadvertently increase the challenges faced by those with Achondroplasia, ranging from accessibility issues in public spaces to limited opportunities in schools and workplaces.

Once a genetic disorder occurs, explain what can be done after birth to make the course of life more positive for the developing child.

POST-BIRTH INTERVENTIONS

In this section of PSYC 2002 1-2 Threats to Development, we will discuss post-birth interventions.

• Explain the interventions available after birth to improve the course of life for a child affected by the disorder. 
• Highlight medical, therapeutic, and psychological supports.

Example

Several medical and therapeutic interventions are critical after a child is born with Achondroplasia. These include regular monitoring for common complications such as obesity, sleep apnea, and spinal stenosis. Early intervention involving physical therapy can help manage and prevent some physical complications associated with the disorder. Surgical interventions may also be required to correct severe physical deformities and alleviate discomfort (Healthline, 2016).

Psychological support is equally important. Children with Achondroplasia often face social stigma and isolation due to physical differences. Support groups and psychological counseling can be critical in building self-esteem and coping mechanisms. Educational efforts must also extend to the general public and schools to foster a more accepting and understanding environment, reduce social stigma, and promote inclusivity.

Educational and Societal Awareness

Education about genetic conditions like Achondroplasia is essential for reducing misconceptions and stigma. Awareness programs can help demystify the condition, highlighting the capabilities rather than the limitations of those affected. Schools play a pivotal role in this regard by integrating education about genetic diversity into their curricula, which can promote empathy and understanding from a young age.

The Role of Genetic Counseling

Genetic counseling provides families with the information needed to understand the implications of genetic disorders like Achondroplasia. It assists families in making informed reproductive choices and preparing for their child’s medical and social needs. Additionally, prenatal screening and diagnostics allow for early detection, which can prepare parents and medical professionals to address the needs of the newborn immediately after birth.

Policy and Infrastructure

To improve life for individuals with Achondroplasia, policies must enforce and enhance accessibility in architectural design, transportation, and public services. Infrastructure adaptations, such as customized furniture in schools and workplaces, accessible building entrances, and modified public transport facilities, are practical measures that can significantly improve daily experiences.

CONCLUSION

• Summarize the key points discussed in your reflection. Emphasize the importance of societal support and medical interventions in improving the quality of life for individuals with the condition.

Example

To sum up, while Achondroplasia is a condition determined by genetic mutations, the quality of life for those affected is heavily influenced by societal, environmental, and medical interventions. Effectively managing the condition requires a multidimensional approach that includes medical treatment, psychological support, and societal integration. By fostering environments that emphasize inclusion and support, societies can significantly enhance the lives of individuals with Achondroplasia, allowing them to lead fulfilling and productive lives despite the challenges posed by their genetic condition. Comprehensive efforts in public education, policy development, and community support are essential to achieving these goals.

CLOSING

By following these guidelines of PSYC 2002 1-2 Threats to Development, you will be able to effectively analyze the impact of teratogens or genetic disorders on development, explore the factors that mitigate these impacts, and propose interventions to support affected individuals. In the next module of PSYC 2002, we will explore 2-1 DISCUSSION.

REFERENCES

Feldman, R. S. (2022). Child development (9th ed.). Pearson.

Healthline Editorial Team. (2016, March 3). Pregnancy and teratogens.Healthline. https://www.healthline.com/health/pregnancy/teratogens

National Human Genome Research Institute. (2018). Genetic disorders. https://www.genome.gov/For-Patients-and-Families/Genetic-Disorders

PSYC 2002 2-1 Discussion: Language Development

Instructions of PSYC 2002 2-1 Discussion

LANGUAGE DEVELOPMENT

Language is a method of human communication that consists of a lexicon structured conventionally and expressed through speech and writing. While the process of language development may seem magical, it does have a few logical explanations that apply to typical human beings.

As you recall from your textbook, according to the learning theory approach, language acquisition follows the basic principles of reinforcement (Feldman, 2022). Children are reinforced by parents and caregivers when they make sounds that are similar to words within the parents’ lexicon. However, other theoretical approaches attempt to further explain language acquisition. You will also study the nativist and the interactionist approaches. As you engage in this week’s Learning Resources and Discussion, you will consider what approach makes the most sense to you.

For this week’s Discussion, you will analyze language development, examine the parents’ role in language development, consider infant-directed speech, and summarize your own view of the language acquisition process.

RESOURCES

Be sure to review the Learning Resources before completing this Discussion.

Required Readings

Required Media

Optional Resources

To prepare:

• Review this week’s Learning Resources, paying particular attention to the learning theory, and the nativist and interactionist approaches.
• Consider the learning theory, nativist, and interactionist theoretical approaches. Ask yourself, “What role does the parent play?” If the parent believes in the learning theory or nativist approach, how might the parent behave?
• Review this week’s required media resources. Consider the interactions between the infants and their caregivers.
• Think about your own experiences interacting with a baby and/or young child. How did you respond? What was your own theoretical inclination? If you do not have much experience interacting with children, try to imagine yourself in these types of interactions.

BY DAY 3

With these thoughts in mind, post an analysis of language development. Summarize the parents’ role from the point of view of each of the following theoretical views: You will assess language development from the learning theory, nativist, and interactionist theoretical approaches. How does the concept of infant-directed speech apply to the parents’ reactions to the infant and young child’s language development? Then, summarize your own view of the language acquisition process. Which theoretical approach makes the most sense to you, and why?

Note: Support your initial post with evidence from at least one Learning Resource. You may state your opinion and/or provide personal examples; however, you must also back up your assertions with evidence, including in-text citation(s) and reference(s) in APA style.

BY DAY 5

Respond to at least one of your colleagues’ postings by explaining what your point of view is, and then share why your colleague needs to consider. Alternatively, you could respond to your colleague’s ideas by offering additional insights that you think could be helpful for your colleague to consider. For example, if your colleague defined infant-directed speech but did not discuss it further, you could describe how you may have used infant-directed speech with your own children and support your experience with research from the Week 2 Learning Resources.

Note: Your responses to colleagues should be substantial (200–300 words), supported with scholarly evidence from your research and/or the Learning Resources, and properly cited in APA style. Personal anecdotes are acceptable within meaningful responses, but cannot stand alone as a response. Responses should enrich the initial post by supporting and/or adding a fresh viewpoint and be constructive, enhancing the learning for all students.

Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the Reply button to complete your initial post. Remember, once you click on Post Reply, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking on Post Reply!

INTRODUCTION TO PSYC 2002 2-1 Discussion

This Owlisdom How-To guide of PSYC 2002 2-1 Discussion involves analyzing language development in children by summarizing the parents’ role from three theoretical perspectives: learning theory, nativist approach, and interactionist approach. Additionally, it explores the concept of infant-directed speech and its application in language development. Finally, you will reflect on your view of the language acquisition process and respond to a peer’s perspective.

Summarize the parents’ role from the point of view of each of the following theoretical views: You will assess language development from the learning theory, nativist, and interactionist theoretical approaches.

SUMMARIZING THE PARENT’S ROLE FROM DIFFERENT THEORETICAL VIEWS

Summarizing the parents’ role from different theoretical views in PSYC 2002 2-1 Discussion.

Learning Theory

• Summarize how the learning theory explains language acquisition through rewards and reinforcement. 
• Emphasize the parent’s role in providing positive feedback to encourage language development.

Example

Language development in humans is a complex interplay of biological predisposition and environmental input, which is why it has been explained through various theoretical lenses, including the learning theory, nativist, and interactionist approaches. Each offers a unique perspective on the role of the parent in facilitating language acquisition.

The learning theory posits that language acquisition is driven primarily by operant conditioning—children learn to speak through rewards and reinforcement. Parents play a crucial role by rewarding speech attempts and encouraging further vocalizations that resemble the correct speech patterns. Under this theory, parents who consistently respond positively to their child’s attempts at speech can expect quicker and more accurate language development. The approach suggests that parents actively shape their child’s language skills by providing specific feedback on language use.

Nativist Approach

• Explain the nativist approach, focusing on the concept of the language acquisition device (LAD) and the innate biological mechanisms for language learning. 
• Highlight the parent’s role in providing a language-rich environment.

Example

In contrast, the nativist approach, as proposed by Noam Chomsky, argues that the ability to learn language is hard-wired into the brain. The theory introduces the concept of a ‘language acquisition device’ (LAD), an innate biological mechanism that holds the grammatical universals inherent to all human languages (Feldman, 2022). From this perspective, the parents’ role is less about reinforcement and more about providing an environment that allows this natural linguistic ability to unfold. Parents who subscribe to this theory might focus more on engaging in everyday speech around their children, assuming that exposure to language is enough to trigger the child’s intrinsic language learning capabilities.

Interactionist Approach

• Describe the interactionist approach, which combines biological predispositions and social interactions. 
• Discuss the parents’ role in engaging in meaningful communication and using infant-directed speech.

Example

The interactionist approach synthesizes aspects of learning and nativist theories, proposing that language development results from biological predispositions and language-rich social interactions (Khazri, 2024). Here, the parents’ role is integral in providing reinforcement or exposure and engaging in meaningful communication that supports the structure and function of language learning. The theory emphasizes the importance of infant-directed speech, also known as ‘parentese,’ which involves exaggerated sounds, high pitch, and slow tempos to grab the infant’s attention and aid in linguistic processing.

How does the concept of infant-directed speech apply to the parents’ reactions to the infant and young child’s language development?

INFANT-DIRECTED SPEECH

In this section of PSYC 2002 2-1 Discussion, we will discuss infant-directed speech.

• Define infant-directed speech and explain its significance in language development. 
• Provide examples of how parents use this type of speech.

Example

Infant-directed speech plays a pivotal role across these theories but is most emphasized within the interactionist approach. This type of speech involves modifying tone, pitch, and rhythm, which seems to aid language learning (Nencheva & Lew-Williams, 2022). It helps maintain infants’ attention and convey linguistic structures more clearly. Parents instinctively use parentese to communicate more effectively with their infants and foster an emotional connection, which is essential for social and emotional development alongside language skills.

Then, summarize your own view of the language acquisition process. Which theoretical approach makes the most sense to you, and why?

PERSONAL VIEW

In this section of PSYC 2002 2-1 Discussion, we will discuss personal views.

• Reflect on your perspective of the language acquisition process. 
• Identify which theoretical approach you find most convincing and explain why.

Example

The interactionist approach resonates the most with me. It acknowledges the innate abilities that children bring into their language learning journey while emphasizing the critical role of social interaction in stimulating and shaping linguistic development. The theory aligns with my observations and experiences, where children’s language capabilities flourish in environments rich in verbal engagement and emotional responsiveness.

REFERENCES

Feldman, R. S. (2022). Child development (9th ed.). Pearson.

Khazri, M. (2024). Exploring Language Development in Children: Insights from Theory and Practice. https://www.researchgate.net/profile/Mahfoudh-Khazri/publication/379083611_Exploring_Language_Development_in_Children_Insights_from_Theory_and_Practice/links/65fa93d5a4857c796260f750/Exploring-Language-Development-in-Children-Insights-from-Theory-and-Practice.pdf

Nencheva, M. L., & Lew-Williams, C. (2022). Understanding why infant-directed speech supports learning: A dynamic attention perspective. Developmental Review, 66, 101047.

Respond to at least one of your colleagues’ postings by explaining what your point of view is, and then share why your colleague needs to consider.

PEER REPLY

• Respond to a colleague’s post by explaining your perspective and suggesting additional insights. 
• Focus on societal or environmental factors that may complement their analysis.

Example

Greetings Chelsea,

Your discussion offers a valuable perspective on language acquisition theories, particularly highlighting the benefits of the nativist approach. I appreciate your focus on the biological predispositions that facilitate children’s natural unfolding of language capabilities. However, I would like to elaborate further on the significance of interactionist elements in language development, which might enrich your understanding and application of language acquisition concepts.

The interactionist approach emphasizes the synergy between innate linguistic capabilities and caregivers’ enriched linguistic environment (Feldman, 2022). While the nativist perspective rightly underscores the inbuilt capacity for language learning, the interactionist viewpoint suggests that this potential is maximally realized through active engagement and responsive communication from parents and caregivers.

For example, the practice of infant-directed speech, which you touched upon, is more than just a tool for maintaining an infant’s attention—it actively shapes the child’s understanding of linguistic structures. Studies have shown that exaggerated phonetic contrasts and the slower pace of parentese help infants discern phonetic building blocks more effectively, which is crucial for language development.

Incorporating this perspective could provide a more holistic approach to supporting language acquisition in children. By acknowledging the role of biological predispositions and the quality of social interactions, parents and educators can create a more dynamic and supportive learning environment (Barreto-Zarza & Arranz-Freijo, 2022). The approach accelerates linguistic development and enhances cognitive and emotional development, interlinked with language skills.

Therefore, while the nativist approach provides a foundational understanding of language acquisition, the interactionist approach could offer practical strategies for actively fostering language development in educational and home settings. The perspective encourages parents to play a more active and engaging role, which is crucial for optimizing the language learning environment for children.

REFERENCES

Barreto-Zarza, F., & Arranz-Freijo, E. B. (2022). Family context, parenting, and child development: An epigenetic approach. Social Sciences, 11(3), 113.

Feldman, R. S. (2022). Child development (9th ed.). Pearson.

CLOSING

By following these guidelines of PSYC 2002 2-1 Discussion, you will be able to effectively analyze language development from multiple theoretical perspectives, understand the role of infant-directed speech, and articulate your view on the language acquisition process. Additionally, you will provide constructive feedback to your peers, enriching the discussion on language development. In the next module of PSYC 2002, we will explore 2-2 Attachment and Temperament.

PSYC 2002 2-2 Attachment and Temperament

Instructions of PSYC 2002 2-2 Attachment and Temperament

ATTACHMENT AND TEMPERAMENT

What does an infant need in addition to food and physical care? Early relationships with caregivers are also extremely important. If an infant does not form a secure attachment, how might that affect their development in infancy and later in life? How can caregivers respond in a way that promotes a secure attachment? How may an infant’s natural response to the world (temperament) influence how a primary caregiver responds to their needs?

Think about the following scenario:

Helen was born of average size and weight. Helen was an easy baby. She cried when she was hungry or cold or needed some attention but slept through the night by the time that she was 4 months old. She adapted to change easily. Her mother worked full time. Helen’s father worked long hours, and when he was home, he was too tired to help with Helen’s feeding, diapering, and nighttime needs. Helen’s mother fed her regularly but did not think that when Helen cried after only 2 hours that she could possibly be hungry again, so she ignored some of Helen’s cries. As Helen got older, her father began to spend more time with her—mainly in play. Helen’s mother rarely played with her. During the day when Helen’s mother worked, Helen was taken care of by her aunt. Her aunt spent a lot of time playing with, singing to, and rocking Helen when she needed to be comforted.

In this Assignment, you will analyze Helen’s temperament and the sensitivities and histories of her caregivers. You will also predict Helen’s attachment style and consider what factors influence the development of attachment styles.

RESOURCES

Be sure to review the Learning Resources before completing this Assignment.

Required Readings

Required Media

Optional Resources

To prepare:

• Review Chapter 6, “Cognitive Development in Infancy,” and Chapter 7, “Social and Personality Development in Infancy.”
• Review the article, “Introduction to the Special Section on Attachment Theory and Psychotherapy.”
• Review the interactive media about “Attachment.”
• Think about Helen’s experience (scenario from the Assignment introduction) and what you can discern about her temperament.
• Consider how each of the caregivers in Helen’s life demonstrated their love. Think about how responsive the caregivers were to her needs.
• Consider the possible attachment style (secure, avoidant, ambivalent, or disorganized-disoriented) that may have resulted from a combination of Helen’s temperament and the sensitivity of the care giving.

The Assignment (2–3 pages):

• Provide an analysis of both Helen’s temperament and of the sensitivity of her caregivers.
• Explain what the research suggests about how Helen’s caregivers’ own attachment histories may influence how they interact with her.
• Predict Helen’s attachment style. Be sure to explain how Helen’s temperament influences her attachment style and support your prediction.
• Provide clear justification for your conclusions regarding the factors that influence the development of attachment styles.

Note: Support the responses within your Assignment with evidence from the course Learning Resources. Provide a Reference List for resources you used for this Assignment. Title page and Reference List do not count toward the 2- to 3-page paper length. Use APA style for in-text citations and references.

BY DAY 7

Submit your Assignment by Day 7.

SUBMISSION INFORMATION

Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the Turnitin Drafts from the Start Here area. 

1. To submit your completed assignment, save your Assignment as WK2Assgn_LastName_Firstinitial
2. Then, click on Start Assignment near the top of the page.
3. Next, click on Upload File and select Submit Assignment for review.

Rubric

PSYC_2002_Week2_Assignment_Rubric

Introduction to PSYC 2002 2-2 Attachment and Temperament 

This Owlisdom How-To guide of PSYC 2002 2-2 Attachment and Temperament involves analyzing the attachment and temperament of a child named Helen based on a given scenario. You will explore how her temperament and the sensitivity of her caregivers influence her attachment style. The goal is to understand the factors that shape attachment development and predict Helen’s attachment style based on theoretical insights.

• Begin by providing an overview of attachment theory and its significance in understanding personality and interpersonal relationships. Introduce the scenario involving Helen and explain the purpose of the analysis.

Example

Attachment theory, established by John Bowlby and further elaborated by Mary Ainsworth, suggests that early interactions with caregivers form the basis of attachment styles that persist throughout life, influencing personality and interpersonal relationships. In considering Helen’s scenario, we investigate how her temperament and caregivers’ responsiveness likely influenced her attachment style.

Provide an analysis of both Helen’s temperament and the sensitivity of her caregivers.

ANALYSIS

In this section of PSYC 2002 2-2 Attachment and Temperament, we will discuss Helen’s temperament analysis.

Analysis of Helen’s Temperament

• Describe Helen’s temperament based on the provided information. 
• Highlight key characteristics that define her temperament.

Example

Helen’s temperament can be described as “easy.” It is characterized by regular sleeping and eating habits, mild-moderate intensity of emotional expression, and a generally positive mood. She demonstrates adaptability to new situations and manages well with changes in her environment. Such temperamental traits usually facilitate positive interactions with caregivers, as they are typically easier to soothe and elicit more consistent caregiving responses (Davila & Levy, 2006).

Sensitivity of Caregivers

In this section of PSYC 2002 2-2 Attachment and Temperament, we will discuss caregivers’ sensitivity.

• Evaluate the sensitivity and responsiveness of Helen’s caregivers, focusing on her mother, father, and aunt. 
• Discuss how their behaviors impact Helen’s development.

Example

Helen’s primary caregivers display varying degrees of sensitivity. Although her mother provides for her basic needs, she does not consistently respond to her signals, especially when Helen cries due to hunger more frequently than expected. The lack of responsiveness might not nurture an optimal emotional connection. Conversely, Helen’s father, initially absent, later engages with her primarily through play, which can be a positive interaction but may not fully compensate for his earlier detachment or the emotional nurturing typically associated with consistent caregiving. Helen’s aunt, who cares for her during the day, seems to provide a high level of responsiveness and emotional engagement, including playing, singing, and comforting, which are critical for secure attachment development.

Explain what the research suggests about how Helen’s caregivers’ attachment histories may influence how they interact with her.

CAREGIVERS’ ATTACHMENT HISTORIES

In this PSYC 2002 2-2 Attachment and Temperament section, we will discuss the caregivers’ attachment histories.

• Explain how the attachment histories of Helen’s caregivers might influence their interactions with her. 
• Consider the potential attachment styles they may have experienced in their own childhoods.

Example

The caregivers’ own attachment histories can significantly influence their interactions with Helen. For instance, if Helen’s mother experienced an avoidant attachment style as a child, she might unconsciously replicate this by being less responsive to Helen’s needs. Research suggests that parents’ unresolved attachment disorders or histories of emotional neglect can lead to less sensitive and more detached parenting practices (Davila & Levy, 2006).

Predict Helen’s attachment style. Be sure to explain how Helen’s temperament influences her attachment style and support your prediction.

PREDICTING HELEN’S ATTACHMENT STYLE

• Based on the analysis of Helen’s temperament and caregiver sensitivity, predict her likely attachment style. 
• Explain how her temperament influences this prediction.

Example

Given Helen’s generally easy temperament, she has the potential to develop a secure attachment style, mainly due to her interactions with her aunt, who provides her with consistent, sensitive, and responsive care. However, her parents’ varied responsiveness, particularly her father’s initial emotional unavailability and her mother’s inconsistent responses, might complicate this outcome. Helen may thus develop an attachment style that leans towards ambivalence, where she shows vital attachment behaviors but remains uncertain about the reliability of her caregivers.

Provide clear justification for your conclusions regarding the factors that influence the development of attachment styles.

FACTORS INFLUENCING ATTACHMENT STYLES

This section of PSYC 2002 2-2 Attachment and Temperament will discuss factors influencing attachment styles.

• Provide a clear justification for your conclusions regarding the factors influencing Helen’s attachment style. 
• Support your analysis with relevant research.

Example

The development of attachment styles is profoundly influenced by the interplay between a child’s temperament and caregiver responsiveness. An easy temperament like Helen’s typically evokes positive responses from caregivers, promoting a secure attachment style. However, the consistency of these responses is crucial. Helen’s experiences illustrate how mixed responses from multiple caregivers can influence attachment style outcomes (Feldman, 2022). The sensitive caregiving from her aunt may buffer against her parents’ less optimal caregiving responses, highlighting how multiple caregivers can contribute differently to attachment outcomes.

CONCLUSION

In this section of PSYC 2002 2-2 Attachment and Temperament, we will discuss the conclusion.

• Summarize the key points of your analysis. 
• Emphasize the importance of caregiver sensitivity and attachment histories in shaping a child’s attachment style.

Example

To sum up, while Helen’s easy temperament generally predisposes her to a secure attachment style, the mixed levels of sensitivity and responsiveness from her caregivers could lead to an ambivalent attachment style. Caregivers need to understand how their attachment histories and current emotional availability affect their interactions with children. For Helen, consistent and emotionally responsive caregiving from her aunt provides a foundation for secure attachment, potentially mitigating less responsive care from her parents. The scenario underscores the complexity of attachment development, influenced by a dynamic interaction between child temperament, caregiver behavior, and the broader caregiving environment. Supporting this analysis, the research underscores the importance of early attachment experiences in shaping social and emotional development, advocating for interventions that enhance caregiver responsiveness to foster secure attachment styles in children.

CLOSING

By following these guidelines of PSYC 2002 2-2 Attachment and Temperament, you will be able to effectively analyze the attachment and temperament of a child, predict their attachment style, and justify your conclusions based on theoretical insights and research evidence. In the next module of PSYC 2002, we will explore 3-1 Discussion

REFERENCES

Davila, J., & Levy, K. N. (2006). Introduction to the special section on attachment theory and psychotherapy. Journal of Consulting and Clinical Psychology, 74(6), 989–993. https://doi.org/10.1037/0022-006x.74.6.989

Feldman, R. S. (2022). Child development (9th ed.). Pearson.

PSYC 2002 3-1 Discussion: Motor Milestones

Instructions of PSYC 2002 3-1 Discussion

MOTOR MILESTONES AND PHYSICAL ACTIVITY

Have you ever worried about a preschooler doing something precarious, like going too fast down the stairs with faltering balance or attempting to climb a freestanding bookshelf and not noticing it begins to sway? Preschoolers often embody curiosity, lack of judgment, and newfound developing physical abilities. While children develop motor skills, such as opening and closing containers, running, jumping, climbing on jungle gyms, and exploring everything within their environments, parents have to be especially attentive during this time. As your textbook indicates, it is no surprise that preschoolers have twice the likelihood of dying from an injury rather than an illness (Feldman, 2022). Given preschoolers' drive to engage in physical activity, just when should they begin organized sports?

For this Discussion, you will explore this question by analyzing the skills needed to engage in a specific sport and consider the motor milestones that provide the necessary foundation of strength and coordination. You will also consider the likelihood of injury to a young body.

RESOURCES

Be sure to review the Learning Resources before completing this Discussion.

Required Readings

To prepare:

• Review the Week 3 Learning Resources, especially the “Preventing Children’s Sports Injuries” and the “Youth Sports” articles.
• Think about one sport that you would encourage a child to play. Consider the basic motor skills that are present in early childhood.

BY DAY 3

With these thoughts in mind, post the sport you have chosen and the age it is developmentally appropriate for a child to begin participating in the sport.

Then, provide a brief explanation of how the child may benefit from introducing the sport at the age you recommended. Specify the motor skills required for the sport you have chosen by including a description of the foundational motor milestones and the precise skills needed for the child’s success in the sport.

Finally, explain the potential injuries or possible negative aspects of engaging in this sport at too early an age.

Note: Support your initial post with evidence from at least one Learning Resource. You may state your opinion and/or provide personal examples; however, you must also back up your assertions with evidence, including in-text citation(s) and reference(s) in APA style.

BY DAY 5

Respond to at least one of your colleagues’ postings. Describe any additional risks or benefits of the sport your colleague discussed. For example, if you are aware of additional benefits of the sport your colleague discussed through your personal experience or information you have acquired, share these points, and support them with research from the Week 3 Learning Resources.

Note: Your responses to colleagues should be substantial (200–300 words), supported with scholarly evidence from your research and/or the Learning Resources, and properly cited in APA style. Personal anecdotes are acceptable within meaningful responses but cannot stand alone as a response. Responses should enrich the initial post by supporting and/or adding a fresh viewpoint and be constructive, enhancing the learning for all students.

Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the Reply button to complete your initial post. Remember, once you click on Post Reply, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking on Post Reply!

INTRODUCTION TO PSYC 3-1 DISCUSSION

This Owlisdom How-To guide of PSYC 2002 3-1 Discussion involves analysing the benefits and potential risks of introducing a specific sport to young children. You will select an appropriate sport, discuss its benefits, identify the necessary motor skills, and explain the potential injuries or negative aspects of engaging in the sport at too early an age. The goal is to understand how physical activities contribute to child development and how to ensure safe participation.

Post the sport you have chosen, and the age it is developmentally appropriate for a child to begin participating in the sport.

CHOOSING THE SPORT

In this section of PSYC 2002 3-1 Discussion, we will discuss how to choose a sport.

• Select a sport suitable for young children and specify the age at which it is developmentally appropriate to begin participating.

Example

For young children, swimming is an excellent sport that can be introduced as early as age four once foundational motor skills such as essential coordination, balance, and the ability to follow instructions are sufficiently developed. The timing is crucial, as these skills ensure that children can learn water safety and develop more complex motor abilities in a controlled environment.

Then, provide a brief explanation of how the child may benefit from introducing the sport at the age you recommended.

BENEFITS

In this section of PSYC 2002 3-1 Discussion, we will discuss the benefits.

• Explain the benefits of introducing the chosen sport at the specified age. 
• Highlight the physical, cognitive, and social advantages.

Example

Swimming is beneficial for preschoolers for several reasons. Firstly, it enhances physical health by improving cardiovascular fitness and building strength due to the resistance provided by water (KidsHealth, 2020). Swimming also fosters motor skills such as coordination and balance as children learn to synchronise their limb movements and maintain stability while afloat. Furthermore, the buoyancy of water offers a safe environment for practising these skills, reducing the risk of injury from falls that might occur in other sports.

Introducing swimming at this age also supports cognitive and social development. Following instructions from swim coaches and interacting with peers in swim classes can enhance cognitive abilities such as attention and memory and promote social skills through cooperative activities like group swim lessons (Youth Sports, 2021). Moreover, early swimming lessons are linked to improved water safety awareness, potentially reducing the risk of water-related accidents.

Specify the motor skills required for the sport you have chosen by including a description of the foundational motor milestones and the precise skills needed for the child’s success in the sport.

MOTOR SKILLS REQUIRED

In this section of PSYC 2002 3-1 Discussion, we will discuss the skills required for the motor.

• Describe the foundational motor milestones and specific skills needed for success in the chosen sport.

Example

However, starting swimming too early—before a child has developed the necessary motor skills and cognitive ability to follow safety instructions—increases the risk of negative experiences such as fear of water or drowning incidents. Before age 4, children may not have the muscle control for swimming strokes nor the cognitive capacity to understand and remember swimming and safety instructions. Additionally, the aquatic environment requires constant, vigilant adult supervision to ensure safety, and without this, the risks significantly increase.

Finally, explain the potential injuries or possible negative aspects of engaging in this sport at too early an age.

NEGATIVE ASPECTS

In this section of PSYC 2002 3-1 Discussion, we will discuss the negative aspects.

• Discuss the potential injuries or negative aspects of engaging in the sport at too early an age. 
• Explain the importance of readiness and proper supervision.

Example

It is also essential to consider that while swimming offers many benefits, it requires proper safety measures. Overexposure to water without careful monitoring can lead to fatigue or hypothermia, and without the correct technique, there might be risks of swallowing water or even water intoxication. Therefore, ensuring that children are physically and mentally ready for swimming and that they are always under competent adult supervision is crucial for a positive and safe introduction to this sport.

CONCLUSION

In this section of PSYC 2002 3-1 Discussion, we will discuss the conclusion.

• Summarise the key points discussed in your analysis. 
• Emphasise the importance of developmental readiness and safety measures in introducing physical activities to young children.

Example

In conclusion, when introduced at an appropriate developmental stage, swimming offers extensive benefits for physical, cognitive, and social development while enhancing safety skills in young children. Starting children swimming at age 4, with proper supervision and in a structured learning environment, can maximise these benefits and minimise potential risks, providing a foundation for lifelong enjoyment and proficiency in the water (KidsHealth, 2020; Youth Sports, 2021).

REFERENCES

KidsHealth. (2020, September). Preventing children’s sports injuries. https://kidshealth.org/en/parents/sports-safety.html

Youth Sports. (2021). In Gale, opposing viewpoints online collection. Gale. https://go.gale.com/ps/i.do?p=OVIC&u=minn4020&id=GALE|RELZFS780278640&v=2.1&it=r&sid=bookmark-OVIC&asid=73a948d9

Respond to at least one of your colleagues’ postings. Describe any additional risks or benefits of the sport your colleague discussed.

PEER REPLY

• Respond to a colleague’s post by describing any additional risks or benefits of the sport they discussed. 
• Provide insights that could complement their analysis.

Example

Hello Tiara,

Your discussion on the benefits of introducing swimming to young children highlights crucial points regarding its positive impact on physical health and social skills development. I appreciate your comprehensive analysis and would like to expand on the psychological benefits of swimming for young children, complementing the physical and social advantages you outlined.

Swimming is a physical activity, a significant stress reliever, and a mood booster. Engaging in swimming can enhance the mental well-being of children by releasing endorphins, known as happiness hormones, which reduce stress and improve overall mood (KidsHealth, 2020). This emotional benefit is significant in early childhood, a critical period for emotional development.

Moreover, the rhythmic nature of swimming and the required breath control can act as a meditative practice, which helps develop concentration and mindfulness in young children (Smith, 2021). These skills are beneficial in the water and transfer to academic settings, aiding in better focus and task management.

However, it is also essential to consider the risks associated with swimming at a young age, such as water quality issues that can lead to infections or chlorine exposure, which might irritate a child’s sensitive skin or eyes. Ensuring the swimming environment is safe and well-maintained can mitigate these risks and provide a healthy setting for children to enjoy and benefit from swimming.

Swimming offers holistic benefits beyond physical development to significant psychological and emotional growth. It is a highly recommended sport for young children when appropriately supervised and conducted in a safe environment.

REFERENCES

KidsHealth. (2020, September). Preventing children’s sports injuries. https://kidshealth.org/en/parents/sports-safety.html

Smith, S. J. (2021). Swimming in flow motion: An ecopedagogy for health and physical education. Sport, Education and Society, 26(4), 417–428. https://doi.org/10.1080/13573322.2020.1847065

CLOSING

By following these guidelines of PSYC 2002 3-1 Discussion, you will be able to effectively analyse the impact of physical activities on child development, understand the necessary motor skills, and ensure safe and beneficial participation for young children. In the next module of PSYC 2002, we will explore 3-2 Cognitive Development.

PSYC 2002 3-2 Cognitive Development

Instructions of PSYC 2002 3-2 Cognitive Development

COGNITIVE DEVELOPMENT

Children begin to think in new ways as they develop. Consider what conditions and competencies need to be in place for cognitive development to occur, especially in the preschool years.

Piaget and Vygotsky are two of the most prominent theorists that have informed a deeper understanding of cognitive development.

In this Assignment, you will explore Piaget’s and Vygotsky’s theories and analyze the similarities and differences in their views.

In this Assignment, you will explore Piaget’s and Vygotsky’s theories and analyze the similarities and differences in their views.

RESOURCES

Be sure to review the Learning Resources before completing this Assignment.

Required Readings

Required Media

To prepare:

• Read the following scenario:
  • As a 3-year-old, Mateo was afraid of Santa Claus, believed his shadow was following him, and expected that all adults knew his name. He could sing the ABC song and count by rote to 10. By the time he was 8 years old, Mateo loved sitting on Santa’s lap, used his hands to make shadow characters, and was able to disagree with a friend without getting upset. He could read simple text and add, subtract, and multiply.
• Now, think about the scenario from Piaget’s point of view and then from Vygotsky’s. What do you think each would say about how Mateo’s developmental changes came about? From Piaget’s point of view, specifically consider development in the preoperational and concrete operational stages and the concept of egocentrism. From Vygotsky’s point of view, consider the Zone of Proximal Development and the adult’s role in providing cultural knowledge.

The Assignment (2–3 pages):

Contrast Piaget’s theory with Vygotsky’s theory. Describe how Piaget and Vygotsky differ in their views about how cognitive development progresses. In your Assignment, be sure to use the example from the lead-in and this week’s Learning Resources, especially Chapter 9, “Cognitive Development in the Preschool Years,” as well as this week’s media resources. Your paper should include the following:

• Provide a brief overview of the main concepts of Piaget’s and Vygotsky’s respective theories of cognitive development. Within the overview, provide a clear explanation of the differences between the two theorists’ approaches.
• Describe the adult’s role in the cognitive development process from the point of view of each theorist.
• Explain Mateo’s developmental progress from the point of view of each theorist. Be sure to include the relevant stages of development from Piaget’s theory, and Vygotsky’s foundational concepts, as you discuss Mateo’s behavior.
• Summarize your point of view on this topic, informed by this week’s Learning Resources.

Note: Support the responses within your Assignment with evidence from the course Learning Resources. Provide a Reference List for resources you used for this Assignment. Title page and Reference List do not count toward the 2- to 3-page paper length. Use APA style for in-text citations and references.

BY DAY 7

Submit your Assignment by Day 7.

SUBMISSION INFORMATION

Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the Turnitin Drafts from the Start Here area. 

1. To submit your completed assignment, save your Assignment as WK3Assgn_LastName_Firstinitial
2. Then, click on Start Assignment near the top of the page.
3. Next, click on Upload File and select Submit Assignment for review.

Rubric

PSYC_2002_Week3_Assignment_Rubric

Introduction to PSYC 2002 3-2 Cognitive Development

This PSYC 2002 3-2 Cognitive Development assignment involves contrasting Jean Piaget’s and Lev Vygotsky’s theories of cognitive development by analyzing the developmental changes in a child named Mateo. You will provide an overview of both theorists’ main concepts, describe the role of adults in cognitive development according to each theory, and explain Mateo’s developmental progress from both perspectives. The goal of PSYC 2002 3-2 Cognitive Development is to understand how these theories differ and apply them to real-world scenarios.

INTRODUCTION

• Provide a brief overview of the assignment’s purpose and the importance of understanding different theories of cognitive development. Introduce the key theorists and the child, Mateo, whose development will be analyzed.

Example

Children’s cognitive development is a complex process, influenced by various factors and theorized differently by scholars. Jean Piaget and Lev Vygotsky, two of the most influential cognitive development theorists, provide distinct perspectives on how cognitive development unfolds in children. Analyzing their theories through the developmental changes in Mateo, a child whose cognitive abilities progress noticeably from age three to eight, offers valuable insights into these contrasting views.

Provide a brief overview of the main concepts of Piaget’s and Vygotsky’s respective theories of cognitive development.

OVERVIEW OF PIAGET’S AND VYGOTSKY’S THEORIES

In this section of PSYC 2002 3-2 Cognitive Development, we will overview of Piaget and Vygotsky’s theories.

• Summarize the primary concepts of Piaget’s and Vygotsky’s theories. 
• Highlight the key stages and principles of cognitive development according to each theorist.

Example

Jean Piaget’s Theory: Piaget’s theory of cognitive development posits that children move through four stages of cognitive growth: Sensorimotor, Preoperational, Concrete Operational, and Formal Operational. Each stage represents a new way of thinking and understanding the world. During the Preoperational stage (ages 2 to 7), children engage in symbolic play and struggle with egocentrism, where they cannot perceive the world from others’ viewpoints. By the Concrete Operational stage (ages 7 to 11), children begin to think logically about concrete events, understand the concept of conservation, and develop the ability to perform operations mentally (Feldman, 2022, Chapter 9).

Lev Vygotsky’s Theory: Contrastingly, Vygotsky emphasized the social context of learning, arguing that cognitive development is strongly linked to interaction with more knowledgeable others. His concept of the Zone of Proximal Development (ZPD) describes tasks that a child can perform with the guidance and encouragement of an adult or more capable peers but cannot yet perform independently. Vygotsky held that learning preceded developmental growth and highlighted the importance of language as a tool for intellectual adaptation (Feldman, 2022, Chapter 9).

Provide a clear explanation of the differences between the two theorists’ approaches.

DIFFERENCES IN THEORIES

In this section of PSYC 2002 3-2 Cognitive Development, we will discuss differences in theories.

• Contrast the theories by explaining how each theorist views the progression of cognitive development. 
• Focus on the sequence and driving forces behind cognitive growth in Piaget’s and Vygotsky’s theories.

Example

Piaget and Vygotsky differ primarily in their views on the driving forces behind cognitive development. Piaget believed that development preceded learning and emphasized stages marked by the emergence of abilities children develop independently. He viewed the child as a lone scientist who constructs an understanding of the world through active interaction and exploration.

In contrast, Vygotsky argued that social interaction is crucial for cognitive development, and learning from others helps children acquire the ways of thinking and behaving that make up a community’s culture. According to Vygotsky, cognitive development is largely a result of internalizing language and other cultural tools through social interaction.

Describe the adult’s role in the cognitive development process from the point of view of each theorist.

ROLE OF ADULTS IN COGNITIVE DEVELOPMENT

In this section of PSYC 2002 3-2 Cognitive Development, we will discuss the role of adults in cognitive development.

• Describe how each theorist perceives the role of adults in facilitating cognitive development. 
• Explain the specific actions and interactions adults should engage in to support children’s cognitive growth according to Piaget and Vygotsky.

Example

From Piaget’s perspective, the adult’s role is to provide an environment that allows children to explore and build their understanding of the world. Adults should facilitate but not interfere with this natural process. Vygotsky, however, saw adults as integral to cognitive development, providing the necessary scaffolding within the child’s ZPD to help them achieve tasks they cannot complete alone, thereby guiding their learning process and cognitive growth.

Explain Mateo’s developmental progress from the point of view of each theorist. Be sure to include the relevant stages of development from Piaget’s theory and Vygotsky’s foundational concepts as you discuss Mateo’s behavior.

MATEO’S DEVELOPMENTAL PROGRESS

In this section of PSYC 2002 3-2 Cognitive Development, we will discuss Mateo’s developmental progress.

• Analyze Mateo’s cognitive development through the lenses of both Piaget’s and Vygotsky’s theories. 
• Detail the relevant stages and concepts each theorist would use to explain Mateo’s progress.

Piaget’s View

Piaget would attribute Mateo’s fear of Santa and belief that his shadow was following him to egocentrism typical of the preoperational stage. Mateo’s inability to see the world from any perspective other than his own would explain these fears and misconceptions. By age 8, Mateo’s enjoyment of Santa, use of shadows for play, and ability to handle disagreements suggest he has moved into the concrete operational stage, where he can think more logically and understand other viewpoints.

Vygotsky’s View

Vygotsky would focus on the social interactions that supported Mateo’s learning. His initial fears could be seen as a failure to internalize cultural understandings, which he later acquired through social interaction, particularly with his parents and peers. His ability to read and perform arithmetic by age eight would be seen as achievements made possible through learning within his ZPD, likely supported by adult instruction and peer collaboration.

Summarize your point of view on this topic, informed by this week’s Learning Resources.

CONCLUSION

In this section of PSYC 2002 3-2 Cognitive Development, we will discuss the conclusion.

• Summarize your findings and reflect on the implications of Piaget’s and Vygotsky’s theories for understanding cognitive development. 
• Offer your perspective on the relative strengths and applications of each theory.

Example

In analyzing Mateo’s cognitive development, both Piaget’s and Vygotsky’s theories offer valuable perspectives. Piaget’s stage theory explains the progression of logical thinking capabilities. At the same time, Vygotsky’s emphasis on social interaction provides a framework for understanding the impact of cultural and instructional contexts on cognitive development. I find Vygotsky’s theory particularly compelling as it highlights the critical role of social interaction and cultural tools in cognitive development, which seems increasingly relevant in today’s interconnected world. 

REFERENCES

Feldman, R. S. (2022). Child development (9th ed.). Pearson.

Closing

This Owlisdom How-To Guide of PSYC 2002 3-2 Cognitive Development hones your skills and prepares you for future academic endeavors. In the next module of PSYC 2002, we will explore the 4-1 Discussion.

PSYC 2002 4-1 Discussion: THE SCHOOL ENVIRONMENT

Instructions of PSYC 2002 4-1 Discussion

THE SCHOOL ENVIRONMENT

What do you remember most about your school days? Maybe you recall images of hanging out with friends at recess or lunch. Do you recall a favorite teacher? Was there a story or poem you read in English class that touched you? Perhaps you played on a winning basketball team and bonded with your teammates and coach?

Some people may look back fondly on time spent in primary school and wish life were still that simple. For others, school may have been a varied experience with both positive and difficult memories. And for some, the memory of school is painful.

Think back to your own foundational school experiences as you prepare for this Discussion. Reflect on your own successes and challenges as you begin to envision a school environment where all students feel competent and comfortable.

For this Discussion, you will study what affects children’s school success. Additionally, you will examine how personal characteristics, family, and broader social forces inform children’s experiences in school.

RESOURCES

Be sure to review the Learning Resources before completing this Discussion.

Required Readings

To prepare:

• Review Chapters 11, 12, and 13 in your course text and the Week 4 required articles.
• Consider the many factors that inform a child’s experiences in school.
• Think about how the child’s individual temperament (including their vulnerabilities and resilience), the role of parents and teachers, and the larger community inform the child’s school experience.
• Consider the components of a “caring community” and how to create such an environment for every child at school.

BY DAY 3

With these thoughts in mind, post an analysis of the factors that affect children’s school success. Explain the influence of the individual child’s characteristics (i.e., including personality development, temperament, and learning style), family, and broader social forces (e.g., culture and socioeconomic status) on the child’s school experience. Conclude your post by offering your ideas as to how to create a “caring community” for every child at school.

Note: Support your initial post with evidence from at least one Learning Resource. You may state your opinion and/or provide personal examples; however, you must also back up your assertions with evidence, including in-text citation(s) and reference(s) in APA style.

BY DAY 5

Respond to at least one of your colleagues’ postings by highlighting an additional factor that affects children’s school success and explaining why you consider it critical.

Note: Your responses to colleagues should be substantial (200–300 words), supported with scholarly evidence from your research and/or the Learning Resources, and properly cited in APA style. Personal anecdotes are acceptable within meaningful responses but cannot stand alone as a response. Responses should enrich the initial post by supporting and/or adding a fresh viewpoint and be constructive, enhancing the learning for all students.

Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the Reply button to complete your initial post. Remember, once you click on Post Reply, you cannot delete or edit your own posts and you cannot post anonymously. Introduction to PSYC 2002 4-1 Discussion

This Owlisdom How-To PSYC 2002 4-1 Discussion involves analyzing the factors that affect children’s success in school, focusing on the child’s individual characteristics, the role of parents and teachers, and broader social influences. The goal of the PSYC 2002 4-1 Discussion is to understand how these factors interact and contribute to a child’s educational experience and to offer strategies for creating a caring community in schools.

INTRODUCTION

• Provide a brief overview of the assignment’s purpose. Introduce the main factors influencing children’s school success: individual characteristics, family, and broader social forces.

Example

The school environment plays a pivotal role in shaping a child’s academic success and overall development. Various factors, from the child’s attributes to broader social influences, intertwine to craft unique educational experiences. Understanding these factors is crucial in creating a nurturing and effective educational atmosphere.

Explain the influence of the individual child’s characteristics (i.e., including personality development, temperament, and learning style) on the child’s school experience.

OVERVIEW OF INDIVIDUAL CHILD’S CHARACTERISTICS

In this section of PSYC 2002 4-1 Discussion, we will overview the characteristics of individual children.

• Discuss how the child’s temperament, personality development, and learning style influence their school experience. 
• Use specific examples to illustrate how these characteristics impact academic engagement and success.

Example

A child’s success in school is significantly influenced by their characteristics, such as temperament, personality development, and learning style. Temperament, which includes a child’s typical mood, adaptability, and activity levels, affects how they interact with peers and teachers and respond to educational settings (Feldman, 2022, Chapter 11). For example, a child with a more adaptable temperament might find it easier to cope with the structured routines of a school day. In contrast, a less adaptable child might struggle with transitions or changes in the school environment. Additionally, learning styles—whether a child is a visual, auditory, or kinesthetic learner—also dictate how they best receive and process information, impacting their academic engagement and achievement.

Explain the influence of family on the child’s school experience.

INFLUENCE OF FAMILY

In this section of PSYC 2002 4-1 Discussion, we will discuss the influence of family.

• Explain the role of parents in a child’s education, including their attitudes toward learning, involvement in school activities, and the educational expectations they set. 
• Highlight how these aspects shape a child’s attitude towards school.

Example

The family’s role in a child’s school experience cannot be overstated. Parents’ attitudes toward education, their involvement in school activities, and the educational expectations they set all influence a child’s attitude toward learning and school attendance (Gladwell, 1998). Likewise, teachers play a critical role not just in delivering education but in understanding and accommodating individual learning needs and differences, which can either enhance or hinder a student’s capability to succeed.

Explain the influence of broader social forces on the child’s school experience.

BROADER SOCIAL FORCES

In this section of PSYC 2002 4-1 Discussion, we will discuss broader social forces.

• Analyze the impact of broader social forces such as culture and socioeconomic status on a child’s school experience. 
• Discuss how these factors affect access to resources and educational opportunities.

Example

Broader social forces, such as culture and socioeconomic status, also profoundly affect children’s school experiences. Cultural values can influence what is taught and how it is taught. At the same time, socioeconomic status often involves access to resources like tutoring, extracurricular activities, and even basic needs like nutrition and healthcare, which are essential for optimal cognitive functioning (Feldman, 2022, Chapter 13). Schools in affluent areas might offer more enriched curricula and learning tools compared to underfunded schools in lower socioeconomic areas, leading to disparities in educational outcomes.

Conclude your post by offering your ideas as to how to create a “caring community” for every child at school.

CREATING A CARING COMMUNITY

• Offer strategies for creating a caring community within schools. 
• Discuss inclusive teaching strategies, social-emotional learning, and the importance of strong partnerships with families.

Example

To create a “caring community” in schools, it is essential to cultivate an environment that respects and responds to the diverse needs of all students. This involves implementing inclusive teaching strategies that accommodate various learning styles and integrating social-emotional learning to help children manage emotions and build healthy relationships. Schools should also foster strong partnerships with families, encouraging parent involvement and ensuring consistent communication about children’s progress and needs.

Moreover, schools need to address inequalities by providing additional support for students from lower socioeconomic backgrounds, such as after-school programs, access to mental health services, and nutritional support. Teachers and staff should be trained to be culturally competent, recognize and respect diverse cultural backgrounds, and ensure that all students feel seen and valued.

REFERENCES

Feldman, R. S. (2022). Child development (9th ed.). Pearson.

Gladwell, M. (1998, August 17). Do parents matter? Judith Rich Harris and Child Development. The New Yorker. http://croker.harpethhall.org/Must%20Know/Psychology/ParentsGladwell.pdf

Respond to at least one of your colleagues’ postings by highlighting an additional factor that affects children’s school success and explaining why you consider it critical.

PEER REPLY

In this section of PSYC 2002 4-1 Discussion, we will discuss peer replies.

• When responding to a peer’s post, highlight an additional factor that affects children’s school success. 
• Explain why this factor is critical and provide evidence or examples to support your point.

Example

Greetings Ryan,

You provided a thorough analysis of the factors influencing a child’s educational experience, particularly focusing on individual characteristics, family involvement, and broader societal impacts. I would like to add another critical dimension to this discussion: the role of technology in children’s academic success.

The integration of technology in education has become increasingly prevalent and is reshaping learning environments, making it a significant factor in school success today. Technological tools not only enhance educational delivery through interactive and personalized learning experiences but also extend learning opportunities beyond the classroom (Feldman, 2022, Chapter 13). For example, digital platforms can provide students with access to a vast array of resources, including online tutorials, educational apps, and virtual classrooms, which can be particularly beneficial in reinforcing and supplementing traditional teaching methods.

However, the digital divide remains a concern, as not all students have equal access to technology. Students from lower socioeconomic backgrounds may not have consistent access to reliable internet or educational devices, which can hinder their ability to participate in digital learning and widen existing educational gaps. The disparity highlights the importance of ensuring equitable access to technology as a means of supporting every child’s educational success.

Therefore, while discussing the creation of a caring community within schools, it is crucial to consider how technology is used and the accessibility of technological resources for all students. Schools must strive to implement inclusive tech-based learning solutions that support diverse learning needs and bridge the gap between different socioeconomic statuses, ensuring that every child has the tools necessary to succeed in a digitally interconnected world.

REFERENCES

Feldman, R. S. (2022). Child development (9th ed.). Pearson.

CLOSING

This PSYC 2002 4-1 Discussion assignment has explored the multifaceted factors affecting children’s school success, emphasizing the importance of individual characteristics, family involvement, and broader social influences. By creating a caring community that accommodates diverse needs and fosters strong partnerships, schools can provide a supportive environment conducive to every child’s academic and personal development. In the next module of PSYC 2002, we will explore the 4-2 Friendships and Peer Groups.

PSYC 2002 4-2 Friendships and Peer Groups

Instructions of PSYC 2002 4-2 Friendships and Peer Groups

FRIENDSHIPS AND PEER GROUPS

Everyone deserves the opportunity to have positive peer relationships. However, why are these peer relationships easy for some children to obtain and more difficult for others? How do children learn the ways of friendship—to be a good friend to others and know how to obtain, keep, and make good friends for themselves? What are the characteristics of positive peer relationships? What qualities and behaviors in children enable positive peer relationships to form? 

For this Assignment, you will examine peer relationships during middle childhood and reflect on how early attachment relationships with caregivers influences relationships during this period. You will also analyze the positive and negative impact of peer relationships during this stage of development.

RESOURCES

Be sure to review the Learning Resources before completing this Assignment.

Required Readings

To prepare:

• Review the chapter readings, primarily focusing on Chapter 13 in your course text and the Week 4 required articles.
• Think about how, and why, children make friends during middle childhood.
• Think about why some children become popular while others are rejected. Consider the logical connection between early formation of attachment with caregivers, and the development of future relationships in middle childhood.

The Assignment (2–3 pages):

Reflect on the development of peer relationships. Provide specific support from the Week 4 readings for each of the following prompts. Include (but do not necessarily limit yourself to) the following:

• Explain how secure attachment formation with caregivers during infancy might build a bridge to the formation of positive peer relationships during middle childhood.
• Analyze friendships that occur throughout middle childhood. How do these relationships change during this span of time?
• Explain the positive and negative impact of peer relationships during this time.
• Summarize your thoughts about the role of adults in children’s socialization, particularly as it relates to the development of friendships and peer groups. Be sure to provide examples and justify your response.

Note: Support the responses within your Assignment with evidence from the course Learning Resources. Provide a Reference List for resources you used for this Assignment. Title page and Reference List do not count toward the 2- to 3-page paper length. Use APA style for in-text citations and references.

BY DAY 7

Submit your Assignment by Day 7.

SUBMISSION INFORMATION

Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the Turnitin Drafts from the Start Here area. 

1. To submit your completed assignment, save your Assignment as WK4Assgn_LastName_Firstinitial
2. Then, click on Start Assignment near the top of the page.
3. Next, click on Upload File and select Submit Assignment for review.

Rubric

PSYC_2002_Week4_Assignment_Rubric

INTRODUCTION TO PSYC 2002 4-2 Friendships and Peer Groups

This Owlisdom How-To guide of PSYC 2002 4-2 Friendships and Peer Groups assignment involves reflecting on the development of peer relationships in middle childhood by analysing the influence of early attachment, the evolution of friendships, and the role of adults in socialisation. The goal of PSYC 2002 4-2 Friendships and Peer Groups is to understand how these factors contribute to children’s social development and to propose strategies for creating supportive peer environments.

INTRODUCTION

• Introduce the purpose of the assignment and the key topics that will be covered. 
• Briefly mention the importance of understanding friendships and peer relationships in the context of a child’s development.

Example

Friendships and peer relationships are essential components of a child’s social development, particularly during middle childhood, a period marked by increasing autonomy from parents and a greater reliance on social interactions with peers. Understanding the complexities of these relationships involves examining the nature of early attachment with caregivers and its influence on later social interactions, as well as the dynamics that govern peer acceptance and rejection.

Explain how secure attachment formation with caregivers during infancy might build a bridge to the formation of positive peer relationships during middle childhood.

SECURE ATTACHMENT AND ITS BRIDGE TO POSITIVE PEER RELATIONSHIPS

In this section of PSYC 2002 4-2 Friendships and Peer Groups, we will discuss secure attachment and its role in building positive peer relationships.

• Explain how secure attachment formed during infancy influences the development of positive peer relationships in middle childhood. 
• Use research to support your explanation.

Example

The formation of secure attachment in infancy lays the groundwork for the development of healthy peer relationships during middle childhood. Securely attached children who have experienced consistent, responsive, and sensitive care are more likely to develop a sense of trust and safety about the world around them (Miljkovitch et al., 2021). This foundational trust facilitates more positive interactions with peers as these children tend to exhibit better emotional regulation, greater social competence, and a more positive self-concept. These traits make them more approachable and attractive as friends to their peers. Conversely, children with insecure attachments may struggle with trust, exhibit fear of rejection, or show less positive social behaviour, making peer interactions more challenging. Additionally, secure attachment promotes resilience in the face of social challenges, equipping children with the tools to recover from social setbacks and maintain a positive social outlook.

Analyse friendships that occur throughout middle childhood. How do these relationships change during this span of time?

EVOLUTION OF FRIENDSHIPS IN MIDDLE CHILDHOOD

In this section of PSYC 2002 4-2 Friendships and Peer Groups, we will discuss the evolution of friendships in middle childhood.

• Discuss how friendships evolve during middle childhood, transitioning from activity-based interactions to more complex, emotionally supportive relationships. 
• Highlight the skills children develop through these friendships.

Example

During middle childhood, friendships evolve from largely activity-based interactions to more complex, emotionally supportive relationships. Younger children might consider someone a friend because they share toys or play together, but as they grow, friendship criteria shift towards trust, mutual support, and shared values. Children learn to negotiate, cooperate, and empathise, which are crucial skills for maintaining deeper, more stable friendships. This development mirrors their cognitive and emotional maturation as they become capable of understanding others’ perspectives and managing their emotional responses in socially appropriate ways. These evolving friendships also serve as a practice ground for future adult relationships, teaching children about loyalty, conflict resolution, and mutual respect.

Explain the positive and negative impact of peer relationships during this time.

IMPACT OF PEER RELATIONSHIPS

In this section of PSYC 2002 4-2 Friendships and Peer Groups, we will discuss the impact of peer relationships.

• Analyse both the positive and negative impacts of peer relationships during middle childhood. 
• Provide examples and cite relevant research.

Positive Impacts

Peer relationships during middle childhood play a critical role in the psychological and social development of children. They provide a context in which children can practice social skills, develop a sense of identity, and gain a feeling of belonging. Through interactions with peers, children learn to navigate the social world, understanding complex social cues and norms (Miljkovitch et al., 2021). Positive peer relationships are linked to higher self-esteem, better school adjustment, and lower levels of depression and anxiety.

Negative Impacts

Conversely, negative peer interactions, such as bullying or social exclusion, can have detrimental effects on a child’s development. Children who are rejected or bullied by peers are at a higher risk for academic problems, loneliness, depression, and anxiety. Additionally, peer pressure can lead to risky behaviours as children strive to conform to group norms or gain acceptance, which might conflict with their values or safety.

Summarise your thoughts about the role of adults in children’s socialisation, particularly as it relates to the development of friendships and peer groups. Be sure to provide examples and justify your response.

THE ROLE OF ADULTS IN CHILDREN’S SOCIALIZATION

In this section of PSYC 2002 4-2 Friendships and Peer Groups, we will discuss the role of adults in children’s socialisation. 

• Summarise the role of adults in children’s socialisation, particularly in the development of friendships and peer groups. 
• Provide examples of effective adult interventions and strategies.

Example

Adults play a crucial role in guiding and supporting children’s social development. Parents, teachers, and other caregivers can model positive social behaviour and offer direct guidance on managing conflicts and building friendships. Adults can create environments that encourage inclusive and respectful interactions, thus fostering a “caring community” within schools and other social settings. For example, teachers can use classroom projects that require collaboration, which naturally builds interpersonal skills and peer relationships. Moreover, by actively monitoring the social dynamics within these settings, adults can identify and address potential problems early, ensuring that all children have the opportunity to develop positive peer relationships (Feldman, 2022, Chapter 13). In addition, adult interventions in cases of bullying or exclusion are critical to maintaining a safe social environment. Adults can also facilitate discussions about empathy and respect, which are crucial for the development of healthy peer relationships.

CONCLUSION

We will discuss the conclusion in this section of PSYC 2002 4-2 Friendships and Peer Groups.

• Summarise the key points discussed in the assignment and reflect on the implications for supporting children’s social development. 
• Emphasise the importance of secure attachments, positive peer interactions, and adult involvement.

Example

The quality of early attachment relationships significantly influences children’s ability to form and maintain healthy peer relationships during middle childhood. Secure early attachments foster trust, empathy, and a positive self-image, which facilitate smoother interactions with peers. As children grow, their friendships become more complex and emotionally significant, impacting their social development and emotional well-being. Adults play an indispensable role in this process by providing the necessary support and guidance to nurture these relationships. Understanding these dynamics helps in crafting interventions and educational practices that promote positive social interactions and mitigate the impacts of negative peer experiences, thereby supporting the holistic development of children into socially competent individuals. 

CLOSING

This PSYC 2002 4-2 Friendships and Peer Groups assignment has explored the development of peer relationships in middle childhood, emphasising the influence of secure attachment, the evolution of friendships, and the role of adults in socialisation. By understanding these dynamics, educators and parents can better support children in forming positive peer relationships and navigating the social challenges of middle childhood. In the next module of PSYC 2002, we will explore the 5-1 Discussion.

REFERENCES

Feldman, R. S. (2022). Child development (9th ed.). Pearson.

Miljkovitch, R., Mallet, P., Moss, E., Sirparanta, A., Pascuzzo, K., & Zdebik, M. A. (2021). Adolescents’ attachment to parents and peers: Links to young adulthood friendship quality. Journal of Child and Family Studies, 30(5), 1441–1452. https://doi.org/10.1007/s10826-021-01962-y

PSYC 2002 5-1 Discussion: SOCIAL MEDIA, BRAIN MATURATION

Instructions of PSYC 2002 5-1 Discussion

SOCIAL MEDIA, BRAIN MATURATION, AND BEHAVIOR

Whether your teenage years occurred a few years ago or even decades ago, there is a strong chance you remember the excitement and challenges of being a teenager. During adolescence, your parents may have begun treating you differently and offering you greater independence. You may remember feeling unsure as to whether you were a child or an adult. The changes to your body were likely both exciting and scary. During this same time, there were also many changes occurring that you could not see. Your brain was continuing to develop in important ways. If as a teenager, you ever felt your emotions were overwhelming, or you felt compelled to take risks, this may have been why.

Now consider the teenagers of today. Do the teenagers you know spend endless hours on their cell phones texting, tweeting, and posting to social media accounts? Do they get anxious if they cannot respond quickly enough to friends when their parents request that they put their cell phone away during mealtimes? Were there similar technology-related challenges when you were a teenager? Rapidly changing technology impacts the experiences and development of teenagers in important ways and presents unique challenges to parents and caregivers.

For this Discussion, you will analyze the effect of ongoing physical maturation on adolescent behavior. You will also examine the impact of social media on adolescent development.

RESOURCES

Be sure to review the Learning Resources before completing this Discussion.

Required Readings

Required Media

Optional Resources

To prepare:

• Review Chapters 14, 15, and 16 in your course text and the additional required readings. Especially note the articles “The Psychology of Begging to be Followed on X (formerly Twitter)” and “The Furor Over Facebook.”
• Consider the impact of changes during puberty and the ongoing maturation of the brain during adolescence.
• Consider how physical changes impact adolescent behavior. Focus on some of the stereotypes regarding adolescence (e.g., moodiness and the possibility of risk-taking behavior).
• Consider the impact of social media on the developing brain and the overall development of the adolescent.

BY DAY 3

With these thoughts in mind, post an analysis of the impact of ongoing physical maturation (i.e., pubertal change, brain maturation) on adolescent behavior. Also, post an analysis of the impact of social media on adolescent behavior. Pay particular attention to the danger of risk-taking behavior and how social media may shape the nature of development for teens today. Discuss your ideas for how parents and the larger community can successfully guide adolescents through this time.

Note: Support your initial post with evidence from at least one Learning Resource. You may state your opinion and/or provide personal examples; however, you must also back up your assertions with evidence, including in-text citation(s) and reference(s) in APA style.

BY DAY 5

Respond by Day 5 to at least one of your colleagues’ postings. Offer additional ideas regarding the factors that impact adolescents’ risk-taking behaviors and share ideas as to how parents could guide adolescents through this impactful time.

Note: Your responses to colleagues should be substantial (200–300 words), supported with scholarly evidence from your research and/or the Learning Resources, and properly cited in APA style. Personal anecdotes are acceptable within meaningful responses, but cannot stand alone as a response. Responses should enrich the initial post by supporting and/or adding a fresh viewpoint and be constructive, enhancing the learning for all students.

Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the Reply button to complete your initial post. Remember, once you click on Post Reply, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking on Post Reply!

Introduction to PSYC 2002 5-1 Discussion

This PSYC 2002 5-1 Discussion requires an analysis of how ongoing physical maturation and social media influence adolescent behaviour. In PSYC 2002 5-1 Discussion, you will explore the relationship between brain development, puberty, and behaviours such as risk-taking. Additionally, you will examine the impact of social media on these behaviours and suggest strategies for parents and the community to guide adolescents through these challenges.

Introduction

• Introduce the assignment’s purpose and outline the key areas of focus. Explain briefly the significance of understanding the impact of physical maturation and social media on adolescent behavior.

Example

The adolescent years are a critical period marked by significant physical and psychological changes that directly impact behaviours and emotional responses. These changes are compounded by modern phenomena like social media, which has become a ubiquitous presence influencing adolescent development in complex ways.

Post an analysis of the impact of ongoing physical maturation (i.e., pubertal change, brain maturation) on adolescent behaviour.

IMPACT OF ONGOING PHYSICAL MATURATION ON ADOLESCENT BEHAVIOR

In this section of PSYC 2002 5-1 Discussion, we will discuss the impact of ongoing physical maturation on adolescent behaviour.

• Discuss how puberty and brain maturation influence adolescent behaviour. 
• Focus on the development of the prefrontal cortex and limbic system and how hormonal changes affect behaviour.

Example

During adolescence, the brain undergoes substantial development, particularly in the prefrontal cortex, the area responsible for decision-making, impulse control, and reasoning. The development continues into young adulthood, which explains some of the hallmark behaviours associated with adolescence, such as emotional intensity and risk-taking. The limbic system, which processes emotions, develops ahead of the prefrontal cortex, leading to heightened emotional responses and a propensity for riskier behaviours due to an underdeveloped capacity for regulating these responses. Moreover, puberty brings about hormonal changes that further complicate these neural developments. These hormonal influences can exacerbate moodiness and emotional unpredictability, traits commonly stereotyped in adolescents. The ongoing maturation of the brain, coupled with these hormonal shifts, lays a biological foundation for the erratic and exploratory behaviours often observed during this developmental stage.

Post an analysis of the impact of social media on adolescent behaviour. Pay particular attention to the danger of risk-taking behaviour and how social media may shape the nature of development for teens today.

IMPACT OF SOCIAL MEDIA ON ADOLESCENT BEHAVIOR

In this section of PSYC 2002 5-1 Discussion, we will discuss the impact of social media on adolescent behaviour.

• Analyse how social media influences adolescent behaviour, focusing on risk-taking behaviours and the psychological impact of digital interactions. 
• Discuss the feedback loop created by social media and its effects on self-perception and peer approval.

Example

Social media introduces an additional layer of complexity to adolescent development. Platforms like Twitter, Instagram, and Facebook significantly affect how adolescents perceive themselves and interact with the world. The constant feedback loop provided by social media—through likes, comments, and shares—can become a source of validation and reinforcement that is intensely compelling at a stage where peer approval is highly valued (Roberts, 2014). Digital engagement also comes with risks. The pursuit of peer approval can lead to risk-taking behaviours, such as oversharing personal information, engaging in online challenges, or mimicking unhealthy behaviours popularised by influencers or celebrities. The addictive nature of social media interactions can exacerbate these behaviours, as teens may prioritise online engagement over real-world consequences. Furthermore, the accessibility of social media means that teens are not only consumers but also broadcasters of content, often without the maturity to foresee the long-term impacts of their digital footprints. The dynamic can profoundly influence their social and emotional development, sometimes leading to anxiety, depression, and other mental health issues when online interactions become negative or overwhelming.

Discuss your ideas for how parents and the larger community can successfully guide adolescents through this time.

GUIDANCE FOR PARENTS AND THE COMMUNITY

This section of PSYC 2002 5-1 Discussion will discuss the guidance for parents and the community.

• Provide strategies for parents and the community to support adolescents through this developmental stage. 
• Emphasise open communication, setting boundaries, and promoting digital literacy.

Example

Navigating adolescence in the age of social media requires active involvement and guidance from both parents and the larger community. Parents can play a pivotal role by fostering open communication about online behaviour and its implications. Setting boundaries on the use of digital devices while also respecting adolescents’ growing need for autonomy can help manage their exposure to potential online risks. Educators and community leaders can also contribute by providing programs that educate teens about the responsible use of technology and the importance of maintaining a healthy digital identity. Schools could integrate digital literacy into their curricula to teach students about the benefits and dangers of social media from an informed perspective. Additionally, mental health resources should be readily available to address any negative impacts of social media usage. These resources can offer strategies to cope with cyberbullying, social anxiety, and other related issues, ensuring that adolescents have the support they need to navigate these challenges effectively. 

REFERENCES

Roberts, K. (2014, February 26). The psychology of begging to be followed on X (formerly Twitter).The Atlantic. http://www.theatlantic.com/health/archive/2014/02/the-psychology-of-begging-to-be-followed-on-twitter/283947/

Respond to at least one of your colleagues’ postings. Offer additional ideas regarding the factors that impact adolescents’ risk-taking behaviours and share ideas as to how parents could guide adolescents through this impactful time.

PEER REPLY

• Respond to a peer’s post by expanding on their analysis. 
• Highlight additional factors that influence adolescent behaviour and suggest further strategies for parental guidance.

Example

Hi Erica,

You have made excellent points about the complexities influencing adolescent behaviour, especially highlighting the role of social media. I would like to expand on the factors impacting adolescents’ risk-taking behaviours and suggest additional strategies for parental guidance during this critical period.

Adolescents’ risk-taking behaviours are not solely influenced by their biological development and social media interactions. Peer influence plays a substantial role during this developmental stage. Research indicates that adolescents are more likely to engage in risk-taking behaviours when they are in the presence of peers than when alone (Defoe et al., 2020). The susceptibility is partly due to the heightened sensitivity to social acceptance during adolescence, which is exacerbated by the social dynamics facilitated by digital platforms.

Environmental factors also contribute significantly. Adolescents raised in environments with high levels of parental monitoring, clear rules, and warm, supportive relationships are less likely to engage in high-risk behaviours. In contrast, those who experience neglectful parenting or inconsistent discipline may seek acceptance and guidance through external, sometimes unreliable, sources, including social media platforms.

To guide adolescents effectively, parents can adopt an approach that balances supervision with respect for the adolescent’s growing need for autonomy. Open communication is critical; parents should discuss the reasons behind rules and the potential consequences of risky behaviours, making these discussions an ongoing conversation rather than a one-time lecture. Additionally, encouraging adolescents to engage in extracurricular activities can provide them with a sense of community and accomplishment, reducing the time spent online and the influence of potentially harmful peer interactions.

Parents can also foster resilience by helping adolescents develop problem-solving skills and emotional regulation strategies. It can be facilitated through modelling behaviour, discussing hypothetical scenarios, and encouraging reflection on the consequences of different choices.

REFERENCES

Defoe, I. N., Dubas, J. S., Dalmaijer, E. S., & Van Aken, M. A. G. (2020). Is the Peer Presence Effect on Heightened Adolescents' Risky Decision-Making Only Present in Males? Journal of Youth and Adolescence, 49(3), 693–705. https://doi.org/10.1007/s10964-019-01179-9

Closing

This Owlisdom How-To Guide of PSYC 2002 5-1 Discussion hones your skills and prepares you for future academic endeavours. In the next module of PSYC 2002, we will explore the 5-2 Parenting Styles and Adolescent Sexuality.

PSYC 2002 5-2 Parenting Styles and Adolescent Sexuality

Instructions of PSYC 2002 5-2 Parenting Styles and Adolescent Sexuality

PARENTING STYLES AND ADOLESCENT SEXUALITY

In the United States, the pregnancy rate has been steadily declining over the past decade; however, the U.S. teen pregnancy rate is still among the highest in Western societies (CDC, 2021). There are other risks besides teen pregnancy associated with early sexual behavior, including sexually transmitted infections and negative mental health outcomes.

Consider the following hypothetical example:

Sally is your daughter who is in her early teens. She has been a good student. She has had a close relationship with you and a good relationship with her dad. She currently is interested in politics and is on the student council. She is active in many school events and is expected by all of the adults in her life to go to college. As her mother, you begin to suspect that she may be engaging in sexual activity. She stays out later than her curfew, and she has a steady boyfriend. There have been a few times when you know she had opportunity for sexual activity. You are an authoritative parent. You want her to know about pregnancy risks, sexually transmitted diseases, and you are concerned about her early development of relationships. You also are aware that in today’s world, teens do not really date as in previous generations. They tend to engage in serial monogamy. As an authoritative parent, what would you do? What would you do if you were an authoritarian or permissive parent?

Reference

Centers for Disease Control and Prevention. (2021). About teen pregnancy. Reproductive health: Teen pregnancy. https://www.cdc.gov/teenpregnancy/about/index.htm

For this Assignment, you will explore known factors that delay the onset of intercourse and prevent pregnancy and sexually transmitted diseases.

RESOURCES

Be sure to review the Learning Resources before completing this Assignment.

Required Readings

Required Media

Optional Resources

To prepare:

• Review the hypothetical example from the lead-in.
• Review Chapters 14, 15, and 16 in your course text.
• Review the article, “Stakeholder Education for Community-Wide Health Initiatives: A Focus on Teen Pregnancy Prevention.”
• Think about Baumrind’s parenting styles. How might authoritative, authoritarian, and permissive parents respond differently to the hypothetical example of Sally?
• Consider risks of sexual involvement including (but not limited to) pregnancy and sexually transmitted diseases.

The Assignment (2–3 pages):

Keeping the above example in mind, as well as other factors that are known to delay the onset of intercourse and prevent pregnancy and sexually transmitted diseases:

• Explain the potential risks of sexual involvement for Sally if, in fact, she is sexually active.
• Explain how parents, with each of the three parenting styles (authoritative, authoritarian, and permissive), would respond to Sally.
• Provide specific examples of parenting behaviors that include limits for Sally and consequences if the limits are not followed.
• Conclude by explaining your own thoughts on how to best respond if Sally was your daughter.

Note: Support the responses within your Assignment with evidence from the course Learning Resources. Provide a Reference List for resources you used for this Assignment. Title page and Reference List do not count toward the 2- to 3-page paper length. Use APA style for in-text citations and references. 

BY DAY 7

Submit your Assignment by Day 7.

SUBMISSION INFORMATION

Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the Turnitin Drafts from the Start Here area. 

1. To submit your completed assignment, save your Assignment as WK5Assgn_LastName_Firstinitial
2. Then, click on Start Assignment near the top of the page.
3. Next, click on Upload File and select Submit Assignment for review.

Rubric

PSYC_2002_Week5_Assignment_Rubric

INTRODUCTION TO PSYC 2002 5-2 

This PSYC 2002 5-2 Parenting Styles and Adolescent Sexuality assignment explores how different parenting styles influence adolescent behavior and decision-making regarding sexual activity. The focus is on understanding how authoritative, authoritarian, and permissive parents might respond to a teenager suspected of being sexually active. The PSYC 2002 5-2 Parenting Styles and Adolescent Sexuality guide will provide insights into the potential risks of early sexual involvement and suggest strategies for effective parenting in these situations.

INTRODUCTION

We will discuss the introduction in this section of PSYC 2002 5-2 Parenting Styles and Adolescent Sexuality.

• Introduce the purpose of the assignment and outline the key areas of focus. Explain briefly the significance of understanding parenting styles in addressing adolescent sexuality.

Example

Parenting styles significantly influence adolescent behavior, particularly concerning sexuality and decision-making about sexual activities. The scenario with Sally highlights the complexities that parents face when addressing teenage sexuality. Each parenting style—authoritative, authoritarian, and permissive—would likely lead to different interactions and outcomes based on their unique approaches to discipline, communication, and warmth.

Explain the potential risks of sexual involvement for Sally if, in fact, she is sexually active.

POTENTIAL RISKS OF SEXUAL INVOLVEMENT FOR SALLY

We will discuss the potential risks of sexual involvement for Sally in this section of PSYC 2002 5-2 Parenting Styles and Adolescent Sexuality.

• Discuss the risks associated with early sexual activity, including pregnancy, sexually transmitted infections (STIs), and emotional consequences.

Example

If Sally is sexually active, she faces several risks common among teenagers, including the potential for teen pregnancy and sexually transmitted infections (STIs). The Centers for Disease Control and Prevention notes that despite the decline in teen pregnancy rates, these risks remain significant. Additionally, early sexual activity is often associated with negative mental health outcomes, such as increased stress and emotional instability, which could affect Sally’s well-being and academic performance.

Explain how parents with each of the three parenting styles (authoritative, authoritarian, and permissive) would respond to Sally.

Provide specific examples of parenting behaviors that include limits for Sally and consequences if the limits are not followed.

PARENTING STYLES AND RESPONSES TO SALLY’S SITUATION

In this section of PSYC 2002 5-2 Parenting Styles and Adolescent Sexuality, we will discuss parenting styles and responses to Sally’s situation.

Authoritative Parenting

• Describe how authoritative parents balance warmth and structure, focusing on open communication and setting clear expectations.

Example

Authoritative parents, like Sally’s mother, are known for being responsive yet firm with set boundaries. This parenting style is balanced with warmth and rational, open communication. In this scenario, an authoritative parent would likely address Sally’s suspected sexual activity by initiating a supportive yet serious conversation. They would discuss the importance of safe sex practices, the implications of STIs and pregnancy, and the emotional aspects of relationships. An authoritative parent would set clear expectations regarding behavior while also providing guidance and support for contraceptive use and safe sexual practices. For example, an authoritative parent might put a curfew and explain the reasons behind this rule, emphasizing safety and responsibility. They would discuss consequences for missing curfews, such as restricted outings, but also offer a process for earning back privileges through trustworthy behavior. Additionally, they would provide resources for sexual health education and facilitate access to contraceptives if appropriate. According to Finley et al. (2018), comprehensive community-wide health initiatives that include stakeholder education play a crucial role in reducing rates of teen pregnancy. These programs emphasize the importance of clear communication between parents and adolescents about sexual health, which aligns with the authoritative parenting approach that balances warmth and structure.

Authoritarian Parenting

• Describe how authoritarian parents focus on obedience and impose strict rules with less open communication.

Example

An authoritarian parent, in contrast, would likely take a more punitive and less communicative approach. The style is characterized by high demands but low responsiveness. The focus would be on obedience and adherence to parental rules. If Sally were suspected of being sexually active, an authoritarian parent might impose strict curfews, limit interactions with her boyfriend, and enforce consequences without providing much explanation or support for sexual health education. For instance, an authoritarian parent might demand that Sally end her relationship or forbid dating, with strict penalties for non-compliance, such as taking away her phone or other privileges without discussion. The approach could lead to secretive behavior from Sally, as the environment might not feel safe or supportive of open talks about her sexuality (Feldman, 2022, Chapter 15). The method might suppress open communication and push adolescents towards secretive behaviors, increasing risks rather than mitigating them. 

Permissive Parenting

• Describe how permissive parents are lenient and lack firm boundaries, focusing on being supportive but not setting clear limits.

Example

Permissive parents are typically warm and accepting but lack firm boundaries and discipline. If Sally’s parent were permissive, they might acknowledge her sexual activity but fail to provide the necessary guidance or set limits. The approach might include casual conversations about sex and encouragement to “be safe” without specific strategies or rules. For example, a permissive parent might offer minimal restrictions, perhaps only asking Sally to inform them if she plans to be out late. There may be no specific consequences defined for not following this loose guideline. While this environment might encourage open communication, the lack of clear guidelines might not adequately prepare Sally to make informed decisions about her sexual health. It could potentially lead to higher risk-taking behaviors, as adolescents may not have a clear understanding of boundaries and consequences.

Conclude by explaining your own thoughts on how to best respond if Sally were your daughter.

PERSONAL PERSPECTIVE ON BEST APPROACHES

• Share your perspective on the best approach to addressing adolescent sexuality, incorporating elements from the authoritative style.

Example

If Sally were my daughter, I would adopt an authoritative approach, emphasizing open communication and education about safe sexual practices. It’s crucial to discuss not only the physical aspects of sexual health but also the emotional and psychological impacts. Providing a supportive environment where Sally feels comfortable discussing her feelings and questions about sexuality would be my priority. The approach fosters trust and understanding, which are essential for guiding adolescents through the complexities of sexual development and relationships.

When considering strategies for preventing teen pregnancy and promoting safe sexual practices, it’s beneficial to look at evidence-based approaches that involve both the teen and their community. According to Finley et al. (2018), comprehensive community-wide health initiatives that include stakeholder education play a crucial role in reducing rates of teen pregnancy. These programs often emphasize the importance of clear communication between parents and adolescents about sexual health, which aligns with the authoritative parenting approach that balances warmth and structure. Implementing such strategies can help in effectively guiding adolescents like Sally through the complexities of their sexual development.

CONCLUSION

We will discuss the conclusion in this section of PSYC 2002 5-2 Parenting Styles and Adolescent Sexuality.

• Summarize the key points discussed and reflect on the importance of understanding these influences to better support adolescent development.

Example

Parenting styles deeply influence how adolescents navigate their sexual development. An authoritative approach, blending firm guidelines with supportive communication, is most beneficial for helping adolescents like Sally make informed and safe choices regarding their sexuality. By understanding and strategically addressing these factors, parents can create an environment that supports their children’s healthy development into adulthood.

REFERENCES

Feldman, R. S. (2022). Child development (9th ed.). Pearson.

Finley, C., Suellentrop, K., Griesse, R., House, L. D., & Brittain, A. (2018). Stakeholder education for community-wide health initiatives: A focus on teen pregnancy prevention. Health Promotion Practice, 19(1), 38–50. https://doi.org/10.1177/1524839917734521

CLOSING

This Owlisdom How-To Guide of PSYC 2002 5-2 Parenting Styles and Adolescent Sexuality hones your skills and prepares you for future academic endeavors. In the next module of PSYC 2002, we will explore the 6-1 discussion.

PSYC 2002 6-1 Discussion: REFLECTING ON CHILD AND ADOLESCENT DEVELOPMENT

Instructions of PSYC 2002 6-1 Discussion

 REFLECTING ON CHILD AND ADOLESCENT DEVELOPMENT

Like human development, every course you take at Walden University is a journey. You likely start out with some excitement about the material, and you look forward to exploring a variety of topics. By the end of the course, you have engaged with readings, media pieces, Discussions, and Assignments that have transformed your thinking in some way.

Think back to each week of this course. As you read the introductions and looked over the Learning Resources, did you find concepts that you could relate to in your own developmental path or in the development of others? If you are a parent, perhaps you have considered changing some of the ways you discipline your child or received confirmation that you are making good choices in your parenting. Perhaps understanding that all children come into this world with their own unique dispositions made you feel better if you know a shy child who often needs to be coaxed to play with others. Or perhaps, you were confused as you read about the complicated patterns of genetic inheritance and wished you could skip that material!

For your final Discussion assignment in this course, you will reflect on the nature of human development from conception through adolescence and apply concepts and/or findings to recent historical events.

RESOURCES

Be sure to review the Learning Resources before completing this Discussion.

Required Readings

Required Media

To prepare:

• Review the required media and required Week 6 readings.
• Think about the concepts (e.g., temperament, attachment) and various research findings (e.g., the outcomes of risk-taking sexual behavior) related to child and adolescent development you have learned in each week of this course.
• Select a recent historical or current event of your choosing (e.g., COVID-19 pandemic, racial equality movements, etc.) that you could apply course concepts and/or research findings to.
• Apply two aspects of child and adolescent development to the current or historical event. For instance, you may apply either two concepts, two research findings, or one concept and one research finding to the recent historical event. If you are unable to apply both concepts and/or research findings to the same historical event, you may choose to discuss an additional historical event.
• For either option, you are not required to search for research findings outside of the classroom Learning Resources. Rather, you can draw upon any of the Learning Resources over the past 6 weeks.

BY DAY 3

With these thoughts in mind:

Post an analysis of two aspects: either two concepts (e.g., temperament, attachment), or two research findings (e.g., outcomes of risk taking in sexual behavior), or one concept and one research finding, applied to the recent historical or current event, such as the COVID-19 pandemic or the racial equality movements on children, adolescents, or parents. If you are unable to apply both concepts or research findings to the same historical event, you may choose to discuss an additional historical event. Specifically, your response should include the following: 

• Begin by briefly explaining the concepts and/or research findings that you have chosen for this Discussion. You must explain two aspects: either two concepts, or two research findings, or one research finding and one concept.
• Then, for each concept and/or research finding, describe how this new knowledge will help to guide you as a parent or professional.
• End your post by discussing the impact of the historical event you chose in terms of the concepts and/or research findings (s) you selected. You may include personal experiences as to how these events impacted you and your family.

Note: Support your initial post with evidence from at least one Learning Resource. You may state your opinion and/or provide personal examples; however, you must also back up your assertions with evidence, including in-text citation(s) and reference(s) in APA style.

BY DAY 5

Respond to at least one colleague by reflecting on one or two of the concepts they chose that you also found interesting and relevant to your life. You may also consider how your experiences have been shaped by events, like the COVID-19 pandemic and/or the racial equality movements. Support your statements with research from the Week 6 Learning Resources.

Note: Your responses to colleagues should be substantial (200–300 words), supported with scholarly evidence from your research and/or the Learning Resources, and properly cited in APA style. Personal anecdotes are acceptable within meaningful responses but cannot stand alone as a response. Responses should enrich the initial post by supporting and/or adding a fresh viewpoint and be constructive, enhancing the learning for all students.

Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the Reply button to complete your initial post. Remember, once you click on Post Reply, you cannot delete or edit your own posts and you cannot post anonymously. Please check your post carefully before clicking on Post Reply!

Introduction to PSYC 2002 6-1 Discussion

This Owlisdom How-To guide of PSYC 2002 6-1 Discussion involves reflecting on child and adolescent development through the lens of recent historical events, such as the COVID-19 pandemic or racial equality movements. You will apply concepts and research findings from your course to analyze these impacts and discuss how this knowledge can guide your actions as a parent or professional. Finally, you will reflect on the broader implications of these events on child and adolescent development.

Begin by briefly explaining the concepts and/or research findings that you have chosen for this Discussion. You must explain two aspects: either two concepts, two research findings, one research finding, and one concept.

SELECTION AND EXPLANATION OF CONCEPTS/RESEARCH FINDINGS

This section of PSYC 2002 6-1 Discussion will discuss the selection and explanation of concepts/research findings.

• Choose two aspects—either two concepts, two research findings, or one of each. 
• Clearly explain each selected aspect.

Example

Reflecting on child and adolescent development through recent historical events reveals profound insights into behavior and growth. Two critical concepts from this course are attachment theory and the outcomes of risk-taking behaviors. Applying these concepts to the context of the COVID-19 pandemic provides valuable perspectives.

Attachment theory, discussed by Davila and Levy (2006), emphasizes the importance of early relationships between children and primary caregivers. Secure attachment forms a foundation for healthy emotional and social development, promoting resilience and well-being throughout life. Children with secure attachments exhibit better emotional regulation, social competence, and stress management skills.

Adolescent risk-taking behavior, highlighted by Feldman (2022), underscores the increased propensity for experimenting with new experiences due to the ongoing maturation of the prefrontal cortex and heightened sensitivity of the limbic system. This stage often leads to behaviors that pose health risks, such as early sexual activity or substance use.

For each concept and/or research finding, describe how this new knowledge will help to guide you as a parent or professional.

APPLICATION OF KNOWLEDGE FOR PARENTING OR PROFESSIONAL GUIDANCE

In this section of PSYC 2002 6-1 Discussion, we will discuss how knowledge can be applied to parenting and professional guidance.

• Describe how the chosen concepts or research findings can guide you as a parent or professional.

Example

Understanding attachment theory is invaluable for parents and professionals. It underscores the need for fostering secure attachments through consistent, responsive, and sensitive caregiving. The knowledge can guide parents to prioritize creating a stable and supportive home environment, which is crucial during crises like the COVID-19 pandemic. Professionals can use this understanding to support families in building strong emotional bonds, enhancing the child’s capacity to cope with stress and uncertainty.

Knowledge of risk-taking behaviors informs strategies for mitigating potential negative outcomes. Parents can be vigilant and proactive in communicating with adolescents about the dangers of risky behaviors, particularly in contexts heightened by stress or peer influence. During the pandemic, the disruption of normal routines and increased isolation may have led to greater susceptibility to risky behaviors. Professionals can develop targeted interventions, providing adolescents with the support and resources needed to make safer choices.

End your post by discussing the impact of the historical event you chose in terms of the concepts and/or research findings (s) you selected. You may include personal experiences as to how these events impacted you and your family.

IMPACT OF HISTORICAL EVENT ON DEVELOPMENT

In this section of PSYC 2002 6-1 Discussion, we will discuss the impact of historical events on development.

• Analyze the impact of the selected historical or current event on development using the chosen concepts or research findings.

Example

The COVID-19 pandemic has profoundly impacted developmental trajectories. Prolonged lockdowns and social distancing measures disrupted regular social interactions, schooling, and recreational activities. Increased time at home could have strengthened family bonds for some, providing an opportunity to reinforce secure attachments. However, less stable home environments may have exacerbated stress and insecurity, leading to attachment-related issues.

From personal experience, the pandemic underscored the importance of open communication with children about their emotional well-being and challenges. It reinforced the necessity of creating a home environment where they felt safe to express their fears and anxieties, strengthening attachment bonds. Additionally, awareness of heightened potential for risk-taking behaviors led to proactive discussions about safety and responsible decision-making.

REFERENCES

Davila, J., & Levy, K. N. (2006). Introduction to the special section on attachment theory and psychotherapy. Journal of Consulting and Clinical Psychology, 74(6), 989–993. https://doi.org/10.1037/0022-006x.74.6.989

Feldman, R. S. (2022). Child development (9th ed.). Pearson.

Respond to at least one colleague by reflecting on one or two of the concepts they chose that you also found interesting and relevant to your life. You may also consider how your experiences have been shaped by events like the COVID-19 pandemic and/or the racial equality movements.

PEER REPLY

• Respond to a peer’s post by reflecting on one or two of the concepts they chose. 
• Expand on their analysis or share additional insights.

Example

Hello Chandler,

Your analysis aligns with broader findings, such as those discussed by Miljkovitch et al. (2021), which emphasize the importance of secure attachments in developing resilience among adolescents. The research highlights how adolescents with secure attachments exhibit better emotional regulation and adaptability in times of stress, which has been crucial during the disruptions caused by the pandemic. The perspective resonates with my observations during the pandemic, where the importance of a supportive family environment became more evident, providing young people with the emotional anchorage necessary to navigate the uncertainties of the pandemic.

In addition, your discussion on risk-taking behaviors echoes the findings of Norrington (2021), who explored how environmental changes during adolescence could significantly impact behavior. The pandemic led to a shift in how adolescents engage in risk-taking, with a notable increase in online behaviors as social interactions moved to digital platforms. The transition has necessitated a reevaluation of parental and educational strategies to address new risks associated with increased screen time and online engagement.

Your insights provide a valuable framework for understanding the complex dynamics of adolescent development in challenging times. They underscore the necessity for parents and educators to adapt strategies that support healthy emotional and psychological development.

REFERENCES

Miljkovitch, R., Mallet, P., Moss, E., Sirparanta, A., Pascuzzo, K., & Zdebik, M. A. (2021). Adolescents’ attachment to parents and peers: Links to young adulthood friendship quality. Journal of Child and Family Studies, 30(5), 1441–1452. https://doi.org/10.1007/s10826-021-01962-y

Norrington, J. (2021). Adolescent peer victimization, self-concept, and psychological distress in emerging adulthood. Youth and Society, 53(2), 273–295. https://doi.org/10.1177/0044118X20910938

CLOSING

By following these guidelines of PSYC 2002 6-1 Discussion, students can effectively analyze child and adolescent development in the context of historical events, providing well-rounded and informed responses. In the next module of PSYC 2002, we will explore the 6-2 The Impact of Nature and Nurture on Human Development.

PSYC 2002 6-2 The Impact of Nature and Nurture on Human Development

Instructions of PSYC 2002 6-2 The Impact of Nature and Nurture on Human Development

THE IMPACT OF NATURE AND NURTURE ON HUMAN DEVELOPMENT

Most of us have been raised to believe that our parents play one of the most important roles in our lives. Traditionally, developmental psychologists (e.g., Freud, Erikson) have placed a great deal of emphasis on the impact of parents. But what if parents are not as important as previously thought?

More recent theory and research has challenged the assumption that parents are not as important as previously thought by suggesting that individual biologically based characteristics (e.g., temperament) and forces outside the family (e.g., peers) are also important in shaping development. How does this new information challenge your previously held beliefs? What do you think of the relative impact of nature and nurture on development?

In this Assignment, you will analyze the relative impact of parents and other factors on development.

RESOURCES

Be sure to review the Learning Resources before completing this Assignment.

Required Readings

Required Media

To prepare:

• Review the Week 6 readings and media.
• Consider the arguments of Harris in Gladwell’s blog post, “Do Parents Matter?” and the experiences of the two women in the podcast, Switched at Birth.
• Consider the aspects of nature (e.g., temperament) and nurture (e.g., attachment) covered in the course and in this week’s Required Readings and media. Select two developmental concepts related to nature and two related to nurture for this assignment.

The Assignment (4–5 pages):

Write a paper that addresses the following:

• Select two aspects of nature (e.g., temperament) and two aspects of nurture (e.g., attachment) that you have determined to be most influential on development. Define each of the aspects you selected, and then explain why you think they are most influential.
• Describe the research in the area of each aspect you selected.
• Summarize your ideas on the relative impact of nature and nurture on development. Be sure your response incorporates and responds to the issues and concepts raised in the learning resources.
  
  

Note: Support the responses within your Assignment with evidence from the course Learning Resources. Provide a Reference List for resources you used for this Assignment. Title page and Reference List do not count toward the 4- to 5-page paper length. Use APA style for in-text citations and references.

BY DAY 7

Submit your Assignment by Day 7.

SUBMISSION INFORMATION

Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the Turnitin Drafts from the Start Here area. 

1. To submit your completed assignment, save your Assignment as WK6Assgn_LastName_Firstinitial
2. Then, click on Start Assignment near the top of the page.
3. Next, click on Upload File and select Submit Assignment for review.

Congratulations! After you have finished all of the assignments for this week, you have completed the course. Please submit your Student Evaluation of Learning and Teaching by Day 7.

Rubric

PSYC_2002_Week6_Assignment_Rubric

INTRODUCTION TO PSYC 2002 6-2 

This Owlisdom How-To guide of PSYC 2002 6-2 The Impact of Nature and Nurture on Human Development assignment involves analysing the roles of nature (genetic and biological traits) and nurture (environmental influences) in human development. The goal of PSYC 2002 6-2 The Impact of Nature and Nurture on Human Development, is to understand how these factors interact to shape developmental outcomes, using concepts such as temperament, genetic predispositions, attachment, and parental influence. This analysis will incorporate significant societal events, like the COVID-19 pandemic, to illustrate the dynamic interplay between nature and nurture.

INTRODUCTION

We will discuss the introduction of PSYC 2002 6-2 The Impact of Nature and Nurture on Human Development.

• Start by introducing the core focus of the assignment: analyzing the roles of genetic and environmental factors in human development. 
• Briefly mention the main aspects to be covered, such as temperament, genetic predispositions, attachment, and parental influence.

Example

The longstanding debate between nature and nurture in developmental psychology has traversed from classical theories emphasising parental influence to contemporary perspectives considering a broader spectrum of influences. The discourse has evolved with the introduction of compelling arguments by theorists like Judith Rich Harris, who suggests that external factors such as peer groups might outweigh parental impact in shaping adolescent and adult behaviours. In exploring this debate, this paper delves into the respective roles of inherent biological traits and environmental factors in human development. It examines the foundational concepts of temperament and genetic predispositions under the lens of nature, alongside attachment and parental influence representing nurture. Through this exploration, the paper aims to illustrate the intricate interplay between an individual’s biological makeup and their experiential interactions, especially in light of significant societal events such as the COVID-19 pandemic. The analysis will demonstrate that development is a dynamic process influenced by both genetic and environmental factors, converging to shape the unique trajectories of individuals across their lifespans.

Select two aspects of nature (e.g., temperament) that you have determined to be most influential on development.

Define each of the aspects you selected, and then explain why you think they are most influential. Describe the research in the area of each aspect you selected.

NATURE AND ITS INFLUENCE ON DEVELOPMENT

In this section of PSYC 2002 6-2 The Impact of Nature and Nurture on Human Development, we will discuss nature and its influence on development.

Temperament

• Define temperament and explain its importance in development. 
• Discuss its influence and support your explanation with relevant research.

Example

In developmental psychology, the influence of nature pertains to the genetic and biological predispositions that shape human development. It includes aspects like temperament and genetic predispositions, both of which have been extensively studied to understand their roles in shaping an individual’s growth from infancy through adulthood.

Temperament refers to the biologically based tendencies to react to the environment in certain ways, which remain relatively consistent throughout one’s life. Temperament includes dimensions such as activity level, regularity, initial reaction, adaptability, and intensity of response. These early temperamental traits can influence a wide range of developmental aspects, from attachment styles and interactions with caregivers to later social and cognitive development. For instance, a child with a more adaptable temperament may handle transitions and new situations better than a less adaptable child, influencing their social experiences and learning opportunities. Feldman (2022) reinforces this view by discussing how genetic factors contribute to these temperamental traits, emphasising the role of nature in shaping early developmental pathways.

Genetic Predispositions

• Define genetic predispositions and their impact on development. 
• Explain why they are influential and provide supporting research.

Example

Genetic predispositions are another significant aspect of nature’s role in development. These are the inherent genetic traits passed down from parents to children, which may predispose individuals to certain behaviours, health conditions, or psychological characteristics. Many aspects of human behaviour and development, including intelligence, personality traits, and the risk of developing mental health disorders, are influenced by genetics. Research from the National Human Genome Research Institute (2018) elaborates on how specific genes can be linked to behaviours and traits, underscoring the powerful influence of genetic endowment on developmental outcomes.

Together, these elements of nature—temperament and genetic predispositions—play critical roles in the developmental process. They not only establish the initial conditions under which environmental factors exert their influences but also interact continuously with those factors to shape the unique developmental trajectories of individuals.

Select two aspects of nurture (e.g., attachment) that you have determined to be most influential on development. Define each of the aspects you selected, and then explain why you think they are most influential.

NURTURE AND ITS INFLUENCE ON DEVELOPMENT

In this section of PSYC 2002 6-2 The Impact of Nature and Nurture on Human Development, we will discuss nature and its influence on development.

Attachment

• Define attachment and its role in development. 
• Explain its significance using relevant theories and research.

Example

Within the context of nurture, attachment and parental influence are pivotal elements that shape human development, primarily through environmental interactions.

Attachment theory, as formulated by John Bowlby and expanded by Mary Ainsworth, underscores the emotional bonds between infants and their primary caregivers. Bowlby proposed that these early interactions form a “secure base,” crucial for the child’s future social, emotional, and cognitive development. Ainsworth’s research, particularly her “Strange Situation” assessment, categorised attachment styles (secure, anxious-avoidant, and anxious-ambivalent), illustrating how these early experiences influence behaviour and relationship patterns into adulthood.

However, the influence of attachment is contested by Judith Rich Harris, whose views are discussed in Malcolm Gladwell’s critique. Harris argues that external social influences, particularly peer groups, play a more substantial role in shaping adolescent and adult behaviours than parental interactions. She suggests that while attachment impacts early development, its significance wanes as children’s social circles expand (Gladwell, 1998).

Parental Influence

• Explain the role of parental influence in development. 
• Discuss traditional and contemporary perspectives, including Harris’s arguments.

Example

Traditional developmental psychology emphasises significant parental impact on child outcomes. This view posits that parents profoundly influence their children’s behavioural, academic, and social outcomes. However, Harris challenges this by pointing to studies like the Colorado Adoption Project, which indicate minimal long-term correlations between parental behaviour and children’s adult behaviours. These findings suggest that external social environments and peer influences may override the effects of parenting styles (Gladwell, 1998).

Incorporating Harris’s critiques into the broader discussion of nurture, it becomes evident that while early family environment and parental styles are influential, their long-term impact might be less deterministic than traditionally believed. This perspective encourages a broader examination of how children adapt to and are shaped by their broader social environments, highlighting the complex interplay between various nurturing factors beyond the home.

COMPARATIVE ANALYSIS

• Compare and contrast the impact of nature and nurture. 
• Discuss how they interact to shape development, citing relevant research and theories.

Example

The debate between the influences of nature and nurture on human development has evolved significantly, highlighting a complex interaction rather than a simple dichotomy. Nature encompasses the genetic and biological predispositions that shape an individual from conception, including temperament and genetic vulnerabilities. Nurture, on the other hand, involves environmental factors such as family dynamics, educational opportunities, and cultural influences that interact with biological predispositions throughout an individual’s life.

García (2021) emphasises that neither nature nor nurture alone can fully explain the variances in human development. Instead, modern understanding suggests a synthesis where both elements are interdependent and continuously interact to shape a person’s development. For example, a child’s genetic disposition (nature) may predispose them to high intellectual potential. Still, the realisation of this potential largely depends on the educational resources and parental support they receive (nurture). Similarly, a genetic predisposition to anxiety might not manifest without specific environmental triggers.

The integrated perspective recognises that developmental outcomes are not predetermined by genetics alone but are significantly influenced by individuals’ life experiences. Thus, the modern approach to the nature versus nurture debate acknowledges the essential contributions of both genetic makeup and environmental context, each constantly influencing and modifying the other’s effects on shaping individual development.

CASE APPLICATION: THE IMPACT OF RECENT HISTORICAL EVENTS

• Apply the nature vs. nurture debate to a real-world scenario, such as the COVID-19 pandemic. 
• Discuss how genetic predispositions and environmental changes interact.

Example

The COVID-19 pandemic provides a profound case study for examining the interactions between nature and nurture in shaping human development. The global event has caused significant environmental changes that have impacted children’s and adolescents’ behaviours and psychological health. The pandemic has led to notable psychological impacts on children, including increased anxiety and stress due to disruptions in their daily routines and social interactions (Tomlinson et al., 2021). These changes represent a substantial shift in nurture factors, where the typical environmental supports like school structures and peer interactions were dramatically altered.

In addition, the nature aspect, including children’s genetic predispositions and temperaments, played a critical role in how they responded to these changes. Children with resilient temperaments might have adapted more quickly to the new norms of social distancing and remote learning, whereas those with less adaptable temperaments faced greater challenges. The situation highlights the complex interplay between genetic predispositions and environmental changes, emphasising how external events like the pandemic can interact with innate characteristics to influence developmental outcomes significantly.

CONCLUSION

We will discuss the conclusion in this section of PSYC 2002 6-2, The Impact of Nature and Nurture on Human Development.

• Summarise the key points discussed. 
• Emphasise the importance of considering both genetic and environmental factors in understanding development and their implications for practice and policy.

Example

The exploration of nature and nurture in shaping human development reveals a complex tapestry where both genetic predispositions and environmental influences intertwine to forge individual developmental paths. The paper has demonstrated that neither biological nor environmental factors solely dictate developmental outcomes; rather, their interaction is pivotal. The case of the COVID-19 pandemic has further exemplified how external crises can accentuate the dynamic interplay between nature and nurture, affecting psychological and behavioural adaptations in youth. Through this analysis, it becomes evident that understanding human development requires a multifaceted approach that appreciates the nuanced contributions of both inherited traits and experiential factors. It is crucial to consider the broader implications of this synthesis for educational practices, parenting strategies, and policy-making to support optimal developmental trajectories in changing societal contexts.

CLOSING

By following these guidelines of PSYC 2002 6-2 The Impact of Nature and Nurture on Human Development, you can comprehensively analyse the impact of nature and nurture on human development, providing well-supported and clear arguments throughout your assignment. You can also read PSYC 2002 complete modules to ace the course!

REFERENCES

Feldman, R. S. (2022). Child development (9th ed.). Pearson.

García, J. D. (2021). Nature versus nurture debate. In Tomlinson's Salem Press Encyclopedia.

Gladwell, M. (1998, August 17). Do parents matter? Judith Rich Harris and Child Development. The New Yorker. http://croker.harpethhall.org/Must%20Know/Psychology/ParentsGladwell.pdf

National Human Genome Research Institute. (2018). Genetic disorders. https://www.genome.gov/For-Patients-and-Families/Genetic-Disorders

Tomlinson, M., Richter, L., Fleming, W. (2021). What the science of child and adolescent development contributes to understanding the impacts of COVID-19. South African Journal of Science, 117 (1/2). https://doi.org/10.17159/sajs.2021/8876