Early education

Running head: Child and Adolescent Development

Child and Adolescent Development

Lori Almazan

Dr. Sanchez

PSY104

08/09/2018

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1. missing page number here

on all pages as per APA

format (see Ashford Writing

Center - APA tab) [Jose

Sanchez]

2. Child and Adolescent

Development

should be capitalized on all

pages as per APA format

(See Ashford Writing Center -

APA tab) [Jose Sanchez]

Child and Adolescent Development

Child and Adolescent Development

I take this opportunity to express my gratitude to the city of Barton for giving an

opportunity to present my proposal on the Helping Hands Reach community center. This

proposal is designed to offer a community center for kids of all ages and their parents to be in a

position to learn together and communicate better. This is the era whereby technology is making

learning easier and more fun for the children of today. The center is dedicated to enhancing the

physical, cognitive, and social-emotional development of the children that join it. The center as

well offers babysitting and child care services, including early opportunities. The center provides

care for infants and toddlers up to 2 years of age. But for preschooler’s ages 3 to 5 years and for

school-age children who may need care before and/or after school and on other days when

school is closed.

Age group 1 – infants

The infant room has activities to enhance the child’s eye-hand movement. The room will

be decorated with colors very attractive to the yes and decorations that will catch the attention of

the baby. The parent will engage in the activity of using various kinds of toys to play with the

infant. The toys are designed and aimed to teach the child different skills such as touch sound

and sight. The child will be in a position to observe carefully their mothers activity and imitate

them. This setting is structured to promote positive interaction between the child and the mother.

And it does not only enhance interaction, but also the child will be able to see how other children

and their mothers interact. Daily activities played in this room are games such as patty-cake and

peek-a-boo. Patty cake is teaching the child more than you think. The game helps the child to

develop language skills. Peek-a-boo, on the other hand, excites the infant’s senses, shapes gross

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2. below support your

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3. needed to follow the

provided template to ensure

you address all required

topics

throughout paper

including 4 paragraphs per

room (see template)

and

missing template headings

and subheadings [Jose

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4. need to clearly specify the

2 activities

support them with

research/theory

identify the needed items/toys

and support with

research/theory

lastly you need to clearly

address the theme of the

room and support it with

research/theory

this applies to all of the rooms

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[Jose Sanchez]

5. to the yes

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Child and Adolescent Development

motor skills, strengthens her visual tracking, promotes her social development and tickles the

child’s sense of humor.

Age group 2 – toddlers

The room should be equipped with toys like word puzzles, blocks that snap together and

things with a hook to help them solve problems. With the assistance of their mothers, they will

be able to solve critical problems to help them develop intellectually. Playing with puppets

encourages imagination and abstract thinking while blocks assist toddlers to learn how to use

both hands to finish a task and make fingers strong as they try to stack them. Puzzles enhance

more knowledge about matching shapes and the ideas of in and out. Since most of the push toys

have sound features, the child learns to focus on walking even when distracted by sensational

kinds of stuff. An activity designed for this room is “try out textures” whereby a child uses a dark

marker to trace letters of the alphabet and numbers onto a poster paper; then decorate the letters

with textures items such as beans. The activity improves a child’s sense of touch, writings skills,

and reading skills. Also playing an old-fashioned game of “I Spy” with a toddler and encourage

him to recognize and classify different types of objects.

Ager group 3 – preschoolers

The room will be filled with activities such as memory and puzzle games like “go fish” to

allow preschoolers to intellectually work through a problem in order to find an answer.

Preschoolers are able to think critically, logically and solve problems. Symbolic activities

involve both the parent and caregivers to support a preschool cognitive development by playing

symbolic games such as imaginary play which will help the preschool develop their natural

curiosity about the world and develop their focus and attention. Toys like having a ball of a time

will help the preschool dive deep into scientific exploration. For instance, when he throws a ball

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Child and Adolescent Development

and rolls down a slide, he realizes that different-size balls roll down slides at different speeds.

This will horn their logical thinking which forms the foundation for “high-level thinking arising

from basic tools” also referred to as physics for 4-year olds.

Age group 4 – school age

The room will be equipped with toys such as jump rope, card and board games, musical

instruments and science toys to refine their physical abilities, like large and motor skills. Peer

relationships take on more importance, and the child will be more interested in playing with

classmates that with older people. The room is fashioned in a manner that the school-age

children can able to speak, write about, or act out positive values that they believe are significant.

This age group requires people whom they can imitate, listen and get the source of inspiration

from like inviting speakers. Making dramatic scripts will make the children imagine what their

positive future looks like. These activities will enhance knowledge development that helps the

child make daily decisions about the learning experiences.

Age group 5 - Older School-Age Children

At this age, the older school-age children enjoy outdoor activities. The room needs to be

large and equipped with toys like bicycles, scooters and line skaters. These prepare them to

develop adult-like interests, hobbies, abilities and also may display a passion of becoming a

collector. Boys go for activities like computer games and video games, girls reach still doing

crafts and writing in diaries. These toys give children a mastery of sense and competence. Their

Social/Emotional development is horned with a sense of feeling accepted in the community and

start to take responsibility for their actions.

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Child and Adolescent Development

References

Bergin, C. C., Bergin, D. A., Walker, S., Daniel, G., Fenton, A., & Subban, P. (2018). Child and

Adolescent Development for Educators. Cengage AU.

Kochanska, G. (2017). Mutually responsive orientation between mothers and their young

children: Implications for early socialization. In Interpersonal Development (pp. 141-

159). Routledge.

Yilmaz, R. M. (2016). Educational magic toys developed with augmented reality technology for

early childhood education. Computers in Human Behavior, 54, 240-248.

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