I have a paper that's due

Psychosocial Development Activities

Student’s name: Pamela Jackson

Course name and number: 104 PSY

Instructor’s name: Christopher Wessinger

Date submitted: 03/18/19

Introduction

Through interaction with the environment, children experience psychosocial development that differs from one development stage to another. In the ages between 0 to 12 years, a baby gets to hone its fine motor skill while at the same time getting accustomed to its environment. When a baby fails to receive the support of a mother when such support is badly needed the baby might turn out to distrustful of her environment. Also, because of social conditioning, people become accustomed to responding to stimuli in the environment. Babies that end up moving their limps when exposed to music exemplifies the assertion thereof.

The Infant room

This room will have toys such as softballs and baby dolls. The essence here would be to see if the babies will reach out for the toys. Of note, the will have learned to sit unaided in the period of six months and beyond. In instances that the child moves hands to reach for objects within the room, assistance will be accorded to them where necessary; the aim here would be to help improve on fine motor skills. The caregivers will sing to the babies when they demonstrate behavior such as crying; such behavior requires some form of support from caregivers; the crisis that would be established here is trust versus mistrust. At this point, the baby is uncertain of their environment and walks towards a primary caregiver for support. When the child receives the needed care, he or she develops trust and a sense of security. The child, therefore, gets to develop some semblance of hope that if a crisis strikes people will provide a shoulder to lean on. If a child is placed in an environment that lacks a support system, the child consequently develops fear and mistrust.

Room 2

The room would be composed of one to three years old toddlers. Some of the factors that are given consideration in this stage include the ability of the babies to show gross motor skills that exist in the form of frame, leg and arm movement. The room would be fitted with music that would be befitting of the toddlers' age. The strategy thereof would be in line with Ivan Pavlov’s classical conditioning theory; the music will be switched on discontinuously and the movement on the babies recorded. Also, according to Erikson’s theory, the toddlers get to develop either a sense of autonomy or a sense of doubt at this point (David, 2017). It lets the children explore their ability. They move away from their mothers. A sense of independence and personal will is developed at this stage. However, when a child is overly criticized at this stage, they end up feeling inadequate in their abilities. At the 3-5 years, infants assert themselves even more. The children explore their skills.

Room 3

This room will comprise of the children between the ages of 3-6 years. Common knowledge questions will be asked; the children will then be given opportunities to answer. Those who get the questions right will be lauded by peers. Magic shows will also be explored; peers will have blindfolds on as others hide toys; activities explored in this group will be in line with Piaget’s theory of pre-efforts (Wood, Smith, & Grossniklaus, 2014). Those who fail to locate the objects they have been asked to find will feel as if they have failed; they will exhibit some form of emotional responses. The activity will, therefore, be critical in reinforcing their emotional development. Although magic shows may be explored in this room, some religious predispositions may have an issue with it as a modality in which case other less controversial methods that agreeable to all could be explored. In addition, toys would also be included in this room to check if while playing with the toys, the children express some form of feeling towards the toys (Mossler, 2015); a phenomenon that Piaget terms as animism (Wood, Smith, & Grossniklaus, 2014).

Room 5

This room comprises of teenagers between the ages of 12 and 18; they will be subjected to scenarios that will have them question their identities and the roles they need to play within the room. The exercise explored in the room will borrow from Erickson’s identification verses turmoil. Erikson (1959): identity vs. identity diffusion; Integrates opinions of others into own likes/dislikes. An exercise that requires the teenagers to document on pieces of papers what they like about their bodies will be explored. Often times, teenagers grapple with issues of low self-esteem among other challenges that hinder them from appreciating certain aspects of themselves that might like. At the age of 12-18, the crisis that comes to the fore is identity versus role confusion. The exercise explored in this room would help teenagers discover aspects about their bodies that might have earlier eluded their minds.

Conclusion

In the course of their lifetime and at varied developmental stages, people interact with the environment in ways that impact their psychosocial development either positively or negatively. A baby whose sense of autonomy and personal will is developed appropriately in the earlier stages of development are likely to be able to assert themselves in the future as compared to their counterparts who might not have a chance to develop autonomy and personal will during their developmental stages.

References

David, L. (2017). "Erikson’s Stages of Development," in Learning Theories.

Wood, K. C., Smith, H., & Grossniklaus, D. (2014). Piaget's Stages of Cognitive Development.