Bronfen Brenners Ecological & Lifespan Development Theory Discussion Paper NUMBERS 1-4 NEED TO BE IMPLEMENTED WITHIN THE PAPER WITH PROPER APA FORMAT AND C

Bronfen Brenners Ecological & Lifespan Development Theory Discussion Paper NUMBERS 1-4 NEED TO BE IMPLEMENTED WITHIN THE PAPER WITH PROPER APA FORMAT AND CHECK GRAMMATICAL ERRORS

#1 SUGGEST APPROPRIATE INTERVENTION PROCESSES BASED ON LIFESPAN DEVELOPMENT THEORY AND EVIDENCE FROM THE LITERATURE.PAPER SUGGEST INTERVENTION PROCESSES, BUT DOES NOT CITE SUFFICIENT BASES IN LIFESPAN DEVELOPMENT THEORY OR RESEARCH.

#2 ASSESS THE POTENTIAL IMPACT OF INDIVIDUAL AND CULTURAL DIFFERENCES ON EARLY CHILDHOOD DEVELOPMENT.PAPER NEEDS TO DESCRIBE THE POTENTIAL IMPACT OF INDIVIDUAL AND CULTURAL DIFFERENCES ON EARLY CHILDHOOD DEVELOPMENT.

#3 ANALYZE EVIDENCE RELATED TO BRONFENBRENNER’S ECOLOGICAL THEORY. DESCRIBES A FACTOR RELATED TO BRONFENBRENNER’S ECOLOGICAL THEORY.

#4 ANALYZE EVIDENCE RELATED TO COGNITIVE THEORY. DESCRIBES A FACTOR RELATED TO COGNITIVE THEORY.

THIS IS THE OFFICIAL ASSIGNMENT DETAILS. I WILL UPLOAD WHAT I SUBMITTED FOR MY FIRST DRAFT. #1-4 IS WHAT FEEDBACK I GOT TO IMPLEMENT INTO THE PAPER AND ADDRESS. SO 1 -4 NEED TO BE IMPLENTED INTO THE DRAFT I HAVE UPLOADED. Running Head: Case Intervention Analysis
Early and Middle Childhood Case Intervention Analysis
PSY-FP7210 – Lifespan Development
1
Running Head: Case Intervention Analysis
2
Case Study
A 31-year-old woman gave birth to her son, Jax. The woman was relatively healthy
though she had celiac disease, and her father was a smoker. Although she had no complications
during pregnancy and labor, she endured an emotionally abusive marriage and a stressful work
environment for five days leading up to labor and childbirth. The woman was alone most of the
time raising the young boy. The boy’s father worked as a border patrol agent and worked nights
and slept all day, so he was hardly present. Jax also was a colicky baby for the first, four months,
which increased the stress in the home environment. He slept in the same bed with mother, and
anytime she tried to put him to sleep, in his crib he would cry, and she would give in and bring
him back to bed with her. By the age of 2, Jax’s parents separated. He lived in 4 different homes
with his mother, and his mother lived in 4 different homes before he was two and a half years
old. Jax spoke very few words, displayed difficulty in making eye contact, not responding to his
name, repetitive motions, lacked in symbolic play, imitation, and imagination. For example,
Odin watched a young girl (an average child at best), building a tower, with Legos and then
knocking the tower down. It was noted Jax would copy her actions if the activity she did appeal
to him. Jax would not play with toys as they were intended to be used. It appeared he had a
range of various active play activities, but the play was less symbolic, less significant and
impactful, at least, as far as development is concerned. He had habits of lining up his toys,
spinning them around over and over, and would smell everything. Concerns were raised by both
his family and pediatrician; therefore, referrals to a child psychologist and further testing were
recommended. By the age of 3, he was diagnosed on the spectrum non-verbal autistic.
Running Head: Case Intervention Analysis
3
Challenges in the Cognitive Domain and their Effect in Early Childhood
The cognitive domain is associated with growth and mental change in abilities such as
understanding, reasoning, thinking, obtaining of information from their environment and
internalization of such information which, an infant utilizes to draw motor, language, and
perception about the experiences. Parents, teachers, caretakers, and family members play a
crucial role in enhancing cognitive development since they provide a social-emotional
environment in which the cognitive development thrives thus they lay a basis from which infants
have the opportunity to interact during their process of learning. The cultural environment or
context is also significant to the child’s cognitive development since culture defines his or her
intelligence. The child’s intelligence can be described as either slow or active; culture is,
therefore, a great tool that the child’s teacher can identify and use to explain the child’s
intelligence in cultural context (Arnett& Maynard, 2016).
How Environmental Contexts Impact Development and Functioning: The
Bronfenbrenner’s Ecological Systems Theory
The theory needs to be defined and then the child case study needs to be applied
According to Bronfenbrenner Ecological Systems Theory, an individual environment may be
described or explained as a microsystem; which is a system that is close to the person. It may be
school, home, and normally involve family members, classmates, friends, peers, among other
people close to the individual in such environments. An individual’s surroundings are vital in his
or her development. An infant reaction to the people such as the family members in this
microsystem will have an impact on how an infant is treated, which will, in turn, determine his or
her development. The mesosystem is where an individual’s microsystem fails to function
Running Head: Case Intervention Analysis
4
autonomously and has an effect. This system would entail a relationship established between the
infant’s parents and their teacher(s). The ecosystem is a setting that will not have a direct impact
on the child but will still greatly affect them. (Bjorklund &Causey, 2017). A child’s primary
environment that influences development in the early stages is the family environment. The
Ecological Systems Theory maintains that the environment affects a child’s development and
that there is reciprocity in the child’s effects on his or her surrounding environment
(Bronfenbrenner, 1979). A child develops within multiple and interacting contexts, all of which
exert a bidirectional impact on the child’s life. This statement means the child impacts his
immediate environments, and those environments influence each other, to create a dynamic
system of interacting elements (Eriksson et al., 2018).
Piaget’s Age and Stage-Related Milestones Expected
Piaget proposed that intelligence is a psychological attribute that develops and grows
through a series of stages. In his observations, he concluded that children were not less
intelligent than adults. The only difference is the fact that children think differently. Piaget
describes stages in cognitive development. Early cognitive development implicates progressions
based upon actions and then progress to changes in mental processes (Cherry, 2019).
During the sensorimotor stage, which ranges between 0-2 years, infants begin to
understand their world through their senses of touching, feeling, and grasping.
This stage, children obtain knowledge through sensory experiences and manipulating
objects. The foundation of language is developed in the sensorimotor, but the emergence of their
language occurs in the preoperational stage of development. There are six substages in the
sensorimotor stage. These stages include reflexes, primary circular reactions, secondary circular
Running Head: Case Intervention Analysis
5
reactions, coordination of secondary circular reactions, tertiary circular reactions, and mental
combinations (Cherry, 2019).
Major milestone activities during the child’s early development include crawling,
walking, and sitting. The child’s development of these motor skills enables him or her to be
independent (Lourenco, 2016). The infants usually have the challenge of learning a language
since they have to struggle on how to make sounds such as blowing. Before the language
milestone, there is always a change in motor actions such as gibbering where the infant is forced
to repeat the same word uttered several times. With time other movements, they were initially
making such as waving or shaking stop. The infant’s daily experiences, such as crying when they
are hand-picked up, enable them to learn about cause and effect. The concept of cause and effect
enable the infants to have a better understanding of the human pattern behavior as well as how
events and consequences are related. By having a better understanding of the cause and effect,
they will always be able to build the ability to settle challenges, make predictions, and recognize
the effects of their behavior on other people.
The preoperational stage is from the ages of 2 to 7 years. Children start to think
symbolically and learn to use words and pictures to represent objects. Children incline to be
egotistic and strain to see things from the viewpoint of others. Children in this stage will still
think about things in a very solid way even though they are starting to make progress with
thinking and language.
The concrete operational stage typically develops around 7-11 years of age. Intellectual
development is exhibited through the use of rational and orderly use of symbols that are
associated with distinct objects. For example, the amount of liquid in a cup that is short and wide
Running Head: Case Intervention Analysis
6
is the same amount in a tall skinny glass. Thinking becomes less egocentric with increased
awareness of external events and involves concrete references.
The formal operational stage develops around the ages of 12 and beyond. This stage
involves the increase in logic, the capability to use logical reasoning, and an understanding of
intellectual ideas. Individuals at this stage can see multiple solutions to problems and think more
scientifically about their surroundings. Teens start to think more about ethical, social, moral,
political issues that involve abstract and theoretical reasoning (Cherry, 2019).
Piaget’s theory of intellectual development entails an emphasis on believing, intuition,
memory, and distinguishing. It is mainly known as a developmental stage theory. Moreover, it
allocates with the nature of knowledge and how individuals come progressively obtain, put
together, and use it. Sensorimotor skills may not appear to be highly irregular in some younger
children with autism, aspects of symbolic play and imagination, which typically develop during
the preoperational period, are impaired. Children with autism are less likely to explore objects in
unstructured situations. An average child playing using a toy appropriately where an autistic
child would be pounding it against the floor playing with it inappropriately. They can play but
will not do so the same way an average child will. The symbolic play that is introduced to
autistic children is hindered by the sensory input causing an emotional reaction. An autistic child
will not play with toys correctly and cannot connect in pretend play without being taught to do
so, which was more or less the same to Jax’s display with the Legos after watching the little girl.
This stage can be reached in autistic children are encouraged to constantly exercise it (“National
Research Council,” 2001). TOO OLD FIND PEER CASE STUDY NEEDS TO BE APPLIED
Interventions
Running Head: Case Intervention Analysis
7
Early intervention is critical in autism and continuing as they get older and to help
develop into other stages. Not only is it imperative to implement speech, occupational, and
physical therapy as part of an autistic child’s development but other methods as well. One of the
most widely known methods is applied behavior analysis. This method includes numerous
strategies and programs that are based on behavioral principles. The focus of the first year is
imitation, interactions place, and response to basic requests. For example, have them demand for
things that are not in their line of sight by doing this it helps exercise the child’s retention,
knowledge, and memory of their environment. The second-year language, pre-academic skills,
descriptions of emotions are a focus. It also included parent-training condition with tools
dispensed to work on at home with their child. Contemporary behavioral approaches have
resulted in good outcomes for teaching single word vocabulary, pictures and object description,
responding to questions, and clearness of speech (Corsello, 2015).
Another intervention method is the LEAP program. This program focuses on including
peers in the program because children with autism and developmental issues have a hard time
simplifying skills studied with adults to interactions with peers. This method has been shown to
improve social interactions (Corsello, 2015). Autistic children can learn from their peers. With
low functioning autistic children, observing what other children are doing is how they pick up
new information and knowledge (Corsello, 2015). The program is also beneficial since it actively
and proactively ensures children gain the skills and independence necessary to fully participate
in their community, school and family.
Developmental interventions called the developmental individual difference model is a
well-known approach. The goal is to help a child develop social connections that will direct to
the cognitive and developmental skills that include attention and focus, connecting and
Running Head: Case Intervention Analysis
8
associating, nonverbal indicating, affect prompting, compound problem solving, figurative
communication, and abstract and rational thinking (Corsello, 2015).
The Denver model is a developmental intervention dispensed within a classroom setting.
The focus is on positive affect, logical communication, and social interactions within a
controlled and anticipated environment that is delivered in a play situation. Positive affect is used
to enhance the child’s motivation in an activity or individual, using responsive language methods
to accelerate communication, and educating intellectual interpretation (Corsello, 2015).
Conclusion
Bronfenbrenner’s Ecological Systems Theory stated that multiple environments affect a
child’s growth and development. Human development takes place through processes of
progressively more complex reciprocal interaction between an active, evolving bio-psychological
human organism and the persons, objects, and symbols in its immediate environment. It’s
imperative for parents to be aware that children acquire skills at different ages and Piaget’s
stages, therefore important to observe both the challenges and strengths during these
developmental stages. Parents involvement in intervention programs is critical. The intensity, a
predictable environment, incorporating the child’s interests, actively engaging the child, and
focusing on individualized developmental goals is essential, expect for their child,
Running Head: Case Intervention Analysis
9
References
Arnett. & Maynard, A. (2016). Child development: A cultural approach. Pearson.
Bjorklund, D.F., &Causey, K.B. (2017). Children’s thinking: Cognitive development and
individual differences. Sage Publications
Bronfenbrenner, U. (1979). The ecology of human development. Cambridge, Mass.: Harvard
University Press.
Corsello, C. (2015). Early Intervention in Autism. Retrieved May 18, 2019, from
https://www.nap.edu/read/10017/chapter/9#83
Cherry, K. (2019, May 07). What Are Piaget’s Four Stages of Development? Retrieved May 18,
2019, from https://www.verywellmind.com/piagets-stages-of-cognitivedevelopment-2795457
Eriksson, M., Ghazinour, M., & Hammarström, A. (2018, March 14). Different uses of
Bronfenbrenner’s ecological theory in public mental health research: What is their
value for guiding public mental health policy and practice? Retrieved May 18,
2019, from https://link.springer.com/article/10.1057/s41285-018-0065-6
Lourenco, O.M. (2016). Developmental stages in particular: Acritical review. New Ideas in
Psychology,40,123-137.
National Research Council. 2001. Educating Children with Autism. Washington, DC: The
National Academies Press. https://doi.org/10.17226/10017
Running Head: Case Intervention Analysis
10

Purchase answer to see full
attachment