Patterns Of Proximo-Distal and Cephalo-Caudal Development
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages
Patterns Of Proximo-Distal and Cephalo-Caudal Development
Physical and Motor Development
Height and Weight
Balance and coordination
Perceptual motor development
Evidence of patterns of proximo-distal and cephalo-caudal development (only if relevant)
- Cognitive Development
Stage of cognitive development according to Piaget and evidence to support your assessment
- If sensory-motor stage: senses? Motor skills? Circular reactions? Exploration? Object permanence? Experimentation?
- If transitioning to the next stage (pre-operational stage): Evidence the child is able to represent, how? What makes you think the child is transitioning to the next stage?
- Language Development (this section will be short as we have not discussed language development in class yet, but do discuss what you observed):
- Stage of language development (as part of general statement)
Phonology (pronunciation / articulation, intonation)
Semantics (vocabulary, overextensions? Under extensions?)
Grammar (grammatical rules for verb-tense, negatives, plurals, contractions, questions, order of words in a sentence, any over-regularizations?)
Pragmatics (conversational acts, other rules)
Psycho-social development (include emotional and social development)
Stage of Psycho-social development according to Erikson’s theory
Emotions expressed by the child
- How were they expressed (facial expressions, language, posture, etc.)
Were they expressed appropriately to the situation
- Were they basic emotions or self-conscious emotions?
- Use of social referencing
Sense of self
- Does the child seem to have an attachment figure in the setting?
Any information about relationship with parents?
How does the child initiate, sustain, and end interactions with others?
Are interactions with adults and children different?
Has the child shown aggression? Is it instrumental or hostile aggression?
Has the child shown pro-social behavior?
- Any evidence that the child has an understanding of: Gender
- Race and ethnicity
- Social class
- 4) Conclusions
- Write a short conclusion that addresses the following questions:
Based on your current knowledge of what is typical behavior for a child the age of the child you observed, do you think the behaviors reported in your observation records match the typical behavior expected at that age according to what we have been studying in class? Please explain.
Do you think that the setting or context where you completed your observations influenced in any way the behaviors the child showed? Please explain
Include all references you used in the paper in APA style. Check that you included proper citations in the paper itself as well.
ANALYZING A BEHAVIORAL EVENT
Paper # 1 will require you to analyze the behavioral events you have observed and recorded. Analyzing a behavioral event involves applying your learning about developmental theory and research in order to assess whether a child’s development is progressing in the manner in which theories and research say is typical for a child of that age. That will require that you present and explain the relevant aspects of the theory that help you explain the child’s behavior, and offer direct evidence of the behavior you are referring to.
- For example, if you were to analyze Behavioral Event # 1 (the example above), and the focus of your analysis were Physical and Motor Development, you would start the analysis sections of your paper identifying what you are going to discuss, for example, by saying that in this paper you are going to discuss the child’s gross and fine motor skills, and also his perceptual-motor development as a way of assessing his overall development in these areas. You would then devote one paragraph to each of these aspects; let’s assume you start with fine motor skills. You would:
Identify what fine motor skills are (from readings, you may quote or paraphrase)
Share information about what kind of fine motor skills are expected of a child at this age (from readings, again you may quote or paraphrase)
Give examples from this specific behavioral event (for example: the way he was holding the spoon, the fact that he is right handed, the way he held and opened the envelope, the way he held the coupon when showing it to his mother) that illustrate his development of fine motor skills.
End with a sentence that says whether this evidence is enough to conclude whether his fine motor skills are developing as expected of a child his age as described in theories and research. If you have other behaviors you have observed at other times (not included in this specific behavioral event record) that you want to use to further show evidence, you may, as long as you are clear that this behavior was observed at other times and explain both the circumstances in which the behavior was observed and whether it was a formal record or you are describing the behavior from memory (which would indicate something about the objectivity and reliability of the data).
Then you will follow the same format for gross motor skills and for perceptual motor development, each time giving a definition, information about what is expected at the child’s age, and whether the evidence shows the child is developing as a typical child in his age group.
Your thoughts about the intentions of the focus child and the nature of the emotions the child displays, as well as your ideas about the causes of the behavior within the event, may be included in the analysis –if your thoughts and ideas can be supported by developmental theory and research.
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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Patterns Of Proximo-Distal and Cephalo-Caudal Development
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