CHFD307 Assignment 3 Chart-Overling - Cognitive Development Physical Developmet Social\/Emotional Development How is this the same from the current

CHFD307 Assignment 3 Chart-Overling - Cognitive...

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Unformatted text preview: Cognitive Development Physical Developmet Social/Emotional Development How is this the same from the current me? Six-year-old me Counting to 100. Skipping Knowing Right from Left. Riding a Bicycle Learning to read sentences. Can Tie Shoes Can follow rules of a game Seeking out Group Activities Playing team sports I can accomplish with profeciency each of these aspects without a refresher or assistance. Cognitive Development Physical Developmet Social/Emotional Development How is this the same from the current me? Reading and Writing Facial Hair Growth Develops concerns Some of these Complex sentence surrounding physical aspects are still structures Hight increase development ongoing in my life. Such as, facial hair Goes through growth, Sixteen-year- Learning to Drive Sleeping and eating more to keep up periods of sadness understanding and old me Can Understand and with growth communicating the communicate the Enters into longreasons behind reasoning behind term relationships decisions and their decisions reading/writing complex sentence structures. Though I would add that these skills are increased now due to practice and that these skills are also continuing to grow as I learn more. counting, there had to be some kind of scaffolding involved. This scaffolding involved both my teachers and parents. This technique was used when I was learning to ride theories a bicycle help and What How is this different learning to play teeto explain these from the current ball. Also, it isWhy? a changes? me? crucial technique (include References) when helping a child build upon skills that are already in place. (Forman, 1993) References: Ewing, F. (2011). Explaining Student Cognition during Class Sessions in the Context Piaget’s Theory of Cognitive Development. NACTA Journal, 55(1), 68–75. Forman, M. (1993). Contexts for There is no longer a learning: need for me to learn Sociocultural these things and dynamics in most of them I no children’s longer need to use development. In or have the desire Contexts for to. Such as, skipping learning. Oxford or riding a bike. Univ. Pr. theories help How is this different What to explain these from the current changes? Why? me? (include References) No longer am I physically growing in height or needing extra sleep to compensate. Instead now, it is normal for me to run on less sleep which can be damaging to how decisions are being made. Also, I am now more aware of my feelings regarding sadness which makes it less dominate in my life. For my 16 year old self, the theory of Psychosocial Development best describe the stage I was in. According to this theory of development, teenagers are challenged with conflict of confusion vs. identity. At 16 I was pushing the creation of my own identity that was separate from my role as a son which allowed me to create my own self image through independence. Though through creating my identity and pushing for more independence, conflict was created. This is because of “adolescent aggression, anger dysregulation, depression, generalized and separation anxiety and substance use made parents reluctant to grant their children autonomy and independence.” (Meeus, 2016) Not only was my body going through changes, it affected how I viewed myself which is why going through the Identity v Confusion stage of Psychosocial Development was being undertaken along with emerging into adulthood. Meeus, W. (2016). Adolescent psychosocial development: A review of longitudinal models ...
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