PSYC 290 Week 3 Essay Questions

PSYC 290 Week 3 Essay Questions

Student Name

Chamberlain University

PSYC-290 Lifespan Development

Prof. Name

Date

Healthy Behavioral Practices and Physical Activity

My partner and I have actively promoted healthy behavioral practices and physical activity for our child, James, since infancy. From the start, we focused on establishing secure attachment, ensuring that James knew we would always support him during moments of vulnerability (Boyd & Bee, 2015, p. 133). For instance, when James was three, he expressed fear of monsters under his bed—a common childhood anxiety. I addressed his fear by listening attentively, searching for the imagined monsters, and reassuring him that they were not real. These experiences fostered trust and emotional regulation, as children with secure attachments are less likely to exhibit behavioral difficulties (Boyd & Bee, 2015, p. 191). Conversely, neglect, defined as a lack of emotional and physical support, can contribute to future behavioral challenges (Boyd & Bee, 2015, p. 156).

In terms of physical activity, James has shown a particular interest in biking. While he also enjoys playing catch and shooting mini-basketballs, biking remains his preferred activity. We ensured that his physical engagement remained enjoyable, following recommendations to focus on fun rather than performance (Gavin, 2018). To encourage participation, we take turns riding with James around the block and often include his younger sister, Maricruz, making these activities family-centered (Boyd & Bee, 2015).

Development of Language and Cognitive Skills

A formal evaluation by an early development specialist revealed that James scored above average in language comprehension and production but below average in quantitative reasoning and counting skills (Boyd & Bee, 2015). While initially showing little interest in music, he began singing preschool songs off-key. To encourage musical engagement and further language development, we attended local children’s performances, hoping to cultivate his interest (Boyd & Bee, 2015).

James demonstrated a strong inclination toward storytelling. Although his narratives were initially incomplete, asking him targeted questions helped him create more coherent and detailed stories. These interactions also aligned with his developmental progress, particularly in forming a theory of mind, which is the ability to understand others’ beliefs and perspectives (Boyd & Bee, 2015; Cherry, 2019). During this stage, James began telling small lies, providing opportunities to teach empathy and the consequences of dishonesty (Boyd & Bee, 2015; Cherry, 2019).

Adapting to Social Situations and Behavioral Challenges

James initially displayed shyness when starting preschool. We arranged a playdate with a classmate, which helped him grow more comfortable in social situations (Boyd & Bee, 2015). Following the birth of his sister, he exhibited temporary behavioral regressions, such as increased whining and imitative behaviors. However, he also expressed pride in being the older sibling. By involving him in tasks like fetching his sister’s bottle, we nurtured prosocial behaviors and empathy (Boyd & Bee, 2015).

Activity	Impact on Behavior	Research Support
Addressing fears (monsters under bed)	Fostered emotional regulation and trust	Boyd & Bee, 2015, p. 133
Biking and physical play	Encouraged physical activity and fun	Gavin, 2018
Storytelling encouragement	Improved language skills and narrative ability	Boyd & Bee, 2015, p. 184
Playdates and social interactions	Increased social comfort and cooperative play	Boyd & Bee, 2015, p. 203
Tasks involving baby sister	Developed prosocial behavior and empathy	Boyd & Bee, 2015, p. 192

Academic Progress of James

By age four, James had mastered the alphabet and letter sounds. By age five, he could read simple rhyming books. His first-grade report card highlighted advanced abilities in reading, writing, speaking, and listening, reflecting substantial progress in language development (Boyd & Bee, 2015).

PSYC 290 Week 3 Essay Questions

James, however, consistently struggled with mathematics from age four. His report card indicated the need for additional support in problem-solving and understanding numerical concepts (Boyd & Bee, 2015). To support his learning, we introduced computer math games, board games, and dice activities, which made math engaging and relatable.

Personality and Behavioral Continuities

From age three, James displayed appropriate social behaviors, cooperation, and friendliness, earning him popularity among peers. His activity levels remained steady from ages three to six, with consistent engagement in physical activity.

A new challenge emerged at age six—bed-wetting—which caused him embarrassment. To address this, we calmly involved James in laundry and bed-making tasks, protecting his self-esteem. While the exact cause is unclear, common contributors include small bladder size or anxiety, and in James’ case, stress related to parental divorce may have played a role (Boyd & Bee, 2015; Mayo Clinic, 2017).

James’ Intelligence and Development

According to Howard Gardner’s multiple intelligences theory, James exhibited strong linguistic intelligence through reading, writing, and vocabulary development. His verbal IQ scores were in the gifted range. Conversely, he struggled with logical-mathematical intelligence, demonstrating frustration with math in third grade. He also displayed bodily-kinesthetic intelligence, as seen in his successful hip-hop dance performance, but had limited musical intelligence, evident from off-key singing (Boyd & Bee, 2015).

Intelligence Type	Strengths	Challenges
Linguistic Intelligence	Strong reading, writing, and vocabulary skills; gifted verbal IQ scores	None noted
Logical-Mathematical Intelligence	Improved with tutoring; struggles in problem-solving and computations	Requires additional support
Musical Intelligence	None noted	Off-key singing
Bodily-Kinesthetic Intelligence	Enjoys physical activity; performed dance well	None noted

Gender Role Socialization and Attitudes

At ages six and eight, James demonstrated behaviors influenced by gender role socialization. Initially, he showed a preference for same-gender peers during play, which we addressed by encouraging inclusive play and assigning chores typically associated with female roles. These actions reflected our flexible approach to gender roles, contrasting with traditional societal norms (Boyd & Bee, 2015).

Age	Behavior	Parental Influence
6	Preferred playing with boys; discriminated against girls	Encouraged inclusive play and assigned diverse chores
8	Continued preference for playing with boys	Promoted open-mindedness regarding gender roles

Socioeconomic and Cultural Influences on Development

James was raised in a working middle-class family with sufficient resources to support education, health, and psychological growth. Had he been raised in a low-income environment, he might have faced higher stress, limited healthcare, and fewer intellectual stimuli. Such factors can negatively affect cognitive development, social behavior, and emotional well-being (Boyd & Bee, 2015).

Academic Progress in Mathematics

Age	Math Skills	Actions Taken	Outcomes
8	Below average in concepts, computation, and applications	Continued math tutoring	Improved concentration and foundational math skills
10	Struggled with story problems and grade-level math	Guided through problem-solving and clarified misunderstandings	Achieved grade-appropriate proficiency in math-related areas

Social and Emotional Development

At age ten, James demonstrated positive social interactions and popularity among peers. His only social concern was anxiety about transitioning to a new school with older students. To ease this, we reassured him that rumors he heard were not true (Boyd & Bee, 2015).

Emotionally, James recently experienced regression due to my job promotion requiring frequent travel and the introduction of a new partner. He became moody, distant, and occasionally hostile, yet I maintained a supportive approach, avoiding punishment while providing reassurance (Boyd & Bee, 2015).

Area	Social Development at Age 10	Emotional Development at Age 10
Social Situation	Positive peer relationships; involved in activities	Struggled with emotional regulation due to life changes
Challenges	Anxiety about new school	Moodiness and hostility toward new partner

Changes in Parenting Style

My parenting approach has evolved since James’ preschool years. Initially, I focused on nurturing prosocial behavior and serving as his primary support. As he matured, my role shifted toward guiding him toward independence, particularly in navigating social and academic challenges.

Period	Parenting Role	Effect on James
Preschool	Encouraged prosocial behaviors; acted as main support	Developed curiosity and confidence
Middle Childhood	Provided guidance; fostered independence	Navigating more social and academic challenges

References

Boyd, D. R., & Bee, H. L. (2015). Lifespan development. Boston: Pearson.

Cherry, K. (2019, March 15). Why Theory of Mind Is Important for Social Relationships. Retrieved from https://www.verywellmind.com/theory-of-mind-4176826

PSYC 290 Week 3 Essay Questions

Gavin, M. L. (Ed.). (2018, June). Motivating kids to be active (for parents). Retrieved May 25, 2019, from https://kidshealth.org/en/parents/active-kids.html

Bed-wetting. (2017, October 26). Retrieved from https://www.mayoclinic.org/diseases-conditions/bed-wetting/symptoms-causes/syc-20366685