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Child Development Reflection Paper

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Personal biological and developmental growth was normal in everyday standards. All developmental milestones met or exceeded normal standards. Being the youngest of four children, I excelled in areas, such as tying my shoes and kindergarten entry requirements. Asthma runs in the paternal side of my family, which I have had my entire life. Additionally, I was born with a birth defect in my heart, that was misdiagnosed until the age of 21. Because of my lung challenges and my heart problem, I was sick a good portion of my childhood, usually spending numerous weeks each year hospitalized.
My cognitive development was also normal growing up and through my adulthood. I was a high-spirited youngster and enjoyed being the class clown. As a …show more content…

Spiritually, I believe in a greater good. Organized religion does not hold importance in my life and if I had to point out a bias about myself, it would be to religious individuals or groups that think they are superior to another.
As discussed in the 2015 journal, Developmental Review, by Carey, Zaitchik, and Bascandziev: Theories of development: In dialog with Jean Piaget. “Piaget held that developmental changes in domain general cognitive architecture constrained the conceptual content that could be mastered by children of different ages.” Piaget’s cognitive theory is divided into four stages: The first stage occurs from birth to 2 years of age and is referred to as the sensorimotor stage. In the sensorimotor stage children develop the ability to form mental representations, such as object permanence, such as playing peek-a-boo. The second stage is known as the preoperational stage, which occurs form about age 2 – 7. Mental tasks in this stage are usually simpler than that of an older child, for example the concept of size or weight is not understood without physical representation of the concept. Thoughts of a child are often egocentric in this stage. The third stage of Piaget’s cognitive theory is the concrete operational stage, occurring from about age 7 – 11. During the operational stage, the child attaches concepts to concrete situations, such as the concepts of time or space, although simplified and concrete, not abstract. The final stage

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