Interview Project for Age Development Learning Essay

     To apply three theories of adult development to my own life, it’s imperative that I provide the obligatory information about myself, in order for it to even make sense. The information given is certainly personal, but as no point am I unwilling to provide it. The key to understanding one’s self is understanding one’s life, and all the good and bad parts of it. By ignoring, for example, certain events that you would rather forget, you are denying an in-depth and detailed look at yourself.

I interviewed my sister Sierra and at first glance she looks like a small and delicate person but she has a very exciting personality and she has blond hair. As we got into the interview we got into the subject of how she felt when she had to learn some of the responsibilities of an adult and how it had affected her life. And she said that it made her feel more like an adult and that she felt that she had a lot more responsibilities being older. Some of the responsibilities she has are going to interviews managing her time planning a schedule preparing her food and managing her money.

For this interview I choose to interview my daughter who is five, a good friend who is thirty three, my mom who is 52, and my grandma who is 74. I thought all of the interviews went well, and I had fun doing them. While I was doing the interview I did notice a few patterns that took place. The first pattern that I noticed is that the first two age groups said that they felt great being their age, and the last two age groups said that it felt good to be their age but they would feel better if they didn’t have aches and pains. The second pattern that I noticed was the two middle age groups were bummed that they had to work full time, but the age group from thirty-five to sixty-five was happy that they would be done working full time soon. I also noticed one more pattern between the middle age groups, and that was that they both hated their teens and they would never want to relive that age again.

Although negative influences in children are occurring, there is also many positive influences that older people have on adolescents. For example, a boy wanders onto a field where he finds a teenager playing football and having fun with friends, the boy wants to be like this teenager because he looks at him and sees him enjoying sports and having fun. This example also corresponds with how younger kids look up to older kids because the young kid sees this teenager and he wants to be like him when he grows up. This experience to the young kid will push him in the future to achieve greatness in sports since he wants to be like this teenage boy.

The lifespan Approach is a scientific study of age related development throughout a person’s life relating to the changes within brain development, behaviours, emotions and personality. (bee boyd, p.3). The Lifespan approach believes that development occurs throughout a person’s life starting from conception and ending when a person dies. When looking at lifespan development there are five different approaches which are Psychodynamic, Humanistic, Behaviourist, Cognitive and Biological. My essay will explore the developmental theories relating to adolescence and the advantages and disadvantages of using these theories within Social Work.

Piaget, Gesell, Erikson are all theorists that looks and discusses the development of a child. Each theorist looks at the different domains of a child’s development. Piaget looks at the cognitive development, Gesell looks at the physical and Erikson looks at the emotional development. Bronfenbrenner’s theory will also be looked at as it examines the cultural and contextual impacts of a child’s development. Ruby will be the child that will be looked in this essay. She is in the early childhood stage, sitting at the age of three.

The first is taking a look at how attitude and behavior affects children and plays a role in bullying. In preadolescent to adolescent years when bullying first occurs, their attitudes and behaviors are mixed. The majority of these age group children are opposed to bullying. In fact, many feel that bullying is just a wrong thing all together (Salmivalli & Voeten, 2004). Many children behaviors toward bullying will have different outcomes. Many children will become to be known as bystanders or saviors, these children usually fall into the 20% or below category. These children will not become involved in the situation if they witness bullying taking place or will turn their head to it all together, but most of the children within this group will actually define or stand up against bullying while most other children behaviors in this age group, about 20% to 30%, will actually encourage the bullies and their behavior.

How did Adult Development theory and metacognition impact you personally as you worked through this case study?

A practical understanding of the distinguishable differences of a child’s Psychosocial and Cognitive Development is vital to a teacher in today’s classroom. A teacher’s ability to address the emotional needs of their students is purely based upon their ability to understand developmental growth expectations of each stage. This essay presents Erikson’s and Piaget’s historical backgrounds, theory insight with comparisons, and how their child developmental theories are used in today’s classroom. Teachers will benefit from using these theories to make informed decisions concerning their students. A child’s educational journey begins very early and last a lifetime. However, a teacher’s ability to identify early signs of developmental

The Ages and Stages tools are a set of questionnaires that assesses children’s development. It’s design to involve parents and family members in the assessment, intervention, and evaluation activities surrounding their infants and young children who may be at risk or have a disabilities. The website http://agesandstages.com/research-results/research-behind-asq/ was used to further research the tool.

Human development can be defined as growth and change over time that enables an individual to adapt more effectively in their environment (Reference this). The major domains of development include physical, cognitive, emotional and moral. The aim of this paper is to analyse the influences on lifespan development from the time of conception through to 18 years of age. This can be achieved by understanding the domains of development and relating the theories of lifespan development to real life examples. The domains of development that will be discussed through the paper are physical, cognitive, emotional and socio-cultural/moral. The nature and nurture argument will also be discussed throughout the paper to show the biological and environmental influences on the development. Nature refers to the biological factors such as genes that an individual inherits from the parents and these genes define our physical appearance and personality characteristics. Nurture refers to the environmental factors including our experiences from childhood and the surrounding culture.

Their work focuses on the distance between what the student is able to accomplish by themselves and what the student is capable of doing with the help of a teacher. Their work forms the underlying principles of how teachers need to teach, understanding the idea that learning precedes development. However a teacher cannot simply transfer a certain way of thinking to a learner. Though he or she can guide the child using appropriate linguistic interactions in the forms of, questions statements or even

I have always thought that working with children is both entertaining and very challenging. This assignment showed me this reality one more time. Although I ended the interview with very positive feelings, also realized that we need a wide range of special counseling skills to work with young children due to their cognitive, emotional and physical maturity. Before the interview, I constituted the outline of my interview considering strength-based interview, and envisaged how to run it by thinking of possible obstacles. However, conducting an interview with a child is full of unexpected elements especially for an inexperienced counselor. I understood that experience and training are the most significant part of this job. As a rule in

Accordingly, Crick and Dodge (1999) defined bullying as a form of proactive aggression ‘in which aggressive acts are employed to achieve interpersonal dominance over another (p. 129). Children who show aggressive behaviors towards their peers are thought to have certain character traits that lead them to become either of two types of aggressors: Bullies, or Bully-Victims (Gasser and Keller, 2009). . According to Warden and Mackinnon (2003), comparisons between prosocial children and bullies are revealing because they tell us something about efficacious bullies’ specific deficits. By comparing children showing immoral (i.e., aggressive) behavior with children showing moral (i.e., prosocial) behavior, we may clarify what—if not a lack in social competencies—makes the difference between these two behavioral groups.

Participants included a sample of undergraduate students (n = 172) that range in age from 17 to 62 years, (M = 23.3 years, SD = 6.6 years). There were 3 students who didn’t answer the question, so there was no information from them about their age. The median age is 21 years old. This means that half the students are younger than 21 and half of them are older. The most frequent age, the mode, is 20 years. Twenty-two students report an age of 19 (13%), while nineteen students (11%) students report an age of 22 years making that the next most common age in the group. These measures of central tendency tell us that there is a slight positive skew to this distribution, meaning that the mode is three ages less than the median which in turn