Lifespan Development Observation Paper

This assignment is intended to provide evidence of a candidate’s knowledge and understanding of children and young people’s development birth to 19 years. By completing all tasks within the assignment, the candidate will provide evidence that meets the Learning Outcomes and assessment criteria for Unit 022, Understand Child and Young Person Development.

Riley's parents contributed to shape Riley's personality. Riley is a lot like Mum because both their dominant emotion is Joy. Mum always tell Riley to be happy, no matter what she is going through. Dad's dominant emotion is Anger, and he influenced the aggressive side of Riley. Riley was angry when she was in the 'dinner table scene' and when she was not playing well in hockey.

| * Usually born around 40 weeks gestation * Has swallowing and sucking reflex * Has rooting reflex * Has grasp reflex * Walking or standing reflex * Gaining about 5-7 ounces per week * Growth about 5cms by age 2 months

Babies at birth – most are born at 40 week and premature babies more often need a little more time to reach the same level of development as babies born in and after the 40th week. Most are born with just reflexes for survival at first. These would be swallowing, sucking reflexes to help feed. Rooting reflex baby will move its head if the cheek is touched to find a nipple or teat. Grasp reflex babies will grip objects touching their palm. Startle reflex they will often move arms outwards and clench fists is a sound movement or light suddenly startles them. Walking reflex when babies are held upright with their feet on a

At birth surprisingly a child has intellectually learned to do things already such as smell their mother and recognise her voice. They have also learnt that when they cry it lets people know that they need help and within the first few days of life they learn to use their senses particularly touch, taste and sound. At infancy a child is expected to weigh around 3.5kg or 7 1/2lbs and 50cm long. Bonding is very important socially and emotionally for both mother and baby, helps relationship in later life because they become closer. The babies reflexes are now improving, some of them are automatic responses. E.g. sucking a nipple or a bottle. Grasp reflex is when a

| Reflexes –Sucking, Grasping, Drinking, Eating.Lifting head unaided.Latterly, crawling, rolling over and possibly standing or cruising.

From start to finish, the audience watches Riley grow from a newborn baby into a blossoming twelve year old girl. One of the first developmental processes that appears is the aspect of easy temperament (256). Riley is a joyous little girl who promotes an excited and positive attitude quite constantly. The first portrayal of anger comes at the dinner table, but it is quickly deterred by a quick airplane technique that grasp the attention of the young toddler. The positive outlook and generally cheerful attitude is a slight but insightful indicator of an easy temperament child (256). Her entire disposition throughout the entire film stays majoritily positive. As we will later see in the upcoming paragraphs, proper parenting and emotional responses help lead to the easy and positive temperament of Riley.

Every single child is different, everyone has their own unique traits. Each child progresses at an individual rate, and has the ability to develop as fast or as slow as necessary. In this essay, I am expressing the different abilities that I have noticed that Alexis is capable of, and I am eager to explain their meaning. Every toddler is quickly developing and their actions can be analyzed to assess the rate of development for that certain child. Once or twice a week, we observe the assigned child.

Reflexes:Plantar grasp is the flexion of the toes when the sole of the foot is stroke gently. It disappear after 6 weeks but present in infants. Babinski is a reflex action in which the big toe remains extended or extends itself when the sole or foot is stimulated, abnormal except in infants. Automatic walkis the act of lifting infants up and making their feet touch a hard surface and the process move one foot ahead of the other. Moro/startleis a reflex in which infant from new born to 5 months spread out their arms or abduct it in response to a sudden feel of fall. Tonic neckis characterized by the positioning of the infant’s arms and head which resembles that of a classically trained

On February 17, 2016, our Life-Span Development class observed the physical, cognitive, and social development of Asher, a 5.5-month-old male. The observation was conducted at Dordt College in room CL2260 and the infant’s parent consented to participate in the live observation. Asher was quite sick and later saw a doctor, so the findings of this report may not entirely represent Asher’s development.

It is imperative that practitioners are able to observe and assess each child’s development in order to gain a full understanding of their development and how they can build upon this in order to cater to the needs of the child and allow them to fulfill their potential. This is highlighted by Wheeler (2009, p.63) in stating that ‘Observations are fed into family worker and team planning so that future activities can be based on an individual child’s interests and patterns of behavior and thereby enhance their learning’.

The sub stages of sensorimotor starts with Reflexive Schemes (0-1 month) During this sub stage, the child starts to develop what the environment around him is like, solely based on inborn reflexes such as looking, and sucking. Primary circular Reactions (1-4 months), during this stage the child develops sensation and a few different schemas. For example, the infant will start sucking on her or his thumb not noticing their actions, however, later they will intentionally do the action again. These actions occur because the child finds pleasure out of it. Secondary Circulation Reactions (4-8 months), this sub stage, as we can tell the infant seems to become more focused of what is going on around him in the world. The infant will repeat specific

In analyzing Riley Andersen through the psychosocial theory of development, it is important to understand what is going on in her life throughout the events of the film. The psychosocial theory “addresses growth across the life span, identifying and differentiating central issues from infancy to elderhood” (Newman & Newman, 2014, p. 62). In the beginning of the film, Riley is 11 years old and is in the Middle Childhood life stage (6-12 years old). The developmental tasks during this stage include friendship, concrete operations, skill learning, self-evaluation, and team play (Newman & Newman, 2014). As seen in the film, Riley is a social child with many friends while living in Minnesota. She is a successful member of a hockey team, and is able to relate to others in a positive manner. It appears that Riley has successfully accomplished the developmental tasks associated with Middle Childhood. When Riley moves to San Francisco, she is forced to restart these developmental tasks with a brand-new group of peers. Although she tries to connect with other students in her new classroom, she struggles with making friends and can only think of getting back to her old friends in Minnesota. She also

Riley's interests are dance, acting, and singing. Her favorite things to do on a daily basis are dance, playing outside, and eating.

Our agency works closely with Covenant House Organization who works to empower and aide teen mothers the ability to continue high school/vocational program, gain financially skills, and live in a home environment to provide a foundational model for parenting. At this point in time due to history and trauma, it is in the best interest of the child to come into custody of the state and work through the in residency program, Right of Passage a Covenant House program (Covenant House New York, 2016). This model parallels with Bandura’s Social learning theory as we work with our client in a multidimensional framework and a multidisciplinary group to encourage learning though observation.