Child Development Project, Research Paper Example

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Research Paper

Age​  0 The child is to have PKU, phenylketonuria. This is a case when the child is unable to properly break down amino acids that are called phenylalanine in their food.  This is an autosomal recessive inheritance that is found in both boys and girls.  Amino Acid disorders are rare conditions that are inherited, and caused because enzymes fail to work properly.  The child has not presented with visible discomfort or physical ailments outside of inability to digest properly.  Other than that the child is a healthy, happy baby.

​1 ​The temperament pattern for children with PKU at this age group is not distinguishable from other children who do not have this disorder.  It is normal that at this age the psychomotor development index (PDI) and mental development index (MDI) are within the normal parameters.  The possibility for mental ailments increases if untreated.  These children may begin to present with behavioral problems including slower response than other children in this age group.

​2​ The child presents with secure attachment.  There is no reservation from the child and he appears safe in his environment and with caregiver.  Cried when mother left him alone, uncertain about the new found environment void of his caregiver.  Allowed alternate comfort to be provided by newly met individual; however it was limited and short.  He was quiet and reserved until his caregiver returned then he was able to return to his normal interaction and involvement.

​4 The semiotic function is the mental representations such as words, numbers, or symbols to which a child has attachment meanings. The child has normal representation for understanding and associating numbers and words on a four year old age level.  He has also learned to associate signs such as stop signs, crossing signs, and other similar examples.  The egocentrism is the child’s concern for one’s own interest and welfare.  The child demonstrated the need to communicate desires for food, beverage, and toys when they wanted them.  Also need to use the bathroom and wanting a hug from caregiver.  He also understood to nonverbal semiotic like when his caregiver shook her head no and what it meant when one finger was put up to tell him to wait a minute.   He fully understood verbal, nonverbal, and symbolic representation.

5 The child presents with a guilt quality.  When he was acting in a manner that he knew was not accepted by the caregiver, it was presented in a manner that he was disrespecting the provider.  It was asked is this how mommy would want you to act?  The child’s actions changed quickly out of the guilt that was used as a forming mechanism.  It also could appear to be obligation or need to please because the child confirmed with minimal coercion.  This would allow the observer to believe that the child had a guilt quality.

6 ​The parenting style that the caregiver showed was clearly authoritarian.  The child knew who was in charge and was given very little room for deviation.  When the child acted in a manner that was not productive, the caregiver quickly stepped in and took control of the situation.  The child’s development was hinder minimal outside of the limitation of one’s own self-discovery. It was not noticed if this behavior was exhibited with other adults, but the caregiver it was clearly visible.

7 There was a sense of inferiority in the child’s interaction with others.  He was cautious and seemed to only move forward when encouraged by others that it was acceptable.  He watched his peers to see how his performance was in association with others.  He often asked if someone did this better or this better, it hindered his development by fear of failure.  His inferiority was visible in his self-destructive actions.  This was minimal but when he was unable to compete with other boys in sports on the same level he quickly determined that “he sucked”.

​8 Concrete operational stage is when the children are able to think logically about concrete events, but still have difficulties with hypothetical and abstract concepts.  He clearly understood that taking gum from the store was wrong, and he would have serious consequences if he proceeded with his desires.  The IP theory is the mature changes and basic components of the child’s mind.  He remembered getting in trouble for another unacceptable action that was not the same as taking the gum, and he decided that the repercussions were not worth the risk.

9 Cliques and crowds are groups of individuals with similar characteristics or desires that stick together based on these factors.  The child appeared to associate with a small clique of boys who enjoyed playing sports.  There was no limit to the type of sports; they seemed to enjoy the interaction of all.

​11 The child has proven to be able to process abstract concepts.  His skills have deductive reasoning, logical thought process, and systematic planning.  He does not clearly show deductive logic as much as the other skills, however it appears to be forming at this time.  The consequences of his actions do not fully lie on himself, but he is starting to associate the two.

12 The child’s sense of agency has turned out in a positive way.  The master orientation is clearly visible and he is determined to act in an independent manner.  Highly involved in his academic and extracurricular activities, he continues to strive to improve his previous attempts at success.  Positive reinforcement in the home seems to have aided in his independence and desire to excel.

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