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Introduction:
The Summative Assignment is an assignment to be submitted for a grade. This is the first of two Summative Assignments to be submitted during the semester. Read the directions carefully and read the Grading Rubric, which can be viewed at the bottom of this page, then compose your response and submit your response by clicking the Submit Assignment button.
Directions:
In this Summative Assignment, you will create a fictitious case study vignette of an individual beginning in infancy, then toddlerhood, then progressing to early childhood, then middle childhood, and then adolescence. Describe the fictitious person in terms of their physical, cognitive, social, and emotional development using the concepts learned in class, and create a description of a fictitious research project in which the fictitious person is participating, by including a description of one of the classic developmental research designs learned in class, such as the cross-sectional, longitudinal, or cross-sequential, which is also called a sequential design.
The fictitious person described in toddlerhood should be the same fictitious person that was described in infancy. The fictitious person described in early childhood should be the same fictitious person described in infancy and toddlerhood. The fictitious person described in middle childhood should be the same fictitious person who was described in infancy and toddlerhood and early childhood. The fictitious person described in adolescence should be the same fictitious person who was described in infancy and toddlerhood, early childhood, and middle childhood.
Please see the Grading Rubric for the Summative Assignment, which can be viewed at the bottom of this page.
The Summative Assignment should be saved in a Word document file that ends in .doc or .docx or a PDF document.
The Summative Assignment is to be submitted on the Canvas website.
Tasks:
Task item 1. Describe a fictitious individual in the period of infancy. Include information about physical, cognitive, social, and emotional development using the concepts learned in class, and create a description of a fictitious research project in which the fictitious person is participating, by including a description of a classic developmental research design learned in class, such as the cross-sectional, longitudinal, or cross-sequential, which is also called a sequential design.
Physical development-1 point
Cognitive development-1 point
Social development-1 point
Emotional development-1 point
Classic Developmental Research design-1 point
Sample of Good Work for Task item 1
Susie, was born weighing 7 1/2 lbs. at birth and achieved all her major motor milestones on time, showing normal physical development. She loved playing peek-a-boo, as she had not yet developed object permanence, being that she was in the sensorimotor stage of Jean Piaget’s theory of cognitive development. She had parents who were responsive to her needs and she developed a sense of trust that she would be cared for by her parents and that they would provide for her needs, which is part of Erik Erikson’s theory of psychosocial development, trust versus mistrust, which she resolved in a healthy manner. She showed a range of emotions, such as contentment, joy, interest, and surprise, which is part of normal emotional development. Susie participated in a longitudinal research project where she was examined at age 8 months on motor skills development, and she would be seen for three years to discover changes that would occur in her physical development.
Task item 2. Describe a fictitious individual in the period of toddlerhood. Include information about physical, cognitive, social, and emotional development using the concepts learned in class, and create a description of a fictitious research project in which the fictitious person is participating, by including a description of a classic developmental research design learned in class, such as the cross-sectional, longitudinal, or cross-sequential, which is also called a sequential design.
Physical development-1 point
Cognitive development-1 point
Social development-1 point
Emotional development-1 point
Classic Developmental Research design-1 point
Sample of Good Work for Task item 2
When Suzie was two, she weighed 32 lbs. Her cognitive development included acquiring object permanence. Socially, she was friendly with people and had a friend who lived down the street from her. Emotionally, she smiled and cried infrequently. She participated in another longitudinal research project beginning at age two that would last for one year to see how toddlers develop emotionally over time. She was tested at the beginning of the study and then again every two months for one year to see changes in her emotional development.
Task item 3. Describe a fictitious individual in the period of early childhood, who is the same person as the fictitious person described in infancy and toddlerhood. Include information about physical, cognitive, social, and emotional development using the concepts learned in class, and create a description of a fictitious research project in which the fictitious person is participating, by including a description of a classic developmental research design learned in class, such as the cross-sectional, longitudinal, or cross-sequential, which is also called a sequential design.
Physical development-1 point
Cognitive development-1 point
Social development-1 point
Emotional development-1 point
Classic Developmental Research design-1 point
Sample of Good Work for Task item 3
During early childhood, Susie, age 4, who was left handed, had excellent fine motor skills, and showed potential for being artistic, so her parents enrolled her in an art class, where she learned to draw and refine her artistic ability, contributing to her physical development in a positive way. One day, she called her grandfather on the telephone, and asked him what he thought of her most recent drawing, but Susie’s mother stated that her grandfather could not see the drawing, so Susie put the picture closer to the phone, showing that her thinking was egocentric and not being able to take another’s person’s perspective, and placing her in the second stage of Jean Piaget’s theory of cognitive development, which is the preoperational stage. Socially, her relationships with other children were positive and she played nicely with them, as was demonstrated by engaging in cooperative play, the highest level of play in Mildred Parten’s theory of play. In the emotional realm, Susie engaged in prosocial behavior, showed no signs of aggression or bullying, and appeared to be a confident little girl with high self-esteem. An opportunity arose for her to participate in a cross-sectional study where she would be tested on one day with children who were at three different preschool, to see if there were differences between groups of children who attended preschool in the city, in the country, and in the suburbs, and she participated.
Task item 4. Describe a fictitious individual in the period of middle childhood, who is the same person that was described in infancy, toddlerhood, and early childhood. Include information about physical, cognitive, social, and emotional development using the concepts learned in class, and create a description of a fictitious research project in which the fictitious person is participating, by including a description of a classic developmental research design learned in class, such as the cross-sectional, longitudinal, or cross-sequential, which is also called a sequential design.
Physical development-1 point
Cognitive development-1 point
Social development-1 point
Emotional development-1 point
Classic Developmental Research design-1 point
Sample of Good Work for Task item 4
When Susie was 10 years old, her parents enrolled her in ballet classes, tap dance classes, and jazz dance classes, which had a positive influence on her physical development, by making her more coordinated and improving her gross motor skills. Cognitively, she was in the third stage of Jean Piaget’s theory of cognitive development, the concrete operational stage, and she has a good sense of spatial relationships, as was evidenced by being able to successfully read a map and find her way out of the forest when she went on a field trip with her class. She could be described as being industrious at home and at school, with no signs of feeling inferior to other children her age or grade, evidencing a healthy resolution of Erik Erikson’s psychosocial crisis of industry versus inferiority, which is the fourth stage of his theory of psychosocial development. Emotionally, she had a brief period of sadness, when her best friend from kindergarten moved away, but Susie accepted not seeing her friend in a mature way and Suzie made new friends, and, she did not develop symptoms of depression. The university near Suzie’s home was conducting a cross-sequential research project with children in early childhood and middle childhood, and following them for five years to discover between group differences in social skills and to see change or stability in the participants over time, and Suzie participated in the study.
Task item 5. Describe a fictitious individual in the period of adolescence, who is the same person who was described in infancy, toddlerhood, early childhood, and middle childhood. Include information about physical, cognitive, social, and emotional development using the concepts learned in class, and create a description of a fictitious research project in which the fictitious person is participating, by including a description of a classic developmental research design learned in class, such as the cross-sectional, longitudinal, or cross-sequential, which is also called a sequential design.
Physical development-1 point
Cognitive development-1 point
Social development-1 point
Emotional development-1 point
Classic Developmental Research design-1 point
Sample of Good Work for Task Item 5
At age 15, Susie is in middle adolescence, and as for her physical development, she has just had her adolescent growth spurt, where she is now 5’6” tall. Cognitively, she is in Jean Piaget’s fourth stage of cognitive development, the formal operations stage, where she can think abstractly and engage in hypothetico-deductive reasoning. In the social realm, she has many friends and is popular in high school, she is planning to apply to universities and major in architecture to become an architect, and she could be described as being in Erik Erikson’s fifth stage of psychosocial development, identity versus role confusion, where she is forming an identity and has resolved the psychosocial crisis in a healthy manner. Emotionally, she has a strong sense of subjective well being, otherwise known as happiness. She is a person who smiles easily and seems to be content with the circumstances in her life. Another university near Suzie’s home was conducting a cross-sectional research project on the happiness levels of adolescents who were in 10th grade, 11th grade, and 12th grade. Suzie participated in the study and completed a questionnaire that took her 1 hour to complete.
How to Complete the Assignment:
Read the five task items, and then compose a response to each of the five task items in the order in which they appear. Be as specific as possible. The responses should show that you have an understanding of the concepts being addressed.
How the Assignment will be Scored:
The assignment will be scored using the Grading Rubric for the assignment, which can be viewed at the bottom of this page. The Grading Rubric is based on the Task items, which are aligned with the Learning Objectives of the chapters, which are aligned with the Course Objectives that are on the Syllabus, and which are aligned with the Student Learning Outcomes (SLO) for the course that are on the Syllabus. If a response meets the criterion set forth in the Grading Rubric, then the response will earn 1 point. If a response does not meet the criterion set forth in the Grading Rubric, then the response will not earn 1 point. Each assignment is scored independently from previous assignments and each assignment is scored independently from future assignments.
Student Success Tip:
Samples of Good Work are provided for students to use as a guide for how to gear their responses. The samples are in paragraph format, however, a numbered format is also acceptable to use when submitting your response.
Alignment of the Assignment to the Course:
This Summative Assignment is connected to Student Learning Outcomes (SLO) 1 and 2:
Student Learning Outcomes (SLO) 1. Students will be able to demonstrate an understanding of the theoretical constructs among the 4 main areas of human development (Physical, Cognitive, Social, and Emotional) throughout the lifespan.
Student Learning Outcomes (SLO) 2. Students will be able to differentiate among classic developmental research designs.
The Summative Assignment is connected to Course Objectives 1, 2, 3, 4, 6, 9, 10, 12, 13, 14, and 15.
Course Objective 1. Discuss the classical theoretical approaches to understanding human development across the lifespan.
Course Objective 2. Differentiate among the various methods utilized to conduct developmental research.
Course Objective 3. Discuss key features of physical development across the lifespan, such as prenatal factors, heritability, puberty, hormonal changes, physical health, and biological aspects of mental health.
Course Objective 4. Explain and discuss the four stages of cognitive development proposed by Jean Piaget.
Course Objective 6. Explain and discuss the 8 stages of psychosocial development proposed by Erik Erikson.
Course Objective 9. Explain the various styles of parenting, discipline, and attachment.
Course Objective 10. Distinguish among the three types of temperament.
Course Objective 12. Explain the core aspects of emotional development and regulation.
Course Objective 13. Differentiate among the development of self-awareness, self-regulation, self-concept, and self-efficacy.
Course Objective 14. Examine how child and adolescent development are effected by environmental factors, such as working parents, siblings, friendships, divorce, adoption, education, and abuse.
Course Objective 15. Discuss aspects of development that are of primary concern to adolescents, such as identity formation, status, and health concerns (eating disorders, drug use, depression, suicide, delinquency, and sexual behavior).
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