PSY FPX 7220 Assessment 3: Examining Early and Middle Childhood Development 

Introduction

Rosa, a 6-year-old immigrant, just finished one year of all-day kindergarten in a southwestern state. In contrast to many of her classmates, she did not experience traditional early childhood preschool because she was cared for mainly by her maternal grandmother while her parents worked. Although she lived with her immediate family and grandmother for more than a year, Rosa has had several moves. When she enters first grade, Rosa exhibits delays in her cognitive development, namely in early literacy skills like reading and writing. She also exhibits resistance to engaging in group work and interpersonal interactions and lags behind in acclimating to new situations.

Growth from early to middle childhood typically is marked by a number of developmental milestones. Berk & Meyers (2016) outline these milestones, including physical development such as height and weight gain, cognitive development such as enhancement in attention and logical reasoning, and social development such as enhanced empathy and autonomy. Rosa, however, appears to be experiencing issues in the cognitive and social domains.

Analyzing Rosa’s Case

Rosa’s case reveals a key issue with her reluctance to be active socially, which impacts her intellectual development. Different systems and environments, such as her home life and school life, impact Rosa’s development, according to Bronfenbrenner’s Ecological Systems Theory. The systems interact within the microsystem, mesosystem, exosystem, macrosystem, and chronosystem to impact Rosa’s development in complex patterns.

Rosa’s family, especially her grandmother’s role as a caregiver, and her kindergarten teacher form significant components of her microsystem and mesosystem. Lack of formal preschool experience might have prevented Rosa from acquiring social-emotional competence necessary for future academic achievement. Additionally, economic hardship and frequent changes in residence expose Rosa to the difficulties of the exosystem, which may affect her emotional well-being and cognitive development.

Exploring Interventions

Given Rosa’s cognitive delays and social apprehension, some interventions need to be conducted to enable her development. Child-Centered Play Therapy (CCPT) can offer the non-directive intervention in which Rosa is allowed to explore her experience and emotions. Positive peer interactions in the class and involvement in team activities with Rosa can also aid in the development of social relationships and self-esteem.

Additionally, using Rosa’s bilingualism can assist in resolving her literacy difficulties. Studies indicate that bilingual children have the ability to transfer phonological awareness skills from one language to another, with the potential for increased reading attainment. Further literacy assistance, e.g., tutoring or targeted programs, can help facilitate Rosa’s academic success.

Conclusion

In short, the situation of Rosa illustrates the intertwined relation between cognitive and social development throughout different cultures. By having an understanding and intervening in the variety of factors affecting Rosa’s development, including school, family, and socioeconomic factors, interventions can be specifically tailored to promote her holistic development and well-being.

PSY FPX 7220 Assessment 3: Examining Early and Middle Childhood Development

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PSY FPX 7220 Assessment 3: Analyzing Early and Middle Childhood Development

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