What is the Early Childhood Longitudinal Study (ECLS)? The Early Childhood Longitudinal Study (ECLS) program includes three longitudinal studies that examine child development, school readiness, and early school experiences. The birth cohort of the ECLS-B is a sample of children born in 2001 and followed from birth through kindergarten entry. The kindergarten class of 1998-99 cohort is a sample of children followed from kindergarten through the eighth grade. The kindergarten class of 2010-11 cohort will follow a sample of children from kindergarten through the fifth grade.
My focus was the Industry v. Inferiority longitudinal study, for children 5-11 years of age. The longitudinal study investigated the “self-concept” of students who are learning disabled. The study analyzed whether are not students who were learning disabled would be able to successfully address concerns in their resolution of a crisis. The study was performed on 86 students, 39 of which were learning disabled, including 9 females and 30 males, in high school 10th and 11th grade, and 47 non learning disabled students, including 16 females and 31 males. The Piers Harris Children Scale assessment test was administered, and the conclusions were that the learning disabled students showed less resolution of the Industry vs. Inferiority than the non-learning disable students.. From my perspective, being that these children had learning disabilities which caused major doubt in their abilities to be successful, they were not
Habits and The Influence of Behavioral and Social-Cognitive Theories Marianne Shilling PSY/250 November 12, 2012 Anne Snyder Habits and The Influence of Behavioral and Social-Cognitive Theories Each individual develops growth patterns similar and different to other individuals. Sometimes these patterns present as habits. A child has habits that change or disappear by the age of adulthood. The habits that do not disappear may be attributed to a traumatic event or developmental impedance. Because the originations of certain habits that stay on through to adulthood are almost impossible to determine, they are worth investigating to try to understand their effects on the individual.
School Age 6-11 years Industry vs. Inferiority Children need to cope with the new social and academic demands. Success leads to a sense of competence, while failure results in feelings of inferiority. Adolescence 12-18 years Identity vs. Role Confusion Teens need to develop a sense of self and personal identity. Success leads to an ability to stay true to yourself, while failure leads to role confusion and a weak sense of self. Young Adulthood 19-40 years Intimacy vs.
Piaget divided the sensorimotor stage into six sub-stages"[9]:0–2 years, Infants just have senses-vision, hearing, and motor skills, such as grasping, sucking, and stepping.---from Psychology Study Guide by Bernstein, Penner, Clarke-Stewart, Roy Sub-Stage | Age | Description | 1 Simple Reflexes | Birth-6 weeks | "Coordination of sensation and action through reflexive behaviors". [9] Three primary reflexes are described by Piaget: sucking of objects in the mouth, following moving or interesting objects with the eyes, and closing of the hand when an object makes contact with the palm (palmar grasp). Over the first six weeks of life, these reflexes begin to become voluntary actions; for example, the palmar reflex becomes intentional grasping.[10]). | 2 First habits and primary circular reactions phase | 6 weeks-4 months | "Coordination of sensation and two types of schemes: habits (reflex) and primary circular reactions (reproduction of an event that initially occurred by chance). Main focus is still on the infant's body."
4. Between 9 and 12 years old, is one of confidence versus inferiority. Self-confidence is built in the primary school years to high school. 5. Between 13 to 19 years old, the adolescence development is a question between identity and role confusion.
They will also have to adjust to thier bodies which may cause them to be unfomfortable with themselves. This is also the time when adolescences are entering the middle school years of thier lives, when other kids can be mean and judgemental. So they are having to deal with that as well. 2. How and when is peer pressure harmful?
This process focuses mostly on and individual’s level of ability to adapt to a new environment, and learning to be responsible. Psychological traits of a young adult identify their roles as adults. A holistic model of development connects the age identity and level of a psychosocial maturation, but might develop at different rates. On the one hand, adolescents who age and mature earlier than their peers, typically due to accelerated pubertal maturation and responsibilities often do not have the psychosocial skills to cope successfully with the demands of the new roles and responsibilities that accompany this status. On the other hand, youth that develops age identities later rather than earlier are oftentimes among the first to attain psychosocial
(DATA WORKSHOP) Put yourself in others shoes. This is a quote I have heard since I was a young girl, and to this day still have difficulty doing so. To do this, it means you must get out of your own shoes. My vision has been clouded by the longing to see myself in a favorable light. Although, putting myself in others position means that there is a risk of seeing myself as others would see you-not exactly as special as I expected.
If the value of x is postnatal age of 30 hours, what is the value for Yˆ or SBP for neonates 1,001–1,500 grams? Show your calculations. 7. Compare the SBP readings you found in Questions 5 and 6. Explain the difference in these two readings.