Cognitive, Physical and Social and Emotional Developmental Differences across Ages - Report Example

Cognitive, Physical and Social and Emotional Developmental Differences across Ages 0. Introduction Shaffer and Kipp defined development as a continuous process of growth and acquiring knowledge that occurs from a prenatal phase to death (2). Since it is a process, everyone undergoes this stage during a period of time called the age period and experiences activities of cognitive, physical, and social and emotional aspects. Exclusivity of these development-inducing activities brings developmental differences across ages. This paper aims to distinguish developmental differences of varied age periods in regard to the cognitive, information processing, physical, and social and emotional areas of development through a mini-experiment. Jean Piaget referred to cognitive development as advanced hereditary structure untouched by social contents one has to reach – an idea substantiated by Piagetian stages (qtd. in Garton 18). However, other researchers correlate cognition with mental maturation and societal relationship (Oakley 15). Piaget identified logical thinking as determinant stage advancement (qtd. in Morra et al. 8). It can be tested through theory of conservation. Piaget observed that kids under the first two stages cannot detect conversion unlike those at the concrete and formal operational (Jarvis 106). Memory is another concept to be identified under cognition. Cavanaugh and Blanchard-Fields used short-term storage capacity as differentiator of age groups, since early researches connected it with loss of neurons due to ageing (195). Physical development can be viewed in two areas: gross motor skills, which refer to the large body muscle movements, and fine motor skills, involving smaller muscles movement (Cooper and Doherty 17). Malina, Bouchard, and Bar-Or associated motor development with both brain and bodily activities and social influences (210). From prenatal to middle childhood, steady development is experienced. It boosts during adolescence, reaches its summit during young adulthood, and slowly deteriorates during middle to late adulthood (Papalia, Olds, and Feldman 12-13). Social and emotional (psychosocial) development centers on eight stages of psychosocial development and developmental tasks acquired through the society’s influence. One theory highlighting developmental differences is the attachment theory. Papalia, Olds, and Feldman classified children from infancy to early childhood as attached to family (12-13). On the other hand, middle childhood and adolescent stages would be attached to their peers. Independence is depicted in individuals from young adulthood to late adulthood stages. This pattern is due to personal and social influences leading individuals to focus on a specific issue of each age period (B. Newman and P. Newman 64). 2.0. Experimentation Three female participants from different age groups were randomly selected. Participant A is a five-year old girl in her early childhood stage. Participant B is a 25 year-old lady under young adulthood stage. Participant C is a 66 year-old mother in her late adulthood stage. All participants will be subjects to structured observation (participants perform the tasks) and structured interview (participants answer constructed questions). Qualitative approach will be used to acquire information. Participants shall be separately dealt with during each experiment. 2.1. Theory of Conservation Three objects (papers, cotton, and metal pieces) were compressed in individual containers and weighed. Each weighs one kilo. Without the containers, these objects were displayed on the table. Participants were asked to point which was the heaviest (and why). At the end of this experiment, participants will be classified in relation to their Piagetian stage, based on their performance and answer. 2.2. Short-Term Memory Twenty words were read by the participants twice. Afterwards, they had to list words they remembered within two minutes. Participants were asked: What made you remember the enlisted words? Results would reveal that older people can barely recall, while children and young adults have slight difference in the number of words recalled. This experiment further shows that developmental differences of working memory across ages are not only dependent on a person’s age group but also on attention, focus, and applying techniques to recall the words. 2.3. Gross Motor Skills Participants needed to go up and down of a ten-step staircase for three minutes. Then they were asked: How did you feel during the entire process? This task will present a slight difference between gross motor skills for individuals in early childhood and young adulthood, though children need more assistance. Late adults still exert good gross motor skills but with lesser proficiency. 2.4. Attachment Theory Pictures of each participant’s family member and peers were displayed on a table. Participants would pick who they want to spend an entire day with. They would be asked why they chose such person and their personal plans to accomplish with that person. This task would resolve who the participants are attached to during this stage of their lives. Results would express that children prefer to be with parents, young adults choose their peers, and adults aim for seclusion. 3.0. Findings 3.1. Theory of Conservation Participant A: She could not determine the heaviest. She had to carry each object to identify. She is in her sensorimotor stage, since she greatly depends on her sense of feeling to answer the question. Participant B: She chose “papers.” It is because it is composed of the biggest mountain, unlike the rest, which are small compositions. She is under pre-operational, since she can recognize; however, her thinking is not yet logical. Participant C: She chose “none”, arguing that each object weighs a kilo. She is under concrete operations, for she can reason out logically – an indication of understanding conservation through reversibility. 3.2. Memory Participant A: She enlisted eleven, saying most words she could remember are things at home and adding that she memorized in order to recall the words. Participant B: She enlisted fourteen words. She had to use classification (house and school) to visualize and remember the words, adding that she focused during the process. Participant C: She recalled five random words saying she could hardly remember anything, because her mind was preoccupied and could not focus. If she was given more time, she would be able to write more. 3.3 Gross Motor Skills Participant A: She climbed the fastest, though she had to randomly reach the handrail for support and had short stops to gasp. She enjoyed the activity and was the least tired. Participant B: She climbed in a moderate pace and used the handrail for support after a minute until the end. After almost completing three cycles, she appeared exhausted, and her steps became slow. Participant C: She had least cycles and had to stop most of the times. She had to rely on the handrail from start to end, since she can hardly step and was afraid that she might trip over. 3.4. Attachment Theory Participant A: She picked her mother’s picture, explaining that she wanted her mother to assist her as she would go biking with friends. Participant B: She chose her boyfriend and planned to go on a country tour. Participant C: She did not pick anyone, saying she would rather spend her day alone relaxing or doing her chores at home. 4.0. Conclusion Age differences reflect the experiences underwent, deficiencies observed, knowledge acquired, and beliefs strengthened. Participant A exemplified the following: dependence on sensorimotor to understand phenomenon, moderately fast retrieval of memory, active motor skills, and family attachment as a way to gain support. Participant B showed the following: pre-operational stage or not fully developed logical thinking, fast retrieval of memory and focused thinking, good but easily exhausted motor skills, and preference to peers through intimate relationships. Participant C signified the following: concrete operational stage or logical thinking, slow retrieval of memory and preoccupied mind, fair gross motor skills and reliant on the handrail, and solitude to feel peace. Based on the findings, the researcher identified important points and implications. Theory of conservation detects not only thinking but also the ability to look at the panorama of series of events. Developmental differences on short-term memory can be determined through an individual’s ability to focus, organize, and immediately recall. During early stages, proficiency in gross motor skills is less due to underdeveloped body structures; it improves during middle stage and declines during later age periods. The experiment also materialized that attachment is influenced through a person’s individual and societal issues addressed in any one age period. Works Cited Cavanaugh, John, and Fredda Blanchard-Fields. Adult Development and Aging. 6th ed. Belmont: Wadsworth Cengage Learning, 2010. Print. Cooper, Linda, and Jonathan Doherty. Physical Development. London: Continuum International Publishing Group, 2010. Print. Garton, Alison. Exploring Cognitive Development: The Child as Problem Solver. Malden: Blackwell Publishing, 2004. Print. Jarvis, Matt. Theoretical Approaches in Psychology. London: Routledge, 2000. Print. Malina, Robert, Claude Bouchard, and Oded Bar-or. Eds. Growth, Maturation and Physical Activity.2nd ed. Champaign: Human Kinetics, 2004. Print. Morra, Sergio, et al. Cognitive Development: Neo-Piagetian Perspectives. New York: Taylor and Francis Group, LLC, 2008. Print. Newman, Barbara, and Philip Newman. Development Through Life: A Psychosocial Approach. Belmont: Wadsworth Cengage Learning, 2012. Print. Oakley, Lisa. Cognitive Development. East Sussex: Routledge, 2004. Print. Papalia, Diane, Sally Olds, and Ruth Feldman. Human Development. 10th ed. New York: McGraw-Hill, 2007. Print. Shaffer, David, and Katherine Kipp. Developmental Psychology: Childhood and Adolescence. 8th ed. Belmont: Wadsworth Cengage Learning, 2010. Print. Appendix Short-Term Memory Instructions: I will read a list of twenty words twice. You will then be given a minute to recall all the words mentioned. After which you will have to write all the words you could remember within two minutes. Words written should be according to the words listed below. After you have written the words, I will check the number of words recalled and analyze. During the interview phase, you will have to discuss with me your experience and performance while listening as I read the words. Furthermore, you have to share your techniques of recalling the words. List of words to be read to the participants: 1. television 11. notebook 2. bedroom 12. uniform 3. computer 13. bag 4. slippers 14. school bus 5. kitchen 15. classroom 6. sofa 16. teacher 7. bike 17. research 8. stuff toys 18. book 9. family portrait 19. varsity 10. refrigerator 20. project Read More