Cognitive, Physical and Social and Emotional Developmental Differences across Ages.

Provide a 6 pages analysis while answering the following question: Cognitive, Physical and Social and Emotional Developmental Differences across Ages. Prepare this assignment according to the guidelines found in the APA Style Guide. An abstract is required. 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 growth is experienced. It boosts during adolescence, reaches its summit during young adulthood, and slowly deteriorates during the middle to late adulthood (Papalia, Old’s, and Feldman 12-13).

&nbsp.&nbsp.&nbsp.&nbsp.&nbsp.&nbsp.&nbsp.&nbsp.&nbsp.&nbsp.&nbsp. 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 in the attachment theory. Papalia, Old’s, and Feldman classified children from infancy to early childhood as attached to the family (12-13). On the other hand, middle childhood and adolescent stages would be connected 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

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&nbsp.&nbsp.&nbsp.&nbsp.&nbsp.&nbsp.&nbsp.&nbsp.&nbsp.&nbsp.&nbsp. 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 the 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). A 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 weigh one kilo. Without the boxes, 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 about 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 names they remembered within two minutes. Participants were asked: What made you remember the enlisted words?&nbsp.


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