Cognitive Development Activities

The purpose of this assignment is for you to continue working on elements that will become part of your Community Center Proposal Final Project. This week you will be creating three activities that address cognitive development in the age groups assigned. These will become part of the infant room, early childhood room, and adolescent room of your center. Using Piaget’s, Vygotsy’s, and/or Information processing theories of cognitive development, you will continue to build your Community Center Proposal by identifying activities for the assigned rooms that promote cognitive development for children and adolescents. The activity must be focused on the cognitive milestones of the age group and must be clearly tied to a specific theory. You must use at least one credible source.  Your activities might be focused on object permanence for infants, conservation, egocentrism, or conservation for early childhood, or deductive reasoning for adolescence. Table 7.1 in your textbook will be useful in completing this activity. Focus on the primary developmental tasks of each age period. For each of the three activities, write a paragraph that addresses the following: Describe the activity in some detail (provide more than just the name of the activity). Identify the specific concept from cognitive development theory that supports the use of this activity. Identify how the activity enhances cognitive development in the specific age group. Here are two examples providing you a model of how to approach this assignment and how to build the elements of the rooms in your community center. Examples of Activities: Example 1: Cognitive Development Activity for Infant Room: Peekaboo. One of the activities we will incorporate into the infant room is peekaboo. This is a game where the caregiver hides himself from the child (covering the child’s eyes or hiding behind a chair, etc.) and then appears again by uncovering the child’s eyes or coming out from behind the chair. Another variation of this would be hiding a treasured object under a scarf and then revealing it again. One of the milestones of the first year of life is the development of object permanence. Object permanence occurs when an infant grasps that something (an object, a person) still exists even when the infant cannot see it. This is a concept from Piaget’s theory of cognitive development and is one of the developmental tasks of the sensorimotor stage. Newborns do not have a sense of permanence. When they cannot see you, you do not exist for them. During the first year of life, they slowing learn that objects and people continue to exist even with they cannot be seen (Mossler, 2014). Playing peekaboo is one way to foster the development of object permanence. Infants usually delight in seeing someone appear and then hide, only to reappear. This activity will support the cognitive development domain and also the psychosocial domain because of its interactive nature. Mossler, R. A. (2014). Child and adolescent development (2nd ed.). Retrieved from https://content.ashford.edu/ Example 2: Cognitive Development Activity for Adolescent Room: Board Games Involving Strategy and Problem Solving. In the adolescent room, we propose having a collection of board games that require logical thinking and problem solving. Adolescence is the beginning of more sophisticated thinking. Children in this age group move from concrete operations to what Piaget calls formal operations. They are becoming capable of deductive and hypothetical reasoning (Mossler, 2014). Games like chess, Battleship, and checkers all require players to engage in this kind of thinking. Another game that can be used is the game of Clue. This game supports the development of prepositional logic and requires players to think hypothetically (Neller, Markov, and Russell, 2006). These games will not only promote cognitive development but will further support psychosocial development because of the required interactions. Mossler, R. A. (2014). Child and adolescent development (2nd ed.). Retrieved from https://content.ashford.edu/ Neller, T. W., Markov, Z., & Russell, I. (2006). Clue deduction: Professor Plum teaches logic. Retrieved from http://cs.gettysburg.edu/~tneller/papers/flairs06.pdf The Cognitive Development Activities paper

Genogram and Final Family Analysis.

Integrate the feedback you have received from your faculty member on your previous family analysis papers submitted in Weeks 1 through 4. Combine your previous papers into a 3,500- to 4,200-word paper in which you synthesize what you have learned into a conclusion. Apply the concepts learned from your family history and genogram to a human service and/or counseling scenario. Discuss the following in your Final Family Analysis paper: An analysis of any special issues associated with your family In what kinds of applications would having the knowledge from the genogram be useful? How would this knowledge impact and direct treatment, as well as help you assess client services? A genogram can be a helpful visual tool to keep track of family members, the quality of relationships in each family, and assist a human service worker in determining the needs and services from which the family may benefit. Create a genogram for your family based on your analysis and using a genogram template/program.

Are we happier than our forefathers?

Argumentative 4 paragraphs Are we happier than our forefathers? Is life getting better or worse? For some people life nowadays is better it is easier and more comfortable.than it was in the past :Others believe that life in the past was better, it was simpler and people had better social life and a healthier lifestyle. Write a report presenting both views and stating your own position on the issue

Describe how Freud’s three levels of mental life relate to his concept of the provinces of the mind.

Describe how Freud’s three levels of mental life relate to his concept of the provinces of the mind.  Trace the development of both the male and the female phallic stages and explain why Freud believed that they follow different paths.  Describe the role of subjective perceptions in Adler’s theory of personality.  Explain and give examples of the Adlerian concept of creative lifestyle. Your essay should provide straight-forward and clearly written answers to the questions using headings to organize your responses. In order to complete successfully this assignment, you are expected to use academic definitions of principles, theories and concepts

What would be the underlying goal of reconstruction… punishing the South or reuniting as quickly as possible?

What would be the underlying goal of reconstruction… punishing the South or reuniting as quickly as possible? Which of the three reconstruction plans (Lincoln, Johnson, Congress) is the most appropriate and most doable? Consider in your responses the goals from each side of the battle (North and South), and then make an argument as to which side won the philosophical battlefield of post war America. There is no denying that the North won the war… but did that victory continue into the years after?