2. Before you begin the study, read the text chapters or subchapters that apply to the age group to which the child belongs.
3. Collect the information for your paper by using these research methods:
a. Naturalistic observation Ask the parents when the child is likely to be awake and active, and observe the child for an hour for each of the 4 times. You should try to be as unobtrusive as possible: you are not there to play with, or care for, the child. If the child wants to play, explain that you must sit and write for now, and that you will play later.
Write down, minute by minute, everything the child does and that others do with the child. Try to be objective, focusing on behavior rather than interpretation. I will provide more information on recording observations during class. The model paper can also be used as a model.
b. Informal interaction Interact with the child for at least half an hour. Your goal is to observe the child’s personality and abilities in a relaxed setting. The particular activities you engage in will depend on the child’s age and character. Most children enjoy playing games, reading books, drawing, and talking. Asking a younger child to show you his or her room and favorite toys is a good way to break the ice; asking an older child to show you the neighborhood can provide insights.
c. Interviewing parents and other adults responsible for the child’s care Keep these interviews loose and open-ended. Your goals are to learn (1) the child’s history, especially any illnesses, stresses, or problems that might affect development; (2) the child’s daily routine, including play patterns; (3) current problems that might affect the child; (4) a description of the child’s character and personality, including special strengths and weaknesses.
You are just as interested in the parents’ attitudes as in the facts, so it might make sense to concentrate on conversing during the interview, and then to write down all you have learned as soon as the interview has been completed.
d. Testing the child Assess the child’s perceptual, motor, language, and intellectual abilities by using specific test items you have planned in advance. The actual items you use will depend on the age of the child. For instance, you would test object permanence in an infant between 6 months and 24 months old (see text pages 164-165); you would test conservation in a child between 3 and 9 years old (see text pages 250-251). Likewise, testing language abilities might involve babbling with an infant, counting words per sentence with a preschooler, and asking a school-age child to tell a story.
4. When writing the report, do not simply transcribe your findings from various techniques you used (although you can attach your raw data to the paper).
a. Begin your report by reporting relevant background information, including the child’s birth date and sex, age and sex of siblings, economic and ethnic background of family, and the educational and marital status of the parents.
b. Describe the child’s biosocial, cognitive, and psychosocial development, citing supporting data from your research to substantiate any conclusions you have reached.
c. Predict the child’s development in the next year, the next five years, and the next ten years. List the strengths in the child, the family, and the community that you think will foster optimal development. Also note whatever potential problems you see (either in the child’s current behavior or in the family and community support system) that may lead to future difficulties for the child. Include discussion of the reasons, either methodological or theoretical, that your predictions may not be completely accurate.
5. All formatting should follow APA style: double‐spaced, 1‐inch margins, 11‐ or 12‐point standard font, page numbers. Include a title page with title, student name, affiliation (school name), course number, and date. Your paper should be well‐organized and have clear introductory and summary paragraphs.
I will attach documents later that the instructor provided that will need you to incorporate into the paper. Also, I will attach a sample paper that can be used as a model. Please don't copy the papers outline completely and observations in the paper, be original please. The sample paper has a setting that is in a learning center however the child I will need you to write about is in a home setting so please use observations in a home setting. The child can be between ages 1-10, you can chose.
The sample paper is over 30 pages, however the requirement now is only 13. I will other documents that are relevant to this assignment and copy and paste some below. Please follow the instructions, model of the paper and do an awesome job! Contact me if you have any questions. Thank you.
Comprehensive Assessment Portfolio (CAP)
1. During the semester, there will be ample opportunity to receive, feedback, suggestions, and support as you work towards completing this project. We will discuss this assignment regularly throughout the semester to answer any questions and relate it to the course readings, topics, and other course requirements. The end product of this project will be a written child case study report that reflects your understanding of core course material (i.e., theories of development, stages/phases of development, cross-cultural, historical, and gender-related issues, as well as, the biological, cognitive, social/interpersonal-relational, and identity development of children). It will be important for you to convey your understanding of the contextual influences on development as well as to take a holistic/cumulative-process perspective in your written case study.
2. CAP Goals and CAP Key Assignments for the course:There are five goals delineated for the CAP experience, which include: 1) knowledge base of psychology; 2) research methods in psychology; 3) critical thinking skills 4) information and technological literacy; and 5) communication skills.
3. CAP Goals: Knowledge Base of Psychology
Students will demonstrate familiarity with the major concepts, theoretical perspectives, empirical findings, and historical trends in psychology.