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Discuss the applicability of child development theories to the identified characteristics of a child.

Explain why you picked that particular child. Identify potential prenatal, infant, or toddler events that may have impacted the child's overall development to date. Then identify the two child development theories that you think best apply to that child, and discuss why those theories are most applicable to his or her case study. Use scholarly research to support your ideas.

Assignment Requirements: Written communication should employ grammar, punctuation, and mechanics expected of graduate-level composition and expression. Include a minimum of two academic, peer-reviewed resources aside from the text that support your explanation. Resources and citations should be formatted according to APA style and formatting guidelines. The length of the paper should be 3–5 typed, double-spaced pages, using Times New Roman, 12 point font.

Paper For Above Instructions

Child development is a complex interplay of genetic, environmental, and social influences. In this paper, I will discuss Jeremiah Wilson, a five-year-old African American boy diagnosed with potential Attention Deficit Hyperactivity Disorder (ADHD) symptoms. The selection of Jeremiah as the focus of this case study stems from his unique challenges and familial background, which align with various child development theories.

Theories such as Erikson's psychosocial development theory and Bandura's social learning theory will be applied to Jeremiah's characteristics as outlined in the case study. Erikson argues that children progress through eight developmental stages, each characterized by a central conflict. At five years old, Jeremiah is navigating the fourth stage, "Industry vs. Inferiority," where he develops a sense of pride and competency through achievements. However, his difficulty with schoolwork and impulsivity might lead to feelings of inferiority, enhancing his aggressive behaviors when frustrated and possibly impacting his self-esteem (Erikson, 1994).

Furthermore, Bandura's social learning theory posits that children learn behaviors through observation and imitation of others. Jeremiah's exposure to his aunt, who cares for multiple children, might affect his ability to develop individual coping strategies for dealing with frustrations. Living in a busy household where he is expected to attend to his own needs may impede Jeremiah's social learning, promoting agitation rather than collaboration with peers (Bandura, 1977).

Upon evaluating Jeremiah's developmental milestones, some prenatal and early childhood factors have potentially impacted his growth. For example, statistical data indicate that children raised in single-parent households may experience higher levels of anxiety and behavioral issues due to reduced parental attention and resources (McLanahan & Sandefur, 1994). Jeremiah's father, a deployed Marine, means his direct absence contributes to instability and emotional stress for him and his family. Frequent changes in caregivers could also create insecurity, leading to behavioral problems and difficulty in attaching to figures of authority such as teachers (Bowlby, 1969).

Support for Jeremiah's case draws on literature emphasizing the importance of structured environments and routines in aiding children with behaviors associated with ADHD. Parents and educators have been advised to implement consistent structures featuring opportunities for physical activity and outlets for expressing energy to alleviate disruptive behaviors while enhancing focus (Barkley, 1997). In Jeremiah's case, this might involve collaborating with his school to establish behavioral plans that account for his impulsivity while recognizing his bright intellect.

Another pivotal aspect of Jeremiah's life is his urban environment, characterized as relatively safe with active outdoor play. Research emphasizes the importance of outdoor play for physical and emotional well-being in young children. However, it must be balanced with guidance and structured play to ensure safety and social learning opportunities (Ginsburg, 2007). The neighborhood conditions support vigorous exploration; thus, it is crucial to implement strategies for physical expression while monitoring violent tendencies.

In support of the aforementioned theories, evidence from recent studies indicates that allowing children to manifest their energy through physical activity positively correlates with improved concentration and emotional regulation, crucial for children with ADHD symptoms (Piek et al., 2008). This supports the notion that Jeremiah would benefit from environments that promote physical challenges to balance his cognitive learning experiences.

As part of the academic structure of this examination, it is crucial to apply appropriate academic resources to affirm the theories and influences discussed. Pertinent literature aligns with the child development theories and situational factors affecting Jeremiah. For instance, research linking ADHD and social learning pertains to how environment and reinforcement can encourage positive behavioral changes (Patterson & Reid, 1984). Additionally, longitudinal studies reinforce the influence of parental engagement, or lack thereof, on behavioral outcomes in children exposed to instability (McLoyd, 1998).

In conclusion, understanding Jeremiah Wilson requires a comprehensive evaluation through the lens of applicable child development theories. The identification of Erickson's and Bandura's theories offers significant insights into Jeremiah's unique behavioral presentations and suggests interventions for his circumstances. A recognition of his family dynamics, prenatal history, and environmental factors supplements this analysis, elucidating the complexity surrounding child development interventions needed in his case.

References

• Bandura, A. (1977). Social Learning Theory. Englewood Cliffs, NJ: Prentice-Hall.
• Barkley, R. A. (1997). ADHD and the Nature of Self-Control. New York, NY: Guilford Press.
• Bowlby, J. (1969). Attachment and Loss: Vol. 1. Attachment. New York, NY: Basic Books.
• Erikson, E. H. (1994). Identity: Youth and Crisis. New York, NY: W.W. Norton & Company.
• Ginsburg, K. R. (2007). The Importance of Play in Promoting Healthy Child Development and Maintaining Strong parent-Child Bonds. Pediatrics, 119(1), 182-191.
• McLoyd, V. C. (1998). Socioeconomic disadvantage and child development. American Psychologist, 53(2), 185-204.
• McLanahan, S., & Sandefur, G. (1994). Growing Up with a Single Parent: What Hurts, What Helps. Cambridge, MA: Harvard University Press.
• Patterson, G. R., & Reid, J. B. (1984). A Social Learning Approach to Family Intervention. In F. B. Duffy (Ed.), Advances in Family Intervention, Assessment, and Theory (pp. 179-218). Greenwich, CT: JAI Press.
• Piek, J. P., Dawson, L., Smith, L. M., & Gasson, N. (2008). The role of early motor development in the later development of ADHD. Developmental Neuropsychology, 33(6), 586-601.