Case Study Essay

742 Words May 17th, 2015 3 Pages
Psych 210-C06
Case Study

Children go through many rapid changes within a very short timeframe. Although a child’s brain is about 75 percent developed by the time they reach two years of age, there is still much to be developed. These physical developments that still have yet to happen cause emotional and logical deficits in the child’s brain. In this paper, I will outline the changes a child’s brain goes through, as well as areas of psychological and emotional development. All the changes a child encounters between the years 2 and 6 are reasons the legal system in our country have made it impossible to hold a child criminally responsible.
The corpus callosum is a “long thick band of nerve fibers that connects the
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The hypothalamus responds to the amygdala and the hippocampus and secretes hormones to make parts of the body and brain respond appropriately. Before these structures in the brain are fully developed, they may not create the appropriate response within the brain and the body, which makes memories worse.
Piaget has four stages of cognition, and he called the stage that happens between 2 and 6 preoperational intelligence. He said this is when symbolic though happens, but it is before logical operations and reasoning skills set in. Piaget said there were four limitations that made logic difficult. (Berger, 2005, p. 238) Centration is the inclination to focus on one aspect, and ignore everything else. Egocentrism is the tendency of children to only be able to view things from their perspective, not being able to consider other perspectives. Static reasoning is not having the ability to consider the possibility that the world changes, especially despite our actions. Irreversibility is the failure to recognize that it is sometimes possible to reverse a process to restore what was previously there.
Vygotsky was the first significant developmentalist to suggest that kids learned from the things and people around them. He made the point that kids needed mentors and teachers to guide them in the way they should grow. (Berger, 2005, p. 240, 241) He believed that every child has a zone of proximal development,

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