According to the Child Development Theory of Middle Childhood (6-11) regarding physical development, children experience a considerable growth and refinement in calligraphy. Concerning Hazel, her passion for reading has allowed for the expansion of her vocabulary to a broader extent so much so that she has begun writing her own stories at home. Reaching the stage of early adolescence, hormonal changes give rise to the presence and maturation of primary and secondary sexual characteristics. Hazel for example, began to get teased for not wearing a bra during her 7th grade in secondary school. She begged me to buy her a bra and I concurred it was time. During adolescence, teens become familiar with their sexual orientations. Regarding Hazel, she
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During this stage, children are able to master the concept of hierarchal classification in which they are fit to develop a grouping system in consonance with a certain organizational pattern. Hazel constantly changes the organizational pattern of her books sometimes based on authors, year published, and thickness. Hazel has also been able to secure the concept of reversibility which requires mathematical problem solving, understanding of data, number concepts, graphical applications, and arithmetic computation, conveying that she is capable of comprehending that 5 plus 6 is 11 and that 11 minus 5 must be 6. Moreover, Hazel’s spatial reasoning has greatly refined, at the age of 8 she was in the typical range of visual-spatial ability as the rest of her classmates. She can comprehend spatial rotation and copying of designs. Meaning Hazel has the ability to develop a cognitive map of her environment which requires perspective-taking skills. Growing up Hazel and I would play board games and construction games which allowed her to gain planning, problem solving, communication, and collaborative skills. At age 12, Hazel is now in Piaget’s Formal Operational stage. During this stage teens become a lot more self-critical and self-centered. Hazel has become a lot more focused on her looks, constantly asking for extra money besides her allowance money to buy clothes and makeup as well …show more content…
While her physical development was moving along at an accelerated pace, being extremely agile and having a superb sense of coordination. Her social/emotional development was unfortunately lagging behind. Hazel was having issues controlling her emotions both in public and at home. Concerning Hazel’s physical development, the fact that she was put into sports at such a young age gave her an edge when it came to developing these reflexes at an accelerated pace. Becoming more and more experienced in softball even allowed her to join a travel team where these skills would further evolve. In contrast, suffering from a mild form of ADHD slowed her social/emotional development down. She suffers from occasional outbursts in class, impulsive behavior, and distractibility. Personally, I don’t regret giving Hazel a chance to improve her behavior at home and in the classroom before receiving medication. Using home behavior management through sizable steps and regularly communicating with her teacher astoundingly reduced her disruptive
During this stage, children are able to master the concept of hierarchal classification in which they are fit to develop a grouping system in consonance with a certain organizational pattern. Hazel constantly changes the organizational pattern of her books sometimes based on authors, year published, and thickness. Hazel has also been able to secure the concept of reversibility which requires mathematical problem solving, understanding of data, number concepts, graphical applications, and arithmetic computation, conveying that she is capable of comprehending that 5 plus 6 is 11 and that 11 minus 5 must be 6. Moreover, Hazel’s spatial reasoning has greatly refined, at the age of 8 she was in the typical range of visual-spatial ability as the rest of her classmates. She can comprehend spatial rotation and copying of designs. Meaning Hazel has the ability to develop a cognitive map of her environment which requires perspective-taking skills. Growing up Hazel and I would play board games and construction games which allowed her to gain planning, problem solving, communication, and collaborative skills. At age 12, Hazel is now in Piaget’s Formal Operational stage. During this stage teens become a lot more self-critical and self-centered. Hazel has become a lot more focused on her looks, constantly asking for extra money besides her allowance money to buy clothes and makeup as well …show more content…
While her physical development was moving along at an accelerated pace, being extremely agile and having a superb sense of coordination. Her social/emotional development was unfortunately lagging behind. Hazel was having issues controlling her emotions both in public and at home. Concerning Hazel’s physical development, the fact that she was put into sports at such a young age gave her an edge when it came to developing these reflexes at an accelerated pace. Becoming more and more experienced in softball even allowed her to join a travel team where these skills would further evolve. In contrast, suffering from a mild form of ADHD slowed her social/emotional development down. She suffers from occasional outbursts in class, impulsive behavior, and distractibility. Personally, I don’t regret giving Hazel a chance to improve her behavior at home and in the classroom before receiving medication. Using home behavior management through sizable steps and regularly communicating with her teacher astoundingly reduced her disruptive