Professional Documents
Culture Documents
PEPSI
Tarah Richards
Pepsi
The child that was observed is a twelve-year-old female in middle school. She is
currently in the sixth grade at the Nevada Virtual Academy, an online school program that she
and her sister have attended for the last two years. Her parents felt that her and her older sister
would benefit more from an at a home-based education to kept them from being bullied. Before
parting from the public school system, they attended a charter school, American Prep. She is of
Native American and Colombia descent. Her parents lived briefly in New Mexico, where she
was born before returning to Las Vegas. She doesn’t remember New Mexico and doesn’t
consider herself to be Native American, just Colombian. She is the second born child with an
older sister and two younger siblings from her father and his wife, her step-mother. She comes
from a two-family home; her mother is not a large part of her life and her father has full custody
of her and her sister. His mother played a large part of her upbringing until her father married.
Her step-mother come into her life when she was four years old. Her parents have decided that
her step-mother should stay at home while he works. He has a very open work schedule which
also allows him to be home a lot. She is from a low economic family, money is tight and
Physical
The child, who will be called Child A, for this report is of slender athletic build. I believe
she is at a normal level physically for her age. She attends an online based school so her physical
activities are very low as she is not allowed to leave the house. The research done by Charles H.
Hillman suggest that there is a collation between poor physical activity and cognitive and brain
health (Hillman, 149). According to his research, children with higher physical activities have
better cognitive control and memory (149). Hillman wrote "In children, we have only begun to
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"scratch the surface" of what is known.... increasing physical activity and /or fitness to determine
the relationship with brain and cognition is easily accomplished with the necessary
resources"(151). Physical activity can also reduce the risks of depression in early to middle
adolescence as found by the study done by Anne Mari Sund, Bo Larsson, and Lars Wichstrom.
in their study, Role of physical and sedentary activities in the development of depressive
symptoms in early adolescence (Sund, 431). According to their study, young adolescences who
followed the daily exercise recommendations had less stress a year later (Sund, 432). In a study
done by V.P. Lopes, D. F. Stodden, and L.P. Rodrigues, Weight status is associated with cross-
sectional trajectories of motor co-ordination across childhood, the body weight of the children
has effects the development of motor co-ordination with a vary of factors. The results found that
“normal weight children showed more progress in motor co-ordination than their
Test fur Kinder outcomes became more marked over time” (Lopes, 896).
Emotional
When asked about her emotional status regarding education and how she feels about
school, she felt calm, open, cheerful, friendly but also had felt annoyed, suspicious, doubt,
psychosocial development, the Identity versus Role Confusion stage that begins at age twelve
years old to eighteen years old deals with children development their own sense of being and
their role in their world and what they want they want to do (Snowman, 30). According to a stud,
emotional reactivity and low household income during childhood are associated directly with
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increased levels of emotional and behavioral problems in adolescence” (Sharpero, 1579). Child
A has a highly emotional step-mother and the tense runs very deep in the household. The study
found that “family chaos does not have an impact on adolescence behavior problems…but the
1580). According to the study, Child A should be able to survive her family chaos regardless of
her family’s income. Empathy forms an great part in children development, it teaches them how
emotions affect others and how they should feel in consider situations. It plays a large part of
children’s moral development and takes a backseat during puberty as found in the report by
Jolien Van der Graaff, Susan Branje, Minet De Wied, and Skyler Hawk (Van der Graaff, 881).
The report, Perspective Taking and Empathic Concern in Adolescence: Gender Differences in
processes that might follow different developmental patterns” (Van der Graaff, 881). The study
found that “girls had higher levels of empathic concerns than boys had, and, in concordance with
the literature, this difference was stronger than that for perspective taking. Girls; levels remained
stable during adolescence, and boys reported decreasing levels until age 16” (Van der Graaff,
885). According to the research done by Eva Oberle, Kimberly A. Schonert-Recichl, Kimberly
C. Thomson, Understanding the Link Between Social and Emotional Well-Being and Peer
good indication of peer acceptance (Oberle, 1338). The study also found that “… potential
explanation for why girls in our study and did not necessarily refrain from nominating peers with
whom to be involved in activities, even if they perceived them to exhibit antisocial behaviors”
(Oberle, 1339).
Philosophical.
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When Child A was asked about education her responses were depressing. Child A had a
basic understanding of the means of education, it can not be taken away from you after you have
acquired it; but had no real fondness for education. A study wrote by Selva Lewin-Bizan, Alicia
Doyle-Lynch, Kristen Fay, Kristina Schmid, Caitlin McPherran, Jacqueline V. Lerner, and
Richard M. Lerner, Trajectories of Positive and Negative Behaviors from Early to Middle
Adolescence, conducted research on positive youth development and have found that youths who
are taught to manage their positivity are at a lower risk for behavior problems such as depression
and risk behaviors (Bizan, 760). This study is still in its infancy stage and further studies are
needed. According to Classical and Contemporary Approaches for Moral Development, “Piaget
and Kohlberg approach moral development from cognitive perspective. Piaget used various
stories in order to investigate moral development and observed the children during the play
Piagetian views led Kohlberg to develop a new theory based on three levels and six
stages…Kohlberg’s contributions to moral development have been very influential (Cam, 1222-
1223). Child A’s moral development is strongly shaped by her relationship with her younger
sister and step-mother. The younger child has learned that when she lies to her mother Child A
usually get the blame for it. Child A has stated many times she in not allow to hit her sister or
she’s get in trouble even when her sister is causing trouble. Child A is started to see the injustice
of this and avoid being with her younger sister. The Development of Leisure Boredom in Early
Michael Spaeth, Karina Weichold and Rainer K. Silbereisen, stated “positive leisure (e.g.
participation in creative and goal-oriented activities) has the potential to contribute to adolescent
leisure boredom, in turn, may indicate a mismatch between adolescents’ needs and actual leisure
1381).
Social.
Child A must be a self-starter as she is attending school online and has be logged in to her
classes by a certain time. She must get up on time, remain quite while the rest of the house sleeps
and feed herself. She does not engage with her classmates while in class and any help she needs,
she turns to YouTube videos, Khan Academy, and her teacher. The school requires her to attend a
brick and mortar building once a week where she can meet with her teachers, but she is not
allowed to stay and interact with the other students afterwards. This has created a belief in her
that she does not need friends, that education is not a social place; the only people she interacts
with on a regular basis are her immediate family members. In the Psychology Applied to
Teaching, Piaget stated that “peer interactions do more to spur cognitive development that do
interactions with adults (Snowman, 45). According to the study by Irene H.A. De Goede, Susan
Relationships with Their Parents, it is normal for adolescents to move towards their friends and
activities outside of the home (De Goede, 75). There are two theories that deal with this
adolescent need to distant themselves from their parents: the separation-individuation and the
apart from the family unit and agreements are common among parents and their adolescents
children (De Goede, 75). The autonomy-relatedness theory stated, “adolescents development
more autonomy, which may create a temporary dip in parent-child connectedness, although
connectedness to parents remains important” (De Goede, 75). “Friends are an important source
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of social support” as noted in Why Do Friends Matter?, by Brett Laursen and Karen Mooney
(Laursen, 323). Friends offer supports for family problems, victimizations, school adjustment
difficulties (Lausren, 323). Friendships help adolescents see other people’s point of view and
allows them to grow in a relaxed matter (Laursen, 323). According to an article written by Eva
milestone in early adolescence; it has been linked to early adolescents’ wellbeing, resilience, and
Intellectual.
Child A’s current grade in school is failing, she will have to continue taking classes into
the summer, this is also what happened to her and her sister last year. Before she was placed in
Nevada’s Virtual Academy, her fourth-grade teacher told her parents that math was her worst
subject and she was too social during class to pay attention to the lesson. According to the 14th
edition of Psychology Applied to Teaching, Piaget’s Cognitive Development has many stages
and middle school students are in the Formal Operational Stage (Snowman, 43). At this stage,
adolescents should be able to focus on the problem and not its context (Snowman, 43). The
formal operational stage is where adolescents begin to form a solid identity (Ahmad, 74).
Concept acquisition is the biggest payoff in this stage (Ahmad, 74). In a study by Zhannat
Koptayeve, Gulzhan Agabekova and Sholoan Agabekova, The formation and development of
Cognitive Activity od Students in the Learning Process, found that students are learning
differently than they learned twenty years ago (Saparkysy, 12236). This is due to the increase use
of technology and the fast pace in should adolescents live their lives (Saparkysy, 12236). Susan
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Edwards wrote in her article, Active learning in the middle grades, that the main goal as
educators is for students to be “intellectually engaged with the context” (Edwards, 26). “Young
adolescences have an intense curiosity about the world around them and are trying to make sense
of that world. Instructional strategies that capitalize on that curiosity and require students to
actively make sense of the context are ideal for the middle grades” (Edwards, 26). According to
Edwards, middle grades benefit greatly from a active learning lesson though there are many
RECOMMENDATIONS.
I would recommend for Child A’s physical development would be to increase her outside
activities. I believe having her participate in a sport would help her continue to development at
the age level she is at. For her emotional development, I would recommend she kept a daily
journal and record her thought and feeling in it. This will help her development her identity more
clearly and allow her some autonomy from her parents. For her philosophical development I feel
she would benefit great by reading classical novels. These classical novels will open her mind to
other possibilities and help her establish a stronger belief system. As I stated about Child A’s
physical development recommendations, I believe her participation in a sport will help her social
development as well. Being apart of a team and getting to interact with children her age will help
her adjust to more responsibilities. Her intellectual development will benefit from a different
learning environment. I believe she would benefit from a school program that is not online, she
needs the ability to interact with students her own age. She would also benefit from having a
References
Ahmad, S., Ch, Dr. A.H., Batool, A., Sittar, K., and Malik, Dr. M. (2016). Play and cognitive
Cam, Z., Seydooguullari, S., Cavdar, D., and Cok, F., (2012) Classical and contemporary
adolescents’ perceptions of relattionships with their parents. J Youth Adolescence, 38, 75-
Edwards, S., (2015). Active learning in the middle grades. Middle School Journal, 26-32.
Hillman, C., Conclusions and future directions of the research on physical activity and the
childhood cognitive and brain health. Monographs of the society for research in child
development (149-152).
Laursen, B., & Mooney, K.S., (2005). Why do friends matter?. Human Development, 48, 323-
326. doi:10.1159/000086878
Lewin-Bizan, S., Lynch, A.D., Fay, K., Schmid, K., McPherran, C., Lerner, J.V., and Lerner
R.M., (2010). Trajectories of positive and negative behaviors from early – to middle-
Lopes, V.P., Stodden, D.F., Rodrigues, L.P., (2013). Weight status is associated with cross-
sectional trajectories of motor co-ordination across childhood. Child: care, health, and
Malone, J.C., Liu, S.R., Vaillant, G.E., Rentz, D.M., and Waldinger, R.J., (2015). Midlife
Erikson psychosocial development: setting the stage for late-life cognitive and emotional
Oberle, E., (2018). Social-emotional competence and early adolescents’ peer acceptance in
school: examining the role of afternoon cortisol. PLOS One, 1-12. doi: 10.1371
Oberle, E., Schonert-Reichl, K.A., Thomson, K.C., (2009). Understanding the link between
social and emotional well-being and peer relations in early adolescence: gender-specific
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Saparkyzy, Z., Isatayeva, G., Kozhabekova, Z., Zhakesheva, A., Koptayeva, G., Agabekova, G.,
Shapero, B.G. and Steinberg, L., (2013). Emotional reactivity and exposure to household stress
Snowman, J. & McCown, R., (2015). Psychology applied to teaching. Stamford, CT: Cengage
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Spaeth, M., Weichold, K., and Silbereisen, R.K., (2015). The development of leisure boredom in
Sund, A.M., Larsson, B., and Wichstrom, L. (2011). Role of physical and sedentary activities I
Van der Graaff, J., Branje, S., De Wied, M., Hawk, S., Van Lier, P., and Meeus, W., (2013)
10.1037/a0034325
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