Child Development: 4 Cases Introduction

David F. Bjorklund (2000) noted that while many theories of development that have validity and reliability have been proposed, tested and validated, it is important to recognize that there are often significant individual variations in development sequences. Such variations are often shaped and informed by such variables as individual genetic heritage, family and cultural or social environment, socioeconomic status, and so forth. Consequently, when any specific theory of development is applied to an individual, it is necessary to account for observed variances in behavior and cognition.

It is anticipated that this research project will offer an opportunity to apply the developmental theories identified by Bjorklund (2000) to a group of developing individuals ranging in age from birth through early adolescence. Such a project allows a student of human development to consider the "fit" between theory and reality.

The four individuals selected for observation were Jason, an 18 month-old male, Sue, a 6 year-ole female, Bob, a 9 year-old male, and Debbie, a 13 year-old female

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work assignment. Piaget theorized that in the stage of formal operations from 11 to 16 years, children are able to make and test hypotheses and possibility dominates reality (Bjorklund, 2000). Debbie attempted to explain that she was unable to complete her assignment because she did not have the necessary school materials in her book bag. She explained to her supervisor that she might be able to call a friend to find out what materials she needed for the assignment. However, she seemed to be more concerned with what might happen in school if she was unable to bring in completed homework than with undertaking the steps needed to avoid negative consequences. Of the four children, it seemed clear that Bob was rapidly moving through the stage of concrete operations and exhibiting logical thought patterns. Sue was far more egocentric than Bob or Debbie. However, Debbie's ability to think in abstractions suggested that she was firmly imbedded in the stage of formal operations as described by Piaget (Bjorklund, 2000). Jason demonstrated in playing with blocks that his mastery of reflexes and his small or fine motor development was quite advanced. It is clear that he was at the beginning of symbolic functioning as describe
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Approximate Word count = 3269
Approximate Pages = 13 (250 words per page)

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