Child and Youth Adhd Analysis
CHYS 1F90 Midterm Assignment
October 2012
Title Page
Name: Crooks Emily
Student Number: 5308796
Seminar Number: 38
Seminar Leader’s Name: Mary Spring
Section A | Markers: record grade for Section A Essay. Section A is marked out of 20 | Section A | | Section BStudents: circle the 3 you answered in Section B | Markers: record grade for each question answered. Each of the 3 Section B answers is marked out of 10 | Q1 | | Q2 | | Q3 | | Q4 | |
Total grade for Midterm Assignment: ________ /50
Throughout this paper I’ll explore George and Simon’s development through various theoretical lenses. George and Simon are both 8-years old and are unrelated children who have been diagnosed with ADHD. The purpose of this paper is to explain how both George and Simon could have developed ADHD through a genetics lens, a learning theory lens, and through Bronfenbrenner’s theoretical lens. As well, I’ll explain how a Vygotskian theorist would think about supporting Simon and his family such that his developmental path would result in a constructive outcome.
Some research suggests that ADHD may be a genetic disorder. Assuming the evidence that supports this bias is true, I’ll look at how both George and Simon would have developed ADHD through a genetics/biological lens by focusing on biological theories of development. In relation to a biological outlook, intellectual and personality development, as well as physical and motor development carry on according to a biological plan Kail, R.V & Barnfield, A., (2009). For example, Arnold Gesel’s maturational theory suggests that a child’s development reflects a precise and predetermined method or plan within the body. Gesell’s theory strongly encourages parents to allow their children to develop naturally. Interference with this development will obstruct the natural behavioural development of that child. Gesell’s theory also suggest that all children have a predetermined
October 2012
Title Page
Name: Crooks Emily
Student Number: 5308796
Seminar Number: 38
Seminar Leader’s Name: Mary Spring
Section A | Markers: record grade for Section A Essay. Section A is marked out of 20 | Section A | | Section BStudents: circle the 3 you answered in Section B | Markers: record grade for each question answered. Each of the 3 Section B answers is marked out of 10 | Q1 | | Q2 | | Q3 | | Q4 | |
Total grade for Midterm Assignment: ________ /50
Throughout this paper I’ll explore George and Simon’s development through various theoretical lenses. George and Simon are both 8-years old and are unrelated children who have been diagnosed with ADHD. The purpose of this paper is to explain how both George and Simon could have developed ADHD through a genetics lens, a learning theory lens, and through Bronfenbrenner’s theoretical lens. As well, I’ll explain how a Vygotskian theorist would think about supporting Simon and his family such that his developmental path would result in a constructive outcome.
Some research suggests that ADHD may be a genetic disorder. Assuming the evidence that supports this bias is true, I’ll look at how both George and Simon would have developed ADHD through a genetics/biological lens by focusing on biological theories of development. In relation to a biological outlook, intellectual and personality development, as well as physical and motor development carry on according to a biological plan Kail, R.V & Barnfield, A., (2009). For example, Arnold Gesel’s maturational theory suggests that a child’s development reflects a precise and predetermined method or plan within the body. Gesell’s theory strongly encourages parents to allow their children to develop naturally. Interference with this development will obstruct the natural behavioural development of that child. Gesell’s theory also suggest that all children have a predetermined
References: Mark B. TAPPAN, Language, Culture, and Moral Development: A Vygotskian Perspective, DEVELOPMENTAL REVIEW, 17, 78–100 (1997) SARAH DURSTON, Mental Retardation and Developmental Disabilities Research Reviews (2010) BEONFENRENNER, U, Ecological Models of Human Development, (1994) KAIL, R.V. 7 BARNFIELD, A. The science of Childhood Development, (2009) MCNAMARA, J., foundation of development (September 12 2012) Section B Intelligence is a complicated notion to identify and just as difficult to measure. It consists of the ability to learn, adaptation, reason, curiosity, attentiveness, memory, problem solving ability and so much more. With numerous different components it is not surprising that one may question whether IQ as measured with assessments such as the Wechsler’s intelligence Scale for Children (WISC) should be considered an accurate measure of a child’s intellectual ability. John offers the perspective that intelligence is a stable rate since 70% of scores at age 8 correlate with scores at age 18. He argues that a number of children show fluctuation, either increase or decrease, but this is not at random but rather environment influences.