PSY/104 final

Topics: Childhood, Infant, Child development Pages: 5 (1734 words) Published: May 26, 2014
Introductory Paragraph: Welcome, it is with sincere pleasure I would like to introduce to you the Little Steps Make Big Differences Family and Recreational Center of Upstate New York. I am asking that you and your fellow peers on this board will take into consideration my expert opinion on the following proposals for rooms specific to, and focusing on each of the five stages of development (Infant, Toddler, Early Childhood, Middle/Late Childhood, and Adolescence). There will be a room geared specifically for the infants, a room set up for the toddlers, a room for the children in the early childhood stage, a middle/late childhood room, and a room for the adolescence. Within each of these five rooms will be the tools, supervision, and support necessary to enhance the physical, cognitive and psychosocial areas of their development. 1.ROOM #1 – Infant Room

Paragraph 1.The first of the five rooms is for the infants. This room will offer various areas of play to help aid in the physical, cognitive and psychosocial areas of development. In this room there will be several different kinds of play mats and mobiles. These mats and mobiles will have various objects hanging from them that will be of different colors, textures, and make a variety of sounds. These will help the infants to practice sitting up, develop hand eye coordination, learn about cause and effect and encourage sound and texture discoveries (Guyton, 2011). The basic hygiene of this room is something that can become an issue. Because this is an infant room and infants spend the majority of their time on the floor it is absolutely necessary that this area be kept clean and as sanitary as possible. These extra precautions need to be taken not only on the floor and play areas but with the toys themselves, as babies tend to bring objects to their mouths.

Paragraph 2.Musical activities and interactions are also going to be a key feature within this room. There will be rattles of various sizes, colors and noise making capabilities available for each child in the room. There will also be xylophones, guitars, drums, and a radio made specifically for infants. Studies have shown that active musical participation in infancy impacts social and communication development (Gerry, Unrau, & Trainer, 2012). This is an activity that may not be suitable to specific infants if they do not like loud noises.

Paragraph 3.This room is going to need play mats for the infants that will not only grow with them physically, but developmentally as well. Lights and sounds are also a must for these items as they will encourage the infant’s movements and maintain attention. The link where these can be purchased is: http://www.amazon.com/Fisher-Price-Discover-Tracking-Lights-Musical/dp/B005IWM9PY/ref=sr_1_13?s=baby-products&ie=UTF8&qid=1399917036&sr=1-13&keywords=play+mats+for+infants+with+lights+and+sounds

2.ROOM #2 – Toddler Room
Paragraph 1.The second room I am proposing is the toddler room. The first activity I would like to incorporate into this room is pretend play. Research has documented relationships between pretend play and language and cognitive development including specific processes such as logical and casual reasoning, hypothesizing, metacognition, theory of mind and creativity (Morrissey, &Brown, 2009). As with in the infant room the overall cleanliness of this room is very important. Gender is also going to play a major role in this activity as toddler girls will be more likely to play with dolls and tea parties while their male counterparts will learn better with cars and action figures.

Paragraph 2.The second activity to be incorporated into this room will be daily art and sensory projects. Children benefit from engaging in hands on exploration of materials. Poking, smashing, squeezing and rolling play-dough and clay improves hand strength and motor skills. Having children work together improves socioemotional skills and emphasizes the importance of pro-social skills...

References: Association for Natural Psychology (2013, October 29). Music Psychology | Music and Teens, Children| Music in Education. Retrieved April 28, 2014, from http://winmentalhealth.com/music_psychology.php
Cherry, K. (2014, January 1). Encouraging Cognitive Development in Middle Childhood.About.com Psychology. Retrieved April 28, 2014, from http://psychology.about.com/od/early-child-development/a/cognitive-development-in-middle-childhood.htm
Copple, C. and S. Bredekamp, eds. 2009. Developmentally Appropriate Practice in Early Childhood
Programs Serving Children from Birth through Age 8, 3d ed. Washington, DC: NAEYC. 121, 127–128, 131.
Gerry, D., Unrau, A., & Trainor, L. J. (2012). Active music classes in infancy enhance musical, communicative and social development. Developmental Science, 15(3), 398-407. doi:10.1111/j.1467-7687.2012.01142.x
Guyton, G. (2011). Using Toys to Support Infant-Toddler Learning and Development. Young Children, 66(5), 50-54,.
Kartal, H. (2007). Investments for Future: Early Childhood Development and Education. Educational Sciences: Theory & Practice, 7(1), 543-554.
Let 's Get Messy!. (2012). YC: Young Children, 67(4), 26.
Morrissey, A., & Brown, P. M. (2009). Mother and toddler activity in the zone of proximal development for pretend play as a predictor of higher child IQ. The Gifted Child Quarterly, 53(2), 106-120. Retrieved from http://search.proquest.com/docview/212091755?accountid=32521
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