The document proposes activities and equipment for five rooms in a new Community Child Development Center to support children's physical, cognitive, social, and emotional development from infancy through adolescence. The activities are supported by child development theories and research. For infants, activities like cuddling, talking, and mobiles are suggested. Toddlers would have storytime and structured playtime. Early childhood activities include finger painting and kickball. Middle childhood activities involve puzzles and group sports. Adolescents would participate in activities to promote cultural understanding and resist peer pressure. The proposal requests city council funding to furnish the center and ensure its success in helping children grow into well-adjusted adults.

1. Running head: COMMUNITY CENTER 1
Community Child Development Center Proposal
Connie Butts
PSY 104: Child and Adolescent Development
Holly Johnson
October 31, 2016

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Community Child Development Center Proposal
Statistics bear out the fact that our children are in trouble. According to published data,
youth violence is widespread throughout the United States and it is the second leading cause of
death of our young people between the ages of 10 and 24 (mrsc.org). Criminal activity is
widespread among our young people, ranging from petty theft to murder (ojjdp.gov). Reports of
gang violence are commonplace on every newscast throughout the day. These facts along with
reports that the United States, has the highest teen pregnancy rates in the Western industrialized
world shows that something needs to be done (teenhelp.com). Economic pressures and family
distress have made it difficult for parents to provide the support their children need to offset
these problems. It is clear that the necessary support is provided as early as possible. Our local
state government has recognized the need for help and is in the process of constructing a new
Community Child Development Center which will provide support to struggling families by
providing guidance and instruction for the babies, children, and youth in our community. Once
construction is completed, funds will be needed to furnish and equip the facility with required
materials to assure success. A petition before the City Council for funding has been made to
ensure the success of this project. We ask for your consideration in this matter because the city
needs a Community Child Development Center which addresses the physical, psychosocial, and
emotional needs of the children and provides them with the tools to ensure they have the
brightest future possible. This endeavor is only possible with your help.
ROOM #1 – Infant Room
Based on research, bonding with a parent or caregiver is necessary for a baby to be
healthy. Through his research, Ethologist Konrad Lorenz realized how important bonding is after

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observing animals, then later humans who were deprived of the bonding process (Mossler,
2014). Hospitals today understand how important this process is for infants and recognize that
babies who are deprived of human interaction often fail to thrive. I propose that cuddle time is
offered for babies to support their emotional and cognitive development within the child
development center once it opens. Cuddle time will supplement bonding provided within the
home and contribute to the development of well-adjusted personalities in the growing child. This
activity enhances cognitive development by offering sensory stimulation through sight, smell,
hearing and touch while encouraging socioemotional development through bonding with the
caregiver (Mossler, 2014).
This activity correlates closely with the second proposed activity, which is talking to
babies while caring for their needs. This activity is critical for the cognitive and emotional needs
of babies to me met. Hospitals recognize this need and regularly equip neonatal intensive care
units with staff or volunteers to meet this need. It is well documented that even the most critical
of infants respond well and improve faster when caregivers talk to them and touch them even
when they are confined to incubators. This recommendation follows Piaget’s theory which states
that cognitive development takes place when children or babies interact with or observe the
people or things around them (Pauen, 2006). The suggested activity offers sensory stimulation
through sight and sound as well as helps infants focus on those caring for them while the
bonding process takes place. It is not reasonable to believe that infants will always be coddled or
talked to, so in the absence of human interaction other stimuli is needed.
When babies are awake and in the crib, mobiles that move and play music will continue
to offer the stimuli needed to entertain infants. Caregivers are unable to care for many infants
simultaneously. Providing mobiles for this purpose provides stimulation through sight and

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sound, soothes agitated infants and give caregivers the opportunity to care for more than one
baby at a time. The use of crib mobiles follows Piaget’s theory that infants learn by observing
and interacting with the world around them (Mossler, 2014).
Anyone involved in the care of babies desires for them to be happy and healthy. It is a
well-known fact that infants need and want close interaction with those who care for them. The
activities outlined above are designed to satisfy those needs as well as offer the stimulation they
need to develop cognitively, emotionally and physically. The activities and crib mobile
mentioned will stimulate infants physically, cognitively and emotionally while possessing
educational value that will encourage language skills and contribute to the emotional well-being
of the babies. The activities and toy mentioned will provide a healthy, cost-effective way to
ensure that infants under the care of the center will be happy and healthy.
ROOM #2 – Toddler Room
Toddlers are highly energetic and sometimes destructive. They frequently perform
experiments to determine how the world operates and they exhibit an incredible sense of wonder
(Mossler, 2014). These attributes bear witness to the need for structure when caring for several
toddlers simultaneously. Engaging their sense of imagination and creating structure can be
accomplished by having Storytime. Short stories can be used to stimulate the imagination while
encouraging cognitive development and problem-solving skills. This activity follows the concept
behind the information-processing theory because it describes how and why it is important to
stimulate a child’s imagination through stories because it is through information that children
build schemas which help them to make sense of the world around them (Mossler, 2014). During
Storytime children can be asked simple questions about what would make the story better, and
those answers can be evaluated and used to make the stories more appealing when appropriate.

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Although stories are beneficial in encouraging cognitive and social development more is needed.
Physical activity is also important in the health of the growing child.
As mentioned above, toddlers are highly energetic, and constructive ways to expel that
energy is needed. Structured playtime is recommended to help them reduce energy levels and to
learn social skills that are necessary throughout life. Structured play enhances physical strength,
dexterity, and increases cognitive development by increasing language and communication
skills, helps children develop sustained attention spans and helps them develop flexibility of
ideas (Carson, Hunter, Kuzik, & Hinkley, 2016). This activity follows Piaget’s theory which
explains that it is through cooperative play that moral reasoning is stimulated (Bjorklund, &
Brown, 1998). Having structured playtime enhances physical health, encourages cognitive
development and problem-solving skills, aids in the social development and fulfills a child’s
emotional need to make friends. Random play allows children to expel energy, but structured
play encourages children to interact with one another in a cooperative manner. The use of balls
or other toys is highly suggested to make structured play pleasurable.
With the use of balls, a game can be designed to encourage cooperation and fair play.
Piaget states that it is through cooperative play that moral reasoning is stimulated (Bjorklund, &
Brown, 1998). Each child has an inborn need to be included in group activities and to be
accepted by peers. Using balls encourage inclusion and allows children to learn the importance
of taking turns during play. The purchase of balls for the community center will aid workers in
teaching these valuable life lessons while giving toddlers constructive ways to deal with others
and allow for an economical way to furnish the establishment.
Storytime and structured playtime address the physical needs of the growing child by
providing physical activity. They also address the social, emotional and cognitive needs by

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offering situations that stimulate thinking, encourage social interaction, and teaches the necessity
of cooperation. Applying the use of these activities will prepare toddlers for the structure that
school will require and make the adjustment period less traumatic.
ROOM #3 – Early Childhood Room
As toddlers grow, so do their skills in performing complex activities. During early
childhood lessons taught as toddlers are expounded upon and subsequently more challenging
tasks are presented. Although they are more capable physically of performing tasks, they require
time to mature cognitively, socially and emotionally. Tasks that are harder to complete clue
childcare providers about the child’s ability to cope with stressful situations and how they can be
helped (Archdall, & Kilderry, 2016). This problem enforces the need to progress slowly to avoid
overwhelming young children. Finger painting is an activity that allows young children to
experiment and develop new competencies without experiencing undue pressure to perform.
Finger painting stimulates the imagination, aids in developing fine motor control, and provides
an activity in which several children can share. This activity encourages socioemotional
development and provides young children with an activity that provides a sense of
accomplishment for the artist. This activity follows Piaget’s theory which states that it is by the
use and manipulation of objects that children learn (Mossler, 2014). Finger painting encourages
the use of the imagination and allows young children to manipulate paints to make pictures.
Young children need physical activity to mature and progress in development, so it must be
offered as well.
Kickball is a physical activity that will meet this physical requirement. Kickball provides
an environment that will challenge young minds and bodies while encouraging teamwork.
Collaboration can be challenging for young children, and it tests the coping skills of the

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participants. When young children are unable to cope with the stress of following the rules of the
game, it provides teachers or caregivers the opportunity to teach coping mechanisms and model
“desired dispositions, behavior, and language” (Archdall, & Kilderry, 2016). Children learn by
observation and imitate the actions demonstrated. Kick ball offers an environment to
demonstrate Piaget’s theory which states that moral reasoning develops when children cooperate
through games (Bjorklund, & Brown, 1998). Kickball provides an avenue which increases
physical development and strength, increases dexterity, balance, and speed, and requires
cooperation and support from the players.
Children need physical exercise to be healthy and happy. Kick ball provides an activity
that fulfills this need while teaching children how to work together and develop a cooperative
spirit. Balls can be used for many kinds of sports and activities and offer a cost effective way of
providing for the needs of the children while at the center. Exercise encourages good physical
health and playing team sports encourages cooperation, enhances social skills, and offers
opportunities to teach coping skills while aiding in the development of moral reasoning
(Bjorklund, & Brown, 1998).
ROOM #4 – Middle/Late Childhood Room
As children mature, they have the ability to manipulate small objects and understand how
they fit together. During this time putting puzzles together challenges their minds, enhances fine
motor skills, and help them develop more advanced problem-solving skills while cultivating
positive peer relations and teamwork. This activity fits within the framework of Piaget’s theory
in that children learn through interaction with things around them. When they see their
accomplishments it will lead to high self-esteem as well, aiding in socioemotional growth (Mah,

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& Ford-Jones, 2012). Mental and social stimulation encourage cognitive and psychosocial
development, but there remains the need for physical activity to stay healthy.
Group sports offers stimuli that enhance physical, cognitive, and psychological
development. Like assembling puzzles, it gives an opportunity for social interaction and
encourages problem-solving skills, but it provides even more. Playing sports during middle
childhood contributes to further refining fine motor skills, gives children a sense of
accomplishment, offers opportunities for better communication exchange, helps children to adapt
to challenging situations (Mah, & Ford-Jones, 2012). Also, playing sports increases physical
strength and dexterity, gives children opportunities to become better communicators, helps
children learn how to get along with others and builds self-esteem. Research shows that children
who participate in group sports live healthier lifestyles, get along better with others and have
higher self-esteem than those who are not involved in sporting activities (Mah, & Ford-Jones,
2012).
The equipment needed for the middle/late childhood room include varying sports
equipment which includes baseballs, bats, volleyballs and basketballs. Providing these items will
equip the center to ensure every opportunity is offered to these children to equip them for success
in the future. Studies show that children who play sports have better overall health, have better
grades, manage their time better, they have lower obesity rates, and girls have lower pregnancy
rates (Mossler, 2014). When considering the benefits playing sports has on children, the city
council will be making a wise decision to purchase these materials.
The activities outlined above address the needs of developing children physically,
cognitively and psychosocially while giving them the necessary tools to become happy, well-
adjusted adults in an ever changing world. These tools above will enable them in addressing and

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successfully overcome stressful situations throughout adolescence, and help them to become
positive role models in the community and their respective families. Group activities and sports
contribute to good physical health as well as provides an opportunity for participants to develop
and hone excellent interpersonal skills while engaging in positive peer relations, which is vital
when reaching adulthood.
ROOM #5 – Adolescence Room
Adolescence is a time of change and confusion for many. Many influences complicate the
issue ranging from family influence, mass media influence, peer influence, social class influence,
and the influence of changing hormone levels. This problem is complicated further by learned
prejudices and the need for acceptance and belonging (URBANSOK-EADS, 1981). Given all the
influences that adolescents face, tools must be offered that equip them to offset undue pressure
during this critical time. The activity proposed to aid in this project is called ‘learn about your
neighbor.’ It is widely known that adolescents befriend those with whom they identify, whether
it be racially, culturally or through shared interests (McCormick, Capella, Hughes, & Gallagher,
2015). This activity requires everyone in the class to talk with one another with the goal of
finding similarities and interests.
Seeking out and identifying similar interests with those whom they would not normally
associate causes youths to open up to possibilities of friendships with different groups rather than
a small group. During this activity, young adults are encouraged to take notes and ask questions
that would help them identify shared interests and similarities. This activity enhances
socioemotional development while promoting an open mind on behalf of the participants. Once
completed teens recognize that everyone shares interests to some degree, and thus should be
considered as potential friends. This activity is instrumental in breaking down prejudicial and

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cultural barriers modeled during childhood. This activity correlates with the next suggested
activity which equips teens in combating negative influences due to peer pressure.
Peer pressure is instrumental in many decisions made during the teenage years, both good
and bad. Most bad decisions made during adolescence can be attributed to the influence of peer
pressure. The reason for this is adolescents compare themselves with others, especially those
they consider as friends, and during this time the need for acceptance and recognition is higher
than at any other time.
This activity encourages open and honest dialogue about the positive and negative
aspects of peer pressure. Once considering all of the aspects involved, youth can make better
decisions about friends or groups of friends with which they desire to belong. It also encourages
deductive reasoning and critical thinking that leads to better choices throughout life, promotes
positive peer relations and socioemotional development and equips adolescents with tools that
increase their self-esteem.
Few items are required for the activities mentioned above other than guidance and
writing materials. Videos can be rented or checked out from the library that addresess these
topics. The information-processing theory is the basis for these activities. Adolescents are adept
at processing information when it is presented in a logical manner. Providing the guidance and
materials for these activities will aid the youth to make better decisions regarding friends and
acquaintances with whom they choose to associate.
The presented activities will equip adolescents with the tools needed to make wiser
choices and create positive relations with others with whom they do not normally associate.
These activities lead to better intercultural relationships, a better understanding of others, better
deductive reasoning skills and higher self-esteem throughout the group. Workshops such as these

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give youth the skills to build and encourage positive relationships throughout all socioeconomic
and culturally diverse populations.
This paper outlines activities and workshops that assist children in developing the skills
necessary to become well-adjusted and happy from infancy onward. Early intervention is needed
to ensure the success of our young people. The activities suggested are offered alongside the
research and theories that explain their value. The new Community Child Development Center
has a unique opportunity to make a significant contribution to society by sponsoring the needed
equipment and teaching opportunities. Following suggestions provided will ensure that the youth
in our area has the very best foundation available to ensure they have successful lives in the
future. The city government is confident that the council will approve the necessary funds for
this project. Together, we can ensure that our children are prepared for a bright future. Thank
you for your consideration.

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Reference
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understandings. Australasian Journal of Early Childhood, 41(3), 58-65.
Bjorklund, D. F., & Brown, R. D. (1998). Physical Play and Cognitive Development: Integrating
Activity, Cognition, and Education. Child Development, (3). 604.
Carson, V., Hunter, S., Kuzik, N., Wiebe, S. A., Spence, J. C., Friedman, A., Hinkley, T.
(2016). Systematic review of physical activity and cognitive development in early
childhood. Journal of Science and Medicine in Sport, 19(7), 573-578. Doi:
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'forgotten years'. Paediatrics & Child Health (1205-7088), 17(2), 81-83.
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