Running head: Child and Adolescent Development Child and Adolescent Development Lori Almazan Dr. Sanchez PSY104 08/09/2018 - 1 - 1 2 1. missing page number here on all pages as per APA format (see Ashford Writing Center - APA tab) [Jose Sanchez] 2. Child and Adolescent Development should be capitalized on all pages as per APA format (See Ashford Writing Center - APA tab) [Jose Sanchez] Child and Adolescent Development Child and Adolescent Development I take this opportunity to express my gratitude to the city of Barton for giving an opportunity to present my proposal on the Helping Hands Reach community center. This proposal is designed to offer a community center for kids of all ages and their parents to be in a position to learn together and communicate better. This is the era whereby technology is making learning easier and more fun for the children of today. The center is dedicated to enhancing the physical, cognitive, and social-emotional development of the children that join it. The center as well offers babysitting and child care services, including early opportunities. The center provides care for infants and toddlers up to 2 years of age. But for preschooler’s ages 3 to 5 years and for school-age children who may need care before and/or after school and on other days when school is closed. Age group 1 – infants The infant room has activities to enhance the child’s eye-hand movement. The room will be decorated with colors very attractive to the yes and decorations that will catch the attention of the baby. The parent will engage in the activity of using various kinds of toys to play with the infant. The toys are designed and aimed to teach the child different skills such as touch sound and sight. The child will be in a position to observe carefully their mothers activity and imitate them. This setting is structured to promote positive interaction between the child and the mother. And it does not only enhance interaction, but also the child will be able to see how other children and their mothers interact. Daily activities played in this room are games such as patty-cake and peek-a-boo. Patty cake is teaching the child more than you think. The game helps the child to develop language skills. Peek-a-boo, on the other hand, excites the infant’s senses, shapes gross - 2 - 1 23 4 5 1. did not cite any of the sources throughout your paper you included on your References page as per APA format [Jose Sanchez] 2. below support your statements with research/theory and cite your sources [Jose Sanchez] 3. needed to follow the provided template to ensure you address all required topics throughout paper including 4 paragraphs per room (see template) and missing template headings and subheadings [Jose Sanchez] 4. need to clearly specify the 2 activities support them with research/theory identify the ne ...

1. Running head: Child and Adolescent Development
Child and Adolescent Development
Lori Almazan
Dr. Sanchez
PSY104
08/09/2018
- 1 -
1
2
1. missing page number here
on all pages as per APA
format (see Ashford Writing
Center - APA tab) [Jose
Sanchez]
2. Child and Adolescent
Development
should be capitalized on all

2. pages as per APA format
(See Ashford Writing Center -
APA tab) [Jose Sanchez]
Child and Adolescent Development
Child and Adolescent Development
I take this opportunity to express my gratitude to the city
of Barton for giving an
opportunity to present my proposal on the Helping Hands
Reach community center. This
proposal is designed to offer a community center for kids of all
ages and their parents to be in a
position to learn together and communicate better. This is the
era whereby technology is making
learning easier and more fun for the children of today. The
center is dedicated to enhancing the
physical, cognitive, and social-emotional development of the
children that join it. The center as
well offers babysitting and child care services, including early
opportunities. The center provides
care for infants and toddlers up to 2 years of age. But for
preschooler’s ages 3 to 5 years and for

3. school-age children who may need care before and/or after
school and on other days when
school is closed.
Age group 1 – infants
The infant room has activities to enhance the child’s eye-hand
movement. The room will
be decorated with colors very attractive to the yes and
decorations that will catch the attention of
the baby. The parent will engage in the activity of using various
kinds of toys to play with the
infant. The toys are designed and aimed to teach the child
different skills such as touch sound
and sight. The child will be in a position to observe carefully
their mothers activity and imitate
them. This setting is structured to promote positive interaction
between the child and the mother.
And it does not only enhance interaction, but also the child will
be able to see how other children
and their mothers interact. Daily activities played in this room
are games such as patty-cake and
peek-a-boo. Patty cake is teaching the child more than you
think. The game helps the child to
develop language skills. Peek-a-boo, on the other hand, excites

4. the infant’s senses, shapes gross
- 2 -
1
23
4
5
1. did not cite any of the
sources throughout your
paper you included on your
References page as per APA
format [Jose Sanchez]
2. below support your
statements with
research/theory and cite your
sources [Jose Sanchez]
3. needed to follow the
provided template to ensure
you address all required
topics

5. throughout paper
including 4 paragraphs per
room (see template)
and
missing template headings
and subheadings [Jose
Sanchez]
4. need to clearly specify the
2 activities
support them with
research/theory
identify the needed items/toys
and support with
research/theory
lastly you need to clearly
address the theme of the
room and support it with
research/theory

6. this applies to all of the rooms
your provide on this paper
[Jose Sanchez]
5. to the yes
? [Jose Sanchez]
Child and Adolescent Development
motor skills, strengthens her visual tracking, promotes her
social development and tickles the
child’s sense of humor.
Age group 2 – toddlers
The room should be equipped with toys like word puzzles,
blocks that snap together and
things with a hook to help them solve problems. With the
assistance of their mothers, they will
be able to solve critical problems to help them develop
intellectually. Playing with puppets
encourages imagination and abstract thinking while blocks
assist toddlers to learn how to use
both hands to finish a task and make fingers strong as they try
to stack them. Puzzles enhance

7. more knowledge about matching shapes and the ideas of in and
out. Since most of the push toys
have sound features, the child learns to focus on walking even
when distracted by sensational
kinds of stuff. An activity designed for this room is “try out
textures” whereby a child uses a dark
marker to trace letters of the alphabet and numbers onto a poster
paper; then decorate the letters
with textures items such as beans. The activity improves a
child’s sense of touch, writings skills,
and reading skills. Also playing an old-fashioned game of “I
Spy” with a toddler and encourage
him to recognize and classify different types of objects.
Ager group 3 – preschoolers
The room will be filled with activities such as memory and
puzzle games like “go fish” to
allow preschoolers to intellectually work through a
problem in order to find an answer.
Preschoolers are able to think critically, logically and
solve problems. Symbolic activities
involve both the parent and caregivers to support a preschool
cognitive development by playing
symbolic games such as imaginary play which will help

8. the preschool develop their natural
curiosity about the world and develop their focus and attention.
Toys like having a ball of a time
will help the preschool dive deep into scientific exploration. For
instance, when he throws a ball
- 3 -
1
1. same comments made in
1st room
and they apply
throughout paper [Jose
Sanchez]
Child and Adolescent Development
and rolls down a slide, he realizes that different-size balls roll
down slides at different speeds.
This will horn their logical thinking which forms the foundation
for “high-level thinking arising
from basic tools” also referred to as physics for 4-year olds.
Age group 4 – school age

9. The room will be equipped with toys such as jump rope, card
and board games, musical
instruments and science toys to refine their physical abilities,
like large and motor skills. Peer
relationships take on more importance, and the child will
be more interested in playing with
classmates that with older people. The room is fashioned
in a manner that the school-age
children can able to speak, write about, or act out positive
values that they believe are significant.
This age group requires people whom they can imitate, listen
and get the source of inspiration
from like inviting speakers. Making dramatic scripts will make
the children imagine what their
positive future looks like. These activities will enhance
knowledge development that helps the
child make daily decisions about the learning experiences.
Age group 5 - Older School-Age Children
At this age, the older school-age children enjoy outdoor
activities. The room needs to be
large and equipped with toys like bicycles, scooters and
line skaters. These prepare them to
develop adult-like interests, hobbies, abilities and also may
display a passion of becoming a

10. collector. Boys go for activities like computer games and video
games, girls reach still doing
crafts and writing in diaries. These toys give children a mastery
of sense and competence. Their
Social/Emotional development is horned with a sense of feeling
accepted in the community and
start to take responsibility for their actions.
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Child and Adolescent Development
References
Bergin, C. C., Bergin, D. A., Walker, S., Daniel, G., Fenton, A.,
& Subban, P. (2018). Child and
Adolescent Development for Educators. Cengage AU.
Kochanska, G. (2017). Mutually responsive orientation
between mothers and their young
children: Implications for early socialization. In
Interpersonal Development (pp. 141-
159). Routledge.
Yilmaz, R. M. (2016). Educational magic toys developed with

11. augmented reality technology for
early childhood education. Computers in Human Behavior, 54,
240-248.
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