HG&D observation and analysis

DEP 2004: HG& D OBSERVATION & ANALYSIS PROJECT/PAPER:DIRECTIONS
FGC – PROFESSOR JOHNSTON
STEPS:
1.
TOPIC – TASK
SELECT YOUR
SUBJECT OF
STUDY
DIRECTIONS
1. Select a person that you will observe, possibly
interview, and analyze, in context with where
they are now in the lifespan. This assignment is
not a story of their life – rather an observation
and analysis of where they are now –
cognitively, physically, and emotionally. Your
subject of study cannot be a movie star, singing
star, cartoon character, serial killer (yes, it has
happened), or yourself.
2. Assign your subject of study a fictious/fake
name, as they cannot be personally identified.
Use something fun/funny, e.g., Petunia,
Whistlebritches, etc.
Ex.: If you selected me, “Petunia”, you would
analyze me in context with what you know about
the patterns of development for someone in middle
adulthood.
2.
REQUIRED
TEMPLATE/FORM
Recommendation: Go to the chapters on “middle
adulthood”. Reference only those chapters, with
perhaps some consideration of the information
from the preceding chapter, e.g., identity
development, and how it lead to the next stage of
intimacy vs. isolation. Use the chapter subheadings
as prompts, and by which to observe and analyze
your subject of study.
1. Students must use, and set up the paper in the
template/form I provide.
2. Complete the document, writing in Times New
Roman, 12 pt. font, with double-spacing AND
using paragraphs.
*** Do not alter the template, or change the set-up,
other than
1 to fill in the information/complete the
assignment.
3.
OBSERVATION
SECTIONS ON
TEMPLATE/FORM
Points will be deducted for failure to follow the
form/format, as instructed.
1. The template and assessment are broken down
into five very clean sections that you must
complete, and that mirror what you have
studied all semester re: development, e.g.,
cognitive, physical, and socioemotional.
2. The two additional sections include basic
information on the subject, and statistical data
that you must research on community (where
the subject is currently developing). We know
that one’s community impacts their
development.
Section 1:
SUBJECT
INFORMATION
3. The resource that must be used to assess this
data is statsamerica.org. Please do not use any
other resource. I will be checking the data you
provide, as a component of your grade.
Section 1: Subject Information
1. Please see the template I have provided, which
you must use, and not alter, other than to insert
the required information.
2. Your name, the date, and “subject information”
is all that should be on page one (1).
Section 2:
COMMUNITY
3. Points will be deducted if instructions(use of the
template), as provided/directed, are not
followed. In life beyond college, you will be
required to use forms/formats, which you will
not be permitted to alter. This is training for
such.
Section 2: Community
Information for this section will come from your
knowledge and/or research. Section 2: Community
is all that should be on page two.
1. Student will write a brief paragraph on the
qualitative/descriptive characteristics of the
2
area in which the subject of study is developing.
Ex.: Petunia currently lives in Lake City,
Florida, which is the county seat for
Columbia County. Columbia County is
located in the north central portion of the
state, bordering the stage of Georgia. What
was once a small, agricultural community, is
now a bustling and rapidly growing
community, which is routinely advertised as
the “gateway to Florida”. Such distinction is
due to the intersection of two interstates (I75, going north and south, and I-10, going
east and west), which geographically occurs
in Columbia County. Though agricultural
land, and associated operations are still
visible, the community has seen considerable
growth over the years…….
* DO NOT use my words above, as that is
plagiarism. Write your own brief paragraph on
what you know about the area.
If your subject of study lives in another area you
are not familiar with, do research on that area, or
ask them, however do not plagiarize any websites.
* This paper will be checked for plagiarism, and by
a very sophisticated system. Evidence of plagiarism
will result in a non-negotiable grade of zero. Do not
get this far and compromise your good
name/reputation, or an entire semester of work.
2. Student will use the approved site of
statsamerica.org to obtain, and report on
required and prescribed statistical data re:
community. No other site is approved, and data
reported will be checked for accuracy.
3. See the template for the required information.
Simply research via statsamerica.org, and fill in
the information.
4. Note: I am not requiring you to cite (APA) the
3
Section 3:
PHYSICAL
DEVELOPMENT
source, freeing you of that requirement.
Section 3: Physical Development:
1. In this section, student will analyze and asses
the subject of study’s “physical development”,
and based on where they are now. This is all
that should be on page three.
Again, if you were using me as your “test subject”,
you would simply go to the chapter on middle
adulthood, and the physical development section.
You would read through what we know about
physical development (in middle adulthood) and
then assess me in context with that information.
Recommendation: I recommend use of the
subheadings in the chapter sections as your prompt
for analysis. If you go to chapter 15, you will see
the following subheadings within the section on
physical development: visible signs, height and
weight, strength, joints, bones, vision and
hearing……….
From this you simply begin to analyze/consider
your subject of study, and in context with the
known “pattern” of human growth and
development, which our textbook/this course
provides.
Ex.: Observation of Petunia reveals obvious signs
of aging, which includes the existence of fine lines
on her face, which she attributes to the many
smiles, frowns, and tears she has experienced in
her lifespan.
Next you might notice I wear glasses (which we
learn is typical), and maybe ask me about night
driving (which most in middle age do not like). You
would write a sentence or two about that.
Simply progress through the subheadings using
those as your prompt. Feel free to include what the
individual shares during the analysis, e.g., works
out as the gym, yet development of muscle tone is
4
much more difficult now, etc.
Section 4:
COGNITIVE
DEVELOPMENT
PHYSICAL DEVELOPMENT is all that should be
covered in Section 3. Do not delve over into
another area/domain. The focus is on physical
development. This must be a full page, doublespaced and with paragraphs.
Section 4: Cognitive Development:
1. In this section, student will analyze and asses
the subject of study’s “cognitive development”.
This is all that should be on page four.
2. Again, go to the chapter relative to your subject
of study and use the subheadings within the
section on cognitive development as your
prompts for analysis and writing. This will
require critical thinking.
NOTE: Student must cover the stage of cognitive
development, as proposed by Piaget. Student must
provide an example of how the subject of study
evidences being in that stage. Student cannot
simply state that subject is in middle age, which
places her in the formal operational stage. More is
required, including an example.
Ex.: Petunia is in the formal operational stage of
cognitive development, as proposed by Piaget.
During the formal operational stage, thinking
becomes more abstract, idealistic, and logical.
Such thought processes are evidenced by Petunia,
as though for years she indicated she could never
envision not working, she now recognizes she
cannot work forever. She admits that she
developed the idea that one works up until death,
based on her development, with work being a
constant, and for survival. She now recognizes that
such isn’t necessarily a good, or realistic thing,
though she also detests the idea of too many “lazy
days”. She admits that she is more reflective now
on how quickly it all goes, and the need for “down
time”. Such reflection is indicative of the possible
fifth stage of cognitive development, with that
5
being the postformal stage, the characteristics of
which include more flexible and logical thinking.
Section 5:
Beyond above, you might include education levels,
efforts to “maintain” knowledge, and whatever else
the chapter prompts lead you to consider.
SOCIOEMOTIONAL DEVELOPMENT:
SOCIOEMOTIONAL 1. In this section, student will analyze and asses
DEVELOPMENT
the subject of study’s “socioemotional
development”, and based on where they are
now. This is all that will be on page five.
Again, if you were using me as your “test subject”,
you would simply go to the chapter on middle
adulthood, and the section on socioemotional
development. You would read through what we
know about socioemotional development (in middle
adulthood) and then assess me in context with that
information.
NOTE: Student must cover the stage of
socioemotional development, as proposed by
Erikson. Student must provide an example of how
the subject of study evidences being in that stage.
Student cannot simply state that subject is in
middle age, which places her in the generativity vs.
stagnation stage. More is required, including an
example.
Ex.: Petunia is in middle adulthood, which places
her in Erikson’s psychosocial stage of “generativity
vs. stagnation”. Generativity involves purposeful
acts that are intended to impact the generation(s)
that follow. Petunia evidences this through
biological generativity, in that she is the mother of
two children, and their spouses, along with three
grandchildren. She shares that passing along
information and wisdom to her family, instills a
continuing sense of purpose in her, and one that
will last beyond self.
Petunia also evidences work generativity, which is
emphasized in her role as a professor of
6
psychology……..
Again, use the subheadings in the respective
chapter as your prompts for observation/analysis
and writing.
7
DEP 2004: HUMAN GROWTH & DEVELOPMENT
OBSERVATION/ANALYSIS
FGC – PROFESSOR JOHNSTON
STUDENT NAME GOES HERE IN BLACK INK – THEN REMOVE ALL OF “THIS”,
WHICH IS SIMPLY A PLACEHOLDER
SPRING 2024
SECTION I: SUBJECT INFORMATION:
NAME: Enter a fictious name here – make it cute/funny. Make sure you capitalize the name
throughout the paper, as whatever you name them, you are using as a name.
SEX:
AGE:
STAGE OF DEVELOPMENT: Early childhood? Middle Adulthood?
NUMBER OF SIBLINGS/BIRTH ORDER:
HEIGHT/WEIGHT (approximations are acceptable):
OCCUPATION (if child, list occupation of mother and father):
EDUCATION LEVEL (if child, education level of parents and child):
1
SECTION II – COMMUNITY (information obtained from statsamerica.org):
Part I: Write a brief paragraph on the qualitative/descriptive nature of the area in which
the subject of study is now developing:
Part II: Go to statsameria.org (the only approved site): research data and complete.
1. Population:
2. Growth since last census:
3. Number of households:
4. Unemployment rate:
5. Median household income:
6. Poverty rate:
7. High School Diploma or more (% of adults 25+):
8. Bachelor’s Degree or more (% of adults 25 +):
9. Population estimate by age (for the age of your subject):
10. Total labor force:
2
SECTION III: PHYSICAL DEVELOPMENT:
3
SECTION IV: COGNITIVE DEVELOPMENT:
4
SECTION V: SOCIOEMOTIONAL DEVELOPMENT:
5
6