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Case Studies in Educational Psychology: Physical Abilities and Development in Early Adolescence

Case Study 1 Response

Choose three (3) of the case studies and respond to the final question referring explicitly to content covered in this unit. Reference the set text and at least two (2) other educational psychology textbooks or academic, peer-reviewed journal articles.  
• Clearly indicate which case studies you are addressing, but do not repeat the actual text. Give each case study a title. For example, Case Study 1 Response; Case Study 3 Response; Case Study 5 Response • You may use first person in your responses, however, make sure that any statements you make are supported by references • Use APA 6th edition to cite in-text as well as your reference list. Include one reference list at the end of your three responses • Save and submit your assessment as a Word document with your name and student ID number in the file name (Sally Brown_71245667).  Do not save and submit as a pdf • Include a cover page (Sample link on BB in the assessment 2 folder) • The total word count is 2000 words (+/- 10%) • Follow the same formatting procedures as per Assessment 1 • Make sure that you view your Turnitin Originality report  Case Studies:   
1. One of the members of a girls’ basketball team, 13-year-old Marta, is exceptionally advanced in athletic ability. Her coach believes that Marta is advanced for one reason: She has good genes. What do you think?   
2. A Year 8 boy, Brendan, is unusually short in stature. Compared to other Year 8 boys, Brendan has retained his round face and boyish appearance. He complains to his teacher that the other boys call him “Short ****” His teacher reassures him that individual boys begin puberty and enter their growth spurt sometime during a broad age range and that he can expect to start getting taller at some point during the next few years. What do you think?   
3. A year 1 teacher observes one of her children, Bonnie, trying to tie her shoes, hold a pencil and string beads. Bonnie can’t do any of these things. Her teacher believes that she can’t speed up Bonnie’s growth in fine motor control. The teacher excuses Bonnie from all classroom centres that enlist fine motor abilities, such as “Puzzles” and “Arts and Crafts.” Instead, she asks Bonnie to build big block towers or play in the dress-up area. What would you do?   
4. As children arrive each morning in Ms Nancy’s kindergarten class, they spend their first hour and a half copying sentences from storybooks onto lined paper with pencils. A few children enjoy the activity but most do not. Ms Nancy believes that it’s best to disregard children’s complaints, and she encourages them to continue to copy sentences. Ms Nancy tells the parents that this exercise is developmentally appropriate practice because the children are practising a skill that is appropriate for an educated person to develop. What do you think?   
5. A clique of popular girls in Mrs Smith’s Year 6 class has made life miserable for several of their former friends – now rejected. The old friends have committed the sin of not fitting in – they wear the wrong clothes or aren’t pretty enough or aren’t interested in boys yet. To keep the status distinction clear between themselves and “the others”, the popular girls spread gossip about their former friends, often disclosing the intimate secrets revealed when the “out” girls and the “in” girls were best friends only a few months age. Today Mrs Smith discovers that Stephanie, one of the rejected girls, wrote a long, heart-baring email to her former best friend Alison, asking why Alison is acting “so mean”. The now-popular Alison forwarded the email to the entire school and Stephanie is humiliated. She has been absent for three days since the incident. What would you do?  
6. At the beginning of the school year, Mr Baxter finds out that in his Year 5 class he has a high-functioning student who has High Functioning Autism, two students with ADHD and a student who is hard of hearing. It has not yet been made clear what level of support the students will have or what resources will be available to him. Mr Baxter wants to face this challenge with confidence and a sense of efficacy for teaching all students. What would you do?    


Case Study 1 Response

Approach: In this cases study I have discussed Physical abilities and physical development Early Adolescence female physical skills - athletic ability, theory principles of physical development: maturity and Genetics. Also how these factors have affected Marta’s ability is explained in this case study plus recommendations. Other factors like environmental influence, Nature versus nurture are also discussed.

In adolescents, there is a noticeable spurt of growth, and there is a sudden uneven, unpredictable increase in size in developmental studies, inherited genetic characteristics are reoffered to as nurture. These features are also tendencies or aspects which influence growth. An excellent example is how children learn to walk, use simple tools and sometimes imitate other people’s view of the world. Therefore, all children pose a set of human genes which if such genes interact well with the human environment, it enables them to develop well as members of the species (Clinton, 214). In children, genes determine different factors such as stature, how their facial features appear, eye color and temperament. The genetic makeup also affects how children respond to novel stimuli and other emotional events. The genes play a role in how a child’s stimuli are affected. Research also shows that how children are quick or slow is influenced by their genetic composition.

When a child is born, characteristics which are inherited are not usually evident. As a child grows, many physical features start to emerge and in the course of maturation, changes which are guided by genetics begin to occur. Nature does not work alone in the process, different factors like toxin-free surroundings, food consumption and proper care from others contribute to a child’s characteristics. With this in mind the partner of nature is nurture, hence different environmental factors affect development. The child’s wellbeing in all aspects is also affected by the environment; including how curious a child becomes, and their physical health (O’Donnel, 2012 p.141).

Nurture has an impact on a child on different aspects of activity, stress, and nutrition; such experiences are majorly informal. Also, formal instruction affects the child differently. Socially, a child is harmed through peer relationships and role models, who are mainly adults. Where healthy peer relationships exist coupled with good environmental conditions, children thrive (O’Donnel, 2012 447).In history, nature and nurture are viewed as opposing factors. Certain theories assert that biological factors are purely responsible for growth. Other views assumed that children are shaped to who they become by the environment they are brought up in. Developmental analysts have increasingly embraced the fact that nurture and nature are both important factors in the development of a child, and they regularly interchange.

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