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CHOSEN CASE STUDY (It was attached but I posted it here too, just in case.) Emma at age 6 is at the transition stage between early and middle childhood. She is bi-racial child whose mother is Caucasian and father, whom she has never met, is Filipino. Emma lived with her single mother until she was a toddler, when her maternal grandparents became her primary caregivers. This was a voluntary placement. There were no official reports of abuse or neglect on file; however the grandparents raised concerns that Emma was being neglected while in their adult daughter’s care. They expressed a concern that Emma may have been left strapped into her high chair for long periods of time. Emma was enrolled in a daycare/preschool environment once she came to live with her grandparents. The early childhood teachers had suggested further evaluation due to Emma’s anxiety in the setting and her withdrawal from any physical contact such as the teacher reaching to take her hand. It was not clear from Emma’s records whether early childhood intervention occurred as the grandparents moved Emma from one early childhood placement to another with little follow up between those sites. Emma just completed a year of kindergarten where developmental concerns were still evident. The kindergarten teacher completed a checklist/profile of Emma’s development in the areas of Cognitive, Language, Physical and Social Development. The results indicated that compared to expected development at age 6: • Emma was able to play independently and work on fine motor and dramatic play scenarios. She typically would verbally describe her actions as she sorted or moved figures or play animals. She would not reach out to other children to become involved in her play. Teachers could engage with her as she played; Emma, however, was firmly in charge of the direction of play. • Emma could not focus attention on a specific task with more than two-step directions. A craft project demonstrated and described by the teacher that other children her age could complete was challenging for Emma. She would become frustrated and walk away. • Emma was small in stature for her age and lacked coordination in large-motor games/activities. When playing in the gym she would randomly kick balls or run from place to place and not sustain a particular focus. When a ball was thrown to her she would try to trap it against her body, but was often unsuccessful. • Emma has lived with her maternal grandparents for several years. Her birth mother continues to have infrequent sustained visits. Emma typically clings to her grandmother during those visits and gets upset and cries when left alone with her birth mother. Emma’s grandmother and grandfather spend a lot of time with Emma and appear to have developed a secure relationship with her. 16 Aug 2019 16:22 The focus of this assignment is early and middle childhood. The case studies in the Studies media piece all feature children aged 6. Why age 6? Age 6 is a transitional time in which you can explore early childhood development and how it impacts middle childhood development. Assignment Instructions Introduction Complete the following: Identify the title of the case study you selected. Provide an introduction that addresses the general context of development and the specific context of the child in the case study you selected. Provide an overview, from an ecological perspective, of the predominant factors of family, society, and culture that could impact this child’s development, including relevant examples from the case profile and supporting research evidence linked to those factors. Describe the general expectations for healthy development across developmental domains (cognitive, social and emotional, and physical) that should be evident as children transition from early to middle childhood. Link this description to child psychology developmental theories. Case Analysis Complete the following: Describe the primary developmental concern. Provide validation by including relevant examples from the case profile and links to supporting research evidence. Use child psychology theories (from Unit 1) and current scholarly peer-reviewed research to evaluate at least two of the most prevalent developmental needs of the child in the selected case study (primary concern and secondary concerns). Provide validation and support for your work by including relevant examples from the case profile and supporting research evidence. Conclusion Complete the following: Summarize the developmental and contextual issues that are important in understanding this case. Using relevant examples from the case profile, provide suggestions for appropriate actions or interventions in home or school contexts. Link those actions or interventions to evidence from current scholarly research literature. Assignment Requirements Your paper should meet the following requirements: Written communication: Use the accepted form and style of the psychological professions, employing grammar, punctuation, and mechanics expected of graduate-level composition and expression. References: Include a minimum of six academic, peer-reviewed resources. The course text can be used, but it is not considered one of the peer-reviewed articles. APA style and formatting: Format the references and in-text citations according to current APA style and formatting guidelines. Use the MEAL Plan document (linked in the resources) to organize the content and include APA headings and subheadings. Length of paper: 5–6 typed, double-spaced pages, excluding title and reference pages. Font and font size: Times New Roman, 12 point. CHOSEN CASE STUDY TOPIC IS ATTACHED. (EMMA)