Description

Community Center Proposal
[WLOs: 3] [CLOs: 1, 2, 3, 4, 5, 6]
Prior to beginning work on this assignment, review Chapters 5, 7, 8, 11, and 12, which are the primary chapters in the textbook and provide you with the theoretical foundations for this project. Also review the Exploring Borderlands–American Passages: A Literary Survey video. Many of the other resources in the previous weeks may also be helpful.
Remember that you have already created nine of the required 15 activities for this assignment in Weeks 2, 3, and 4. You received feedback from your instructor and from the Writing Center on those activity papers. You are expected to incorporate that feedback into the nine activities already created. During this last week, you will place those activities in the appropriate room in your proposal and create the remaining six activities.
I have attached all 4 week assignments below,
Focus of the Final Project:
Your community is planning to open a brand-new child development community center. Now that you are an expert in the field, you have been chosen to create a proposal for interactive, fun, and educational programming activities that will be provided for children and adolescents in this center. The chosen activities must be developmentally appropriate and based in theory. You will present your ideas to the city council with a written proposal describing the programming in detail. You have been asked to propose programming for the following five different age groups in the child development community center:
• Infant (0-1 year)
• Toddler (1-3 years)
• Early Childhood (3-6 years)
• Middle to Late Childhood (7-12 years)
• Adolescence (13-18 years)
Use this Community Child Development Center Proposal Template to organize your proposal. Enter the requested information on the title page where indicated. Where you find the text, “In this section you will describe the activity …” within the proposal template, please remove that and enter your own content. The headings in bold should not be altered. The final content for each “room” will consist of three paragraphs that will address three distinct activities that address physical, cognitive, and psychosocial development for that age group. Table 5.1 in your textbook will be very useful in identifying the major milestones in physical development.
In your Community Child Proposal,
• Describe the activity in some detail (provide more than just the name of the activity).
• Identify the specific domain related theory concept that supports the use of this activity.
• Identify how the activity enhances physical, cognitive, or psychosocial development.
Special Notes:
A good way to brainstorm different age appropriate activities is using Google’s search tool before researching. Please review What Is CRAAP? A Guide to Evaluating Web Sources (Links to an external site.). For example, enter “activities to support cognitive development in toddlers” and numerous sites with suggested activities will be displayed. Remember that your activities may be simple (especially with newborns), but they must also be specific and age appropriate, and you are to connect them to developmental theory within the proposal. You must also cite the sources in your proposal.
While much of the theoretical support for your proposal will come from the textbook, you must include information somewhere in the proposal from three credible or scholarly sources. If you included a source in your Weeks 2, 3, and 4 papers, then you have already met this requirement. Just transfer the source to the final proposal. Remember to cite all your sources (including the textbook) according to APA style as outlined in the Ashford Writing Center.
The Community Center Proposal
• Must be nine to 10 double-spaced pages in length (not including the title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center’s APA Style (Links to an external site.)
• Must include a separate title page with the following:
o Title of project
o Student’s name
o Course name and number
o Instructor’s name
o Date submitted
For further assistance with the formatting and the title page, refer to APA Formatting for Word 2013 (Links to an external site.).
• Must utilize academic voice. See the Academic Voice (Links to an external site.) resource for additional guidance.
• Must include an introduction and conclusion paragraph. Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of your paper.

Week1
Early Attachment and Development
Introduction
Attachment is mostly used to refer to the dependency relation a child develops towards his or her primary caregiver. The significance of early infant attachment cannot be overlooked. Early infant attachment forms the heart of health kid development and lays the ground for relating warmly with self, others, and the world. Early attachment affects the caregivers or parents’ capabilities to raise and to be open to their kids. Therefore, the impacts of attachment are long lasting, influencing different family generations. Mary Ainsworth and John Bowlby first coined the analyses of parent-child attachment forms. Bowlby’s theory argued that both caregivers and infants are biologically inclined to form attachments. Also, he argued that infants develop inner working models of attachment based on their correlation with their primary caregivers or parents and their self in the urge of cultivating care and having those wants met.
On the other hand, Mary Ainsworth brought to attention the ‘strange situation’ as a measure of the different attachment types between caregivers and infants. The attachment theory has been the principal basis for the study of parent-infant relation. Therefore, this paper aims to explain the various types of attachment identified by Bowlby and Ainsworth. Also, the essay describes how attachment experiences affect the psychosocial development of children and adolescents.
1.Internal Working Model, this is a feeling that each person has about themselves, it may be control by outside forces or situations, but it boils down to how you fell inside each day. There is an old saying that you are who you are, do you remember when you were young, you wanted to be like your mother are father, that is what this type of characteristics that the internal working model relates to.

1. Bonding patterns, this is a default setting in a relationship, this is a natural setting that are you receive at birth. This is just the interactions of the mother and the child, this is what God put in place, you cannot teach it, because it just happens.
   2.Safe Haven, for birds it is the nest, put for newborns or young kids, it is a place where kids fell, they are protected from harm or danger.
2. Secure Base, this can be a school, any place where they feel safe playing and learning about this great big world around them.
3. Attachment figure, for infants and toddlers that attachment figure is there mother are caregiver, this is there comfort zone where they will explore and not be afraid because they can see their attachment figure around them.

Describe the four types of attachment identified by Ainsworth.

1. Strange salutation attachment, this is an emotional attachment, with is very important to the type of person the child will become; every child needs this type of relationship.
   2.Avoidant, relating to or denoting a type of personality or behavior characterized by the avoidance of intimacy or social interaction.
   3.Ambivalent/resistant are an ANXIOUS-AMBIVALENT ATTACHMENT STYLE is an interpersonal or relational style characterized by hesitancy in forming deeply committed relationships in case the partner leaves or abandons the individual.
2. Disorganized, this is when a child is looking off in the distance for no good reason, are just seem confused at times.
3. Internal Working Model, this is how people feel about themselves, sometimes good and other times bad.
   Types of Attachment Identified by Ainsworth
   Mary Ainsworth developed an evaluation method termed as Strange Situation to examine how attachments might differ among kids (Fearon, 2017). The attachment security in young children was investigated using the strange situation pattern to define the nature and behavior of attachment styles. Ainsworth identified various types of attachments such as secure, dismissive avoidant, disorganized, and anxious pre-occupied. Although many individuals will fall into a particular category or another, secure style of attachment is what all caregivers or parents should be striving to achieve.
   Secure attachment type ensures that an individual will feel both protected and understood. The attachment helps the parent-child relationship to outstand (Fearon, 2017). Secure attachment occurs when caregivers can nonverbally communicate to their kids that they are available to safeguard them. However, secure attachment can be affected when being abused, having your needs met inconsistently or being separated from primary caregivers. During a young age, kids who are securely attached to their parents are happy to see their parents when they return and desire being with their parents other than strangers or others (Fearon, 2017). Similarly, grown-ups were firmly attached to their parents as infants have a long-lasting relationship in which they trust their spouses and demonstrate high self-esteem. Not only are they contented sharing their emotional states and hopes with their partners, but they are also willing to seek help when needed.
   Secondly, people with anxious pre-occupied attachment type likely have caregivers who are incapable to meet their wants consistently. However, the children were not abandoned and had parents who took great care of them (Fearon, 2017).
   Their innermost feelings of security were not fully developed. Therefore, it is the unpredictability that creates an emotional gale within the anxious kid or adolescence. People in this type of attachment desire intimacy and love; however, they feel unconvinced about their self-worth.
   In the same context, dismissive avoidant type makes people avoid others. Individuals in this type of attachment feel that they do not need a human association to thrive or survive; hence, they insist on keeping their independence. The people are likely to shut down emotionally, mainly when a bad situation arises. Lastly, the disorganized type manifests as inconsistency rather than separation (Fearon, 2017). Individuals with the attachment type avoid their emotional states since it is easy to get stunned by them. The affected may suffer from sudden or unpredictable mood fluctuates and fear getting hurt by a love partner. Disorganized attachment makes it difficult to form and keep a healthy and meaningful association with others.
   Types of Attachment Identified by John Bowlby
   Bowlby initially explained the attachment theory. He studied the effects of separation between children and their caregivers (Bowlby, 2017). John Bowlby theorized that thrilling behaviors kids engage in to evade separation from a primary caregiver such as clinging and crying are evolutionary tools. Studies on John Bowlby’s attachment theory showed that kids situated in an unaccustomed situation and detached from their primary caregiver would react in various ways upon reunification with their parents (Bowlby, 2017). He identified four types of attachments.

First, secure attachment is whereby infants showed distress upon isolation; however, they pursued comfort and were easily supported when their parentages returned (Bowlby, 2017). Secondly, anxious-resistant attachment is where a smaller percentage of kids experienced high distress levels and after reuniting with the caregivers, seemed both to seek comfort and an attempt to punish the caregivers for leaving (Bowlby, 2017). Additionally, avoidant attachment is where infants indicated minimal or no stress upon separation from their primary caregivers; thus, they either actively avoided the parents after reunion or ignored them. Finally, disorganized-disoriented attachment entails infants who have no predictable attachment behavior pattern.
How Attachment Experiences Affect the Psychosocial Development of Children and Adolescents
Kids and adolescents’ thoughts about caregivers combined with ideas about self-worth form the basis of functional attachment models (Fearon, 2017). Children understand their attachment experiences in the limelight of existing working models other than modifying their models to suit fresh experiences. Nonetheless, when experiences fail to be understood in light of the current working models, children and adolescents can modify their models.
Attachment experiences influence thoughts about self and others. Dismissive and secure attachment types are linked with higher self-esteem compared with the fearful and anxious styles (Bowlby, 2017). Thus, this corresponds to the differentiation between negative and positive thoughts about self. Additionally, anxious and secure attachment types are associated with social connection with others. Therefore, this corresponds to the attachment thoughts about others.
Attachment theory suggests a pivotal relationship between persons’ experience with their caregivers and their ability to form affection bonds in later stages of development (Fearon, 2017). For instance, if a kid receives affectionate care and support for independence during exploration of the world from primary caregivers, such attachment experiences are presumed to enable the adolescents to reconnoiter the world with confidence and give the kid a sense of self-worth and a positive thought for others. Also, combining secure attachment concept with a confident exploration of the world yields to psychological security.
In a study by Nasreen S. Shah of parent-child attachment styles was brought to attention by the work of John Bowlby and Mary Ainsworth. Bowlby’s theory stated that both infants and caregivers are biologically predisposed to form attachments. The ability to cry, make sounds, and later crawl and walk, are inherited mechanisms that serve the purpose of keeping the primary caregiver nearby and eliciting attachment behaviors (Santrock, 2009).
After looking back at this study, I can see how a secure attachment relationship plays a big role not only in the child’s life but the mothers to.
And I would add that the mothers who are adolescent mothers lose out on these attachment and the child and the mother suffers, and these may be a pattern that goes from generation to generation, this is what her mother did to her and intern this is what she is doing the her child. This turns into a revolving door type of relationship. Therefore, it is so important that the mother and child develop this attachment early in the process.

Conclusion
In conclusion, John Bowlby and Mary Ainsworth coined the concept of attachment theory. Collectively, the two psychologists identified the importance and effects of early attachment of infants to their primary caregivers during development to adulthood.
The attachment types identified by both Bowlby and Ainsworth can be grouped as either secure or insecure. Therefore, combining secure attachment concept with a secure and confident exploration of the world results in psychological security that all people thrive to achieve. And I would add that positive infant attachment will help a child’s development and help the child just to be a child, play look at this big world around from a protective place and that all the help the child needs. These attachment experiences good and bad will affect the psychosocial development of all children. This paper shows how the attachment theory provides a framework from which to understand how important the relationship between mothers and their infants are. And how adolescent mothers and their infants suffer because of adolescent mothers. The one saving grace is with the specialized people in place, because the child will bound with the caregiver and that will be the attachment the child needs.

References
Bowlby, R. (2017). Growing Up with Attachment Theory—A Personal View. Psychodynamic Psychiatry, 45(4), 431-439.
Fearon, P. (2017). ATTACHMENT THEORY. Transforming Infant Wellbeing: Research, Policy, and Practice for the First 1001 Critical Days. 070
https://fod-infobase-com.proxy-library.ashford.edu/p_ViewVideo.aspx?xtid=44897&loid=114194

http://www.inquiriesjournal.com/articles/1667/effects-of-attachment-disorder-on-psychosocial-development
Mossler, R. A. (2014). Child and adolescent development (2nd ed). Retrieved from https://content.ashford.edu/

Roche, J. A. (2011). Early attachment and the development of executive function and self-regulatory abilities (Order No. NR82851). Available from ProQuest Central. (963751478). Retrieved from https://search-proquest-com.proxy-library.ashford.edu/docview/963751478?accountid=32521

Shah, N. S. (2015, February 1). Effects of attachment disorder on psychosocial development (Links to an external site.)Links to an external site.. Retrieved from http://www.inquiriesjournal.com/articles/1667/effects-of-attachment-disorder-on-psychosocial-development

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Week 2
Introduction

First, thank you for your time today, we are planning to open a brand-new child development community center in the city. Our main goal is to use all the tools in our toolbox to help our students be the best that they can be. I believe that not only do kids continually grow, but their minds have continually stimulation also. There is an old saying, if you give a person fish he will eat it, but if you gave that same person a fishing pole and teach him how to fish he will provide food for the whole village, and that is what we aim to do. We will teach and develop our kids to become not just learners but better learners. I agree with (Tierney & Nelson, 2009; Twardosz, 2012), when he said that the place where kids learn will help their physical development and in turn will serve as a biological foundation for learning. With these concept in mind we have developed three learning rooms.

ROOM #1 – Infant Room
Physical Development Activity
In this area we will have Infant (0-1 year), we will have activities that supports the baby’s head and upper body when on stomach, like a baby rocking chair, where a teacher can just rock and talk to the baby. We will also have a blanket section where teachers can lay the babies down and let them stretch out their legs or kick when on stomach or back. There will be toys to grabs and shake and make noise. Because moving objects. Infants can learn about how their behaviors affect the environment. I have learned that as new synapses grow, continued stimulation of those connections is key to their survival. There will be plenty of room where the babies can just play and be babies.

ROOM #2 – Toddler Room
Physical Development Activity
In this area we will have Toddler (1-3 years), we will have activities that supports toddlers, that will include all types of balls, large balls small balls, balls that make noise , balls that light up, every ball you can imagine we will have. The reason for these balls is because we know that they love to play ball, and these ball games are a way to increase physical activity. And we will also have climbing stairs, these stairs will be placed in the center of the room because we understand that going up and down stairs, are another important physical milestone for learning to climb stairs and work on their balance.

ROOM #3 – Early Childhood Room
Physical Development Activity
In this area we will have Early Childhood (3-6 years), we have learn that for young children physical activity means the opportunity to move around and play with other children, so we will have a large open space with nothing but room to play and ride their tricycles (or bicycles). We also plan to engage children in both planned and free indoor and outdoor motor play, and challenge children with appropriate fine and gross motor tasks, that support children’s learning and healthy physical development.

Activities that will become part of the adolescent room of the center.
All these activities are important because learning at an early age is important because it boosts the child’s confidence in him or herself, and kids love to learn, it’s just one of the ways to bring happiness to a child. And I would add that learning early will leads to a better quality of life for the child and the family, not to mention that and helps there personal development.

Conclusion
All of the proposed kids activities from the toddlers sleeping on the blankets to indoor fun like arts & crafts, to science experiments and so on, we as parents and school educators must find the best tools to help them reach there wonderful potentials, from playing with toddles to creating a lovable culture to just sleeping at quiet time. We have established activities for kids, toddlers and the whole family. I understand that this time of year, the council is a very busy, and I want to thank the council for their time, and I look forward to working with you in the future.

 
References:

changingminds.org/explanations/motivation/three_arousal.htm

Mossler, R. A. (2014). Child and adolescent development (2nd ed). Retrieved from https://content.ashford.edu/

Week 3
Cognitive Development Activities
Sensorimotor Ages 0–24 months Children repeat behaviors to discover patterns. They look for objects that “disappear,” including parents. A lot of stuffed animals, just playing with stuffed animals, something about these types of toys brings a smile to every kid face. Babies are eager and curious; the stuff animals will help keep them happy and giving them opportunity to play and learn more every day. This concept will help to set a foundation for how they will approach the world for the rest of their lives. Lev Vygotsky’s sociocultural theory of cognition views development as a continuous process that is dependent on a child’s social and cultural experiences (Vygotsky, 1978). Because learning does not take place in a vacuum, development is embedded within society and culture. Therefore, understanding the context in which a child lives contributes to knowledge about how development occurs (Mossler, 2014).

Cognitive Development Activity for Early Childhood Room: Pallina Bamboo game
And another example of the activity we propose for the early childhood room is the Pallina Bamboo Game. This is a game in which the children place the bamboo basket on the felt mat then slide twenty bamboo sticks which are colorful into the basket to form a sturdy base and then place sixteen colored balls to rest on top. A child would then choose their preferred color(s)-orange, red, yellow, blue- upon when it is their turn; they pull out the bamboo stick of their color single at a time. The child would thoughtfully proceed to prevent wooden balls of their favorite color from falling. A player would only win if they can sustain the last of their colorful balls suspended in the top of their basket.
Development of egocentrism and conservation is one of the milestones in the early life of a child. Egocentrism is a tendency where a young child sees everything which happens around them to be related to him or herself. This is a concept of Piaget’s theory of cognitive development and an example of strategic thinking and fine motor development. Children in their early childhood development do not possess the conservation or the egocentrism elements, and therefore, they cannot relate anything that happens around them unless they see it happens. For instance, a preschool child may sympathize with their mother and try to comfort them by offering them a play with Pallina, reasoning that what helps them calm and feel better can also help an adult. During early childhood, an egocentric child considers or assumes that other people hear, feel, or see the same way the child does (Loehr, Jamie & Jen, 2014). Participating in Pallina Bamboo Game is one way of fostering egocentrism, since having the last colored balls on top of the basket makes them happy and thus a feeling of engaging another party. Due to its interactive nature, this activity is in support of both psychological and cognitive development during early childhood.
Cognitive Development Activity for Infant Room: Playing Hide and Seek
Playing hide and seek is one of the activities we intend to integrate into the infant room. This activity works favorably with a baby beginning to understand that objects tend to exist even if they are in varied positions. To play the game, the caregiver shows the baby an object such as a toy and hides it, then ask the baby to show where the toy is. To get the baby started, the caregiver can lift blankets or cushions that are not covering the toy. Naming of objects while playing hide and seek is also important in helping the baby to begin putting names with items. Development of object permanence is one of the goals of the starting years of a child’s life. A child shows development in object permanence if they can realize that an object exists, even if they are not seeing it or temporarily hidden.
This is a demonstration of the sensorimotor stage, which is in support of Piaget’s theory of cognitive development. According to Yarrow, Rubenstein & Pedersen (2016), the development of a young child implies a continuous tendency to have an understanding that the object will always exist even if they cannot be perceived in any way. Participating in hiding and seek is a significant activity that enhances object permanence development in a child since an infant will be pleased to seek and find the hidden toy repeatedly. Arguably, due to the involving nature, this activity supports both the psychological and cognitive development of an infant.
As infants play more and more with the stuffed animals and then began talking like the animals the child will start making those same sounds when they see the animal, like Barney are Kermit the hand puppet.

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Cognitive Development Activity for Adolescence Room: Digital Games
Digital games involving critical thinking and problem-solving are examples of activities that we intend to incorporate into the adolescence room. According to Piaget, children at adolescence tend to demonstrate the quality of thoughts and reasoning characterized by verbal problem solving and logical thoughts. This is a kind of transition from pre-operational operation to formal operations according to Piaget’s theory of cognitive development. Adolescent children begin to reason the way scientists think, developing plans to solve the problems and systematically measure the options (Green & Seitz, 2015). Digital games such as Tetris, Flappy Bird, and Threes engage the participants in critical and logic thinking when going about the game. According to Green & Seitz (2015), digital games improve cerebral connections and promote hypothetical thinking among the players. Tetris for instance involves Tetriminos; game pieces taking geometric shapes and blocks. A player is required to manipulate these shaped pieces through moving sideways, rotating clockwise or anticlockwise so that they form a horizontal solid line with no gaps. This game enhances cognitive and memory abilities. Even though these games foster cognitive development among the players, it fairly enhances the psychological domains due to their interactive nature.

References
Green, C. S., & Seitz, A. R. (2015). The impacts of video games on cognition (and how the
government can guide the industry). Policy Insights from the Behavioral and Brain Sciences, 2(1), 101-110. Retrieved from; https://journals.sagepub.com/doi/abs/10.1177/2372732215601121?casa_token=1wwWpu1beJ4AAAAA:soaHQCD-5ayQAVRKNWZ0SVDswOwXmx-A6-tL83IFYngGB4r7EXGIPJaJp4IxjbV2B0i1LhxXkoaTO7E
Mossler, R. A. (2014). Child and adolescent development (2nd ed). Retrieved from https://content.ashford.edu/

Huitt, W., & Hummel, J. (2003). Piaget’s theory of cognitive development. Educational
psychology interactive, 3(2), 1-5. Retrieved from; http://209-197-41-56.unassigned.ntelos.net/images/stories/library/Stennett_Psychology_Articles/Piagets%20Theory%20of%20Cognitive%20Development.pdf
Loehr, Jamie, M.D. and Jen Meyers. (2014) “Activities to Enhance Cognitive Development: 18-
24 Months.” Parents. Web. 21 May 2014. Retrieved from; http://www.parents.com/toddlers-preschoolers/development/activities-for-cognitive-development/#page=3.
National Scientific Council on the Developing Child (2007). The Timing and Quality of Early Experiences Combine to Shape Brain Architecture: Working Paper No. 5. Retrieved from www.developingchild.harvard.edu.

Play: A Vygotskian approach [Video file]. (1996). Retrieved June 9, 2019, from https://fod.infobase.com/PortalPlaylists.aspx?wID=100753&xtid=44927

Yarrow, L. J., Rubenstein, J. L., & Pedersen, F. A. (2016). Infant and environment: Early
cognitive and motivational development. Retrieved from; https://psycnet.apa.org/record/1975-20824-000
Week 4
According to riddlej. (2007), we must remember that with cognitive development, you are trying to grow and exercise thinking skills… not acquire information! Academic activities like “Brain Quest” help your child get smarter, but they do not necessarily grow their cognitive skills, although some of the spatial games and riddles are an exception. Real cognition is not adding more content, but more structure, and that is what we will be trying to achieve in each room.

The infant room activity to improve psychosocial development is through routine activity gym for the infant to play with a caregiver. Activity gyms are important in improving the infant’s play capabilities while at the same time increasing the emotional attachment to the caregiver for the infant to associate the play with the person around them and to recognize that the caregiver is important which will result in an improved trust from the infant. The infant participating in a gym play learns the importance of other people in the environment and enjoys the pleasure of activity gym or baby play gym to increase cooperation which is important during infancy. According to Erickson’s theory, infants during their first year of life are in a stage called trust versus mistrust where they seek attachment from those around them mostly the parent or caregivers. Failure to provide activities that show care and being there for the infant can result in mistrust and the infant will likely suffer detachment even when they grow up resulting in isolation (Moore, McDonald, Carlon, & O’Rourke, 2015).
The activity gym play ensures that the caregiver is consistently present for the infant preventing emotional detachment when they cry, and they learn the basic trust that those around them are there to stay and give them hope when they face stressing situations. The early period of development from the first day of birth to 18 months is characterized by extensively emotional changes that can result in negative psychosocial effects if the caregivers do not create an environment of trust. The baby play through activity gym enhances a strong interpersonal relationship through the emotional attachment and the infant will have strong social relationships with the caregivers.
The activity gym will also promote the senses that the activities are part of life and it is acceptable to engage in play which is important as a cultural factor due to the design of the activity gym with arts that meet the needs of the infant (Moore et al.2015).

The early childhood room activity will involve structured pretend play where children are placed in groups of three to speak on a toy telephone with each other. This enables a child to learn how to take up roles and create effective interaction skills with others around them. The children taking up pretending activities also learn how to cooperate with one another and solve conflicts by staying in a group of three children. The use of the telephone in the modern world is a perfect activity in which children are capable of imitating those around them and they are likely to negotiate with others and reach an agreement. The children observe the skills in those around them which is crucial in improving their social skills to interact with others and allow the desires of those around them to be expressed appropriately (Moore et al.2015).
According to Erickson’s psychosocial developmental theory, the early childhood age is in a stage called initiative versus guilt where children are beginning to take control of their surroundings and emotional fulfillment by making decisions and manipulating what is around to fit their pleasure. The child at this stage can direct play when with others and they learn how to interact with those around them in initiating conversation and role play. The child’s response to those around them, when selected as the one to take up the role pretending to make a telephone call, is important as it shows that they can articulate what is around them and have mastery of sharing roles of being assigned personal time (Malik & Marwaha, 2019).

The child begins strong social skills to initiate activities around them and learn how to interact with the world particularly other children or people around that may have different desires and they have to wait for each individual to complete their turn. These skills are crucial in the social world where negotiations always require the participation of all parties taking turns in order to solve a problem or achieve a common goal during cooperation. The close relationship with those participating in the pretend to play also enhances a child’s empathy development as they understand that they are humans like them.
The adolescent room activity involves story sharing in groups with individuals from both genders where each member can narrate a story and others will respond with questions in a structured manner. This allows the adolescent children to express themselves to others and interact without fear while also learning how to communicate with those around them. The groups allow the children to form friendships with other members in the group and identify with those they perceive to fit their interest. Self-identity is important at this stage as the hormonal changes affect the emotional reactions resulting in a different response to those around the individual. The engagement in story sharing allows the children to measure their abilities to engage others and be in control of their independence (Chan et al., 2018).

The adolescent stage is characterized by identity versus role confusion where the individual has a feeling of making independent decisions and forming friendships with those they consider fitting on their level of confidence. Nurturing the strong relationship with others through the introduction to peer groups that can allow the individual to express themselves and asked questions about the story is important as success in responding to them is a fulfillment of the feeling that the adolescent milestones have been appropriately achieved. The strong relationship with peers is essential for better friendship as they can be capable of taking up criticism during discussions which allows them to cope with stress in future when their friendships go south. The emotional resistance to the changing response and different friendships out there where they will be required to make decisions independently is promoted through peer to peer discussions (Malik & Marwaha, 2019).

References
Chan, K. L., Lo, C. K., Ho, F. K., Zhu, S., Lai, S. M., & Ip, P. (2018). The Longer-Term Psychosocial Development of Adolescents: Child Development Accounts and the Role of Mentoring. Frontiers in Pediatrics, 6. doi:10.3389/fped.2018.00147

Malik F., & Marwaha R. (2019). Developmental Stages of Social Emotional Development In Children. Retrieved from https://www.ncbi.nlm.nih.gov/books/NBK534819/

Mossler, R. A. (2014). Child and adolescent development (2nd ed). Retrieved from https://content.ashford.edu/

Moore, T. G., McDonald, M., Carlon, L., & O’Rourke, K. (2015). Early childhood development and the social determinants of health inequities. Health Promotion International, 30(suppl 2), ii102-ii115. doi:10.1093/heapro/dav031

riddlej. (2007). Cognitive development activities for 3 to 5 year olds (Links to an external site.)Links to an external site. [Blog post]. Retrieved from https://littlechildren.wordpress.com/2007/11/29/cognitive-development-activities-for-3-to-5-year-olds/

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