Assignment 2:

Introduction:
Typical development of a child and adolescent will be discussed within two case studies, using non
peer reviewed evidence. This being John and eight year old child and Kate being a 16 year old
adolescent. This will include social, cognitive, emotional, physical, behavioural, and personality
(Bergin & Bergin, 2015). This will include highlighting where developmentally Kate and John are at
for their age, where they succeeding and where they are lower than typical child of their age. As
typical development means that students have variations in aspects of their progression. (Bergin,
Bergin, 2015). An analytical discussions will then proceed using peer reviewed articles to discuss
protective and risk Factors such as family, community and background (Goeman, 2015). To
understand and gain insights into factors that are affecting John and Kates development.

Case study one - John:

Background & personality:
John is 8 years old and is in grade two at a local suburban school. John is from Indigenous
background with both his parents married and being native Aboriginals. John has a fantastic
personality trait of being agreeable to others (Bergin & Bergin, 2015). This is because John is always
thoughtful and helpful to others at school, and is always kinds to his peers (Bergin & Bergin, 2015).

Development:
Physical development and behavioural development:
John physically is of average height however for weight is above the average normal weight for his
age. For Johns age he should only be gaining five to six pound per year, but has succeeded this in
weight this year (Bergin, Bergin, 2015). Johns gross motor skill development however is increasing
and is evident when playing team sports and doing task such as balancing (Bergin & Bergin, 2015).
Cognitive development:
John brain is beginning to critically develop and is starting to think more logically in maths. Johns
information process ability however is lower for his age (Bergin & Bergin, 2015). Children of Johns
age should be able to have a working memory that allows them to remember at least three items
(Bergin & Bergin, 2015). However upon testing Johns memory he was only able to remember one
item.
Emotional and social development:
John is learning to regulate his emotions within the classroom and within the playground (Bergin, &
Bergin, 2015). John has begun learning complex emotions such as being embarrassed and has no
problems comforting others who feel this (Bergin, & Bergin, 2015). John is achieving above the
standards for understanding emotions as he is not only able to understand the differences but he is
able to express them and comfort others (Bergin & Bergin, 2015). An emotional skill evident at the
age of twelve and not at the age of eight (Bergin & Bergin, 2015). John has also demonstrated prosocial behaviour evident in his ability to help others (Bergin & Bergin, 2015).John is also developing
a good moral standards and withholds views such as lying as wrong behaviour (Bergin Bergin, 2015).
With this in mind John is still developing and understanding the difference of a lie and the truth. A
skill that should be developed by the age of 12 (Bergin & Bergin, 2015).

Case study two - Kate:

Background & Personality:
Kate is sixteen years old and lives in rural Victoria. Kate is in year ten at a small country school.
Kates parents are divorced and consequently she spends half her time with her mother and the other
half of her time with her father. Kate often express the characteristics of being open to experience, as
she is always asking questions, and loves exploring new topics or assignments (Bergin & Bergin,
2015). With this in mind Kate often comes to school with a neuroticism outlook, this can been seen
from Kate being anxious and insecure about how people perceive her (Bergin & Bergin, 2015)

Development:
Physical and behavioural development:
Kate is going through the normal phases of teenage years this includes going through puberty,
including developing primary sex characteristics and secondary sex characteristics such as acne
(Bergin & Bergin, 2015). Kate however often comes to school tired with dark circles under her eyes
and often discusses in class that most night shes lucky if she gets six hours of sleep a night. This is
significantly lower than the average amount of sleep an adolescent should be getting, this being eight
to ten hours a night (Bergin & Bergin, 2015). Kates behaviour may be linked to her lack of sleep such
as choosing to spend more time socialising with friends and being on the internet on various social
media websites (Bergin & Bergin, 2015).
Cognitive development:
During testing its evident that Kate cognitively is developing within the normal range. This includes
Kates brain developing the formal operational stage. In which Kate has developed the ability to think
abstract, in Maths and History (Bergin, Bergin, 2015).
Emotional and social development:
Its noticeable that Kate struggles to regulate her moods and feelings (Bergin, & Bergin, 2015). As
Kate often comes to school crying and stressed about her mother and father. Despite of this Kate
enjoys engaging with learning. Though Kate struggles to regulate her own emotions she is highly
sympathetic for others and is always confronting and helping friends in distressed situations (Bergin,
& Bergin, 2015). Evidentially its clear that Kate has developed the ability to understand and read
others emotions and feelings (Bergin & Bergin, 2015). Kate is also developing theory of mind (TOM)
in which she is able to understand that others have beliefs, desires, knowledge and intentions that are
different from her own ( Bergin, Bergin, 2015). With this in mind Kate recently was nervous to
present an oral presentation and thought everyone will be able to see how nervous she is (Bergin,
Bergin, 2015). Therefore Kate is still in the process of developing TOM (Bergin, Bergin, 2015). Kate
has also developed pro-social behaviour adequate to her age, in which she has created harmonious
relationships with her friends (Bergin, Bergin, 2015). This social behaviour was something that Kate
has struggled with in the past. Kate would often use anti-social behaviour such as not always using
her manners and avoiding confrontation with her peers (Bergin, Bergin, 2015).

Analytical discussion:
Introduction:
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Kate and Johns typical development for their age may be based on a range of protective and risk
factors. This will include examining Kate and Johns Family and background (Goeman, 2015). While
also delving into other factors such as genetics, health and geographical location (Goeman, 2015).The
aim of this is to gain insights into John and Kates development.
Parents, Family, factors discussed:
Its evident that John and Kate are developing at different rates according to their age. Parents and
families factors within John and Kates life may determine this (Goeman, 2015). John comes from a
family with both his parents married. This may be a protective factor to John and the inequities that
indigenous can suffer from such as unemployment and economic wellbeing (Bodkin-Andrews,
ORourke & Craven, 2010). This is because it can lead to less aggressive behaviour, hostility and
uncontrolled emotions (Dixon, Charles, Craddock, 1998). This may explain Johns emotional
development of understanding complex emotions and comforting others in need. Although John
comes from a family with both his parents still together, Kates parents are divorced. This can be a
risk factor to Kate internalizing behaviours, anxiety and withdrawal (Dixon, Charles, Craddock,
1998). Not only is this a risk factor but Kates gender is also negative factor for Kate. This is because
females are likely to be affected by parental divorce more than males (Dixon, Charles, Craddock,
1998). Unlike John, Kate may experience emotional and social developmental issues. Which is
evident in her struggle to regulate her emotions. Socially however Kate is not experiencing
withdrawal from friends but has been able to understand and apply pro-social behaviour. With this in
mind John comes from an Indigenous background unlike Kate who comes from white-Anglo Saxon
family. Johns genetics therefore may be a risk factor to his development. As Indigenous have a
predisposition which makes them more acceptable to weight gain, diabetes and cardiovascular disease
(Cass, 2004). This may explain why John weighs more than the average eight year old (Bergin, &
Bergin, 2015). This also can make John acceptable to bullying, therefore impaction on social
development (Cass, 2004). With this in mind John has developed a wide friendship group and is liked
by his peers. Therefore this risk factor is not necessarily impacting on Johns social development.
With this in mind Kates physical development may be at risk, because of her social behaviours.
Including sleeping less than six hours a night. As good health related lifestyle developed young is
likely to decrease chances of premature disease and mortality (Jessor, Turbin, Costa, 1998). Therefore
Kates physical development has the potential to decline in the future. Its evident that range of parent
family influences and school behaviours can and may not impact on a child and adolescents
development currently and in the future (Goeman, 2015), however there other factors that need to be
taken into account.
Student, & school behaviours factors discussed:
Other factors that can influence John and Kates development include, themselves as an influence, the
community and society (Goeman, 2015). John has a personality of being agreeable to others, this may
be a protective factor to development of his social skills. As personality that reflects engagement to
schools, family and the wider community can be a protective factor to a childs development (Jessor,
Turbin, & Costa, 1998). This may explain why John is developing typically for his age including his
motor skills development and emotional competence. Though john has a likable personality Kate
borders between being open to new experiences and being neuroticism about life. This may be due to
difficult past experiences including the divorce of her parents (Goeman, 2015). With this in mind
Dixon, Charles, & Craddock (1998) state that it is difficult to determine whether the experience of
divorce is a protective or risk factor to development. This is because it depends on the level of conflict
and turmoil the child was exposed to (Dixon, Charles, & Craddock, 1998). Therefore Kates
development may not necessarily be harmed by divorce, as it requires measuring a variety of other
factors. Though Kates development may be not tainted by her experiences, Johns cognitive process
may have been affected by his life experiences. As Johns information processing ability is lower than
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average student for his age. Campbell, Pungello, Miller-Johnson, Burchinal, & Ramey (2001)
highlight that early child experiences such as exposure to range of resources can enhance a childs
cognitive development positively. Though this is evident Bodkin-Andrews, ORourke & Craven
(2010), highlight that positive self-concept can foster achievement and educational outcomes.
Therefore Johns cognitive development cannot be underpinned by one particular factor but rather
other factors can potentially be risk factors or protective factors to Johns cognitive progression. With
this in mind other factors such as the way in which John learns at school needs to be taken into
account. As a teaching style that incorporates a cognitivist approach to learning which focuses on
students internal mental process and information process ability (lambert, 2015). May not foster
Johns overall development, however it will foster improvement to his cognitive ability (Lambert,
2015). Kate however cognitively is developing within the normal range for her age. Kate lives in rural
Victoria and attends a small school. This can be seen to better learning and development outcomes as
there smaller-pupil teacher ratio (Irvin, Meece, Byun, Farmer, & Hutchins, 2011). Though this may be
evident other factors such as aspiration to learn is lower in rural areas because post-secondary
schooling is not needed for local jobs (Irvin, Meece, Byun, Farmer & Hutchins, 2011). Therefore
Kates location may be also a risk factor to her cognitive development such as learning to think
critically and logically, if she leaves school before the end of year twelve. Therefore Kate and Johns
development has potential to be a protective and risk factor.
Conclusions of Analytical discussion:
Its evident that factors have the ability to impede on John and Kates development. As Johns parents
may be a protective factor to his social and emotional development but a risk factor to his physical
development. This being due to genetics which means he has a predisposition to diseases. Its also
significant to note that Kates behavioural outlook may foster negative physical development in the
future. Even though Kates behavioural choices are not fostering negative development currently.
Although the most significant insight to note is that its difficult to know the impact of factors on
development, without measuring a wide range of factors.

Conclusion of case studies and analytical discussion:

The two case studies presented showcased typical development of John and Kates through a variety
of aspects. When contrasting their development to peer reviewed journals theres a range of insights
immerging. With this in mind the most significant insight gained from Peer reviewed research is that
its difficult to measure the effect of factors on ones development. This being, there is a variety
factors that must also be examined. Including Kates parents being divorced and evaluating the
exposure, relationship cohesion, genetics, gender, and more to determine the effect of Kates
development. Therefore its questionable to whether we can ever know how much of an impact
development is affected by influencing factors.

By Annaliese Elizabeth Collison

References
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