Details:Construct a chart (or a visual of your choosing, Word table, Excel chart, etc.) of age-related developmental milestones. Theorists who MUST be included at each appropriate age level are Piaget, Kohlberg, Bandura, Vygotsky, Erikson, Mahler, and Jung. Other theorist of your choosing should also be included (minimum of three). Your visual should include: Describe the essential developmental features of each age category. Discuss concerns or issues pertinent to each age category. NOTE: Place more emphasis on the age group with which you work or aspire to work. Use four to six scholarly resources with an APA-formatted reference page.While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center. This benchmark assignment assesses the following programmatic competencies: 1.1: Describe key historical perspectives and theories in psychology and 1.2: Differentiate among current perspectives and theories in psychology.Benchmark - Developmental Milestones Chart 1 Unsatisfactory 0.00% 2 Less than Satisfactory 74.00% 3 Satisfactory 79.00% 4 Good 87.00% 5 Excellent 100.00% 100.0 %Content 20.0 % Theorist include: Piaget, Erikson, Kohlberg, Bandura, Vygotsky, Mahler, Jung and three others. (Comp. 1.1) Theorists are missing. Not all theorists are included or they are not associated with the appropriate age level. All theorist are listed at appropriate age level. All theorist are listed at appropriate age level with some connection to research. All theorist are listed at appropriate age level with relevant connections to current research. 20.0 % Describe the essential developmental features of each age category. (Comp. 1.2) Description of essential developmental features of each age category is missing. Description of essential developmental features of each age category is vague, inconsistent, or inaccurate. Description of essential developmental features of each age category is present. Description of essential developmental features of each age category is present, clear, and makes some connection to research. Description of essential developmental features of each age category is clear, concise, and makes relevant connections to current research. 20.0 % Discuss concerns or issues pertinent to each age category. Discussion of concerns or issues pertinent to each age category is missing. Discussion of concerns or issues pertinent to each age category is vague, inconsistent or inaccurate. Discussion of concerns or issues pertinent to each age category is present. Discussion of concerns or issues pertinent to each age category is present, clear, and makes some connection to research. Discussion of concerns or issues pertinent to each age category is clear, concise, and make relevant connections to current research. 10.0 % Research No outside sources were used to support the assignment. Few outside sources were used to support the assignment. Limited research is apparent. Research is adequate. Sources are standard in relevance, quality of outside sources, or timeliness. Research is timely and relevant, and addresses all of the issues stated in the assignment criteria. Research is supportive of the rationale presented. Sources are distinctive. Addresses all of the issues stated in the assignment criteria. 5.0 % Presentation The piece is not neat or organized, and it does not include all required elements. The work is not neat and includes minor flaws or omissions of required elements. The overall appearance is general, and major elements are missing. The overall appearance is generally neat, with a few minor flaws or missing elements. The work is well presented and includes all required elements. The overall appearance is neat and professional. 5.0 % Originality The work is an extensive collection and rehash of the ideas, products, images, or inventions of other people. There is no evidence of new thought or inventiveness. The work is a minimal collection or rehash of the ideas, products, images, or inventions of other people. There is no evidence of new thought. The product shows evidence of originality. While based on the ideas, products, images, or inventions of other people, the work does offer some new insights. The product shows evidence of originality and inventiveness. While based somewhat on the ideas, products, images, or inventions of other people, the work extends beyond that collection to offer new insights. The product shows significant evidence of originality and inventiveness. The majority of the content and many of the ideas are fresh, original, inventive, and based upon logical conclusions and sound research. 10.0 % Mechanics of Writing (includes spelling, punctuation, grammar, and language use) Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is employed. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied. Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. The writer is clearly in command of standard, written, academic English. 10.0 % Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) Sources are not documented. Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. Sources are documented, as appropriate to assignment and style, and format is mostly correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error. 100 % Total Weightage

Part 2: The Key to Success? GritWatch the video and then answer questions 3 through 5. Your answers must demonstrate that you watched the video and read the article from Part 1 of this quiz.In her research, Ms. Duckworth seeks to answer the question, “Who is successful here and why?” She studies various groups of people in different contexts and concludes, “In all those very different contexts, one characteristic emerged as a significant predictor of success.” But before she reveals that one significant predictor of success, she lists various characteristics that are NOT good predictors of success. What are they? Are you surprised? Why or why not? For full credit, include some key concepts from Carol Dweck’s Brainology article provided in Part 1 of this quiz.Can a student with a fixed mindset develop a growth mindset? Explain.According to Ms. Duckworth, how is grit related to either the fixed mindset or the growth mindset?Your response should include a thorough definition of grit as explained by Ms. Duckworth in the video.

Observe a group of primates online at the San Diego Zoo. Navigate to one of the San Diego Zoo's primate cams. You can choose the Baboon Cam (Links to an external site.) (Hamadryas and Gelada baboons) or the Ape Cam (Links to an external site.) (Orangutans and Siamang apes). Obviously, make sure that animals are actually visible for viewing at the time you are watching; otherwise, come back later and try again. The cams broadcast live during daylight hours; at night they re-broadcast the previous day's footage.  If anyone is having trouble with the links to the cams, they are pasted below: https://zoo.sandiegozoo.org/cams/baboon-cam (Links to an external site.) https://zoo.sandiegozoo.org/cams/ape-cam (Links to an external site.) (Links to an external site.)