Construct a chart

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timer Asked: Jul 1st, 2018
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Question description

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:

  1. Describe the essential developmental features of each age category.
  2. 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


Tutor Answer

TutorAR
School: UCLA

Hi, Find attached the completed work. Feel free to ask for any clarification and editing where need be. Looking forward to working with you again in future. Thank you.
Attached.

Running head: DEVELOPMENTAL MILESTONES

Chart - Developmental Milestones
Student’s Name
Professor’s Name
Course Title
Date

DEVELOPMENTAL MILESTONES

2

Theorist

Developmental Stages

Concerns/Issues

Bandura

Modeling and self-Efficacy

It can be noted that Bandura (2006)puts a
special emphasis on self-efficacy as a quality
that should be imparted into children way
from childhood as he considers this the most
fundamental aspect of individual
development throughout their life span.

Childhood: Modeling for infants is limited to
imitation of the people around the infant. The
modeled behavior is easily imitated if it is
repeated several times.
Adolescence: Adolescents utilize the selfefficacy acquired while they were still
younger to be successful at this stage. The
only difference is that they have to cope with
new demands and pressures.
Adulthood: According to Bandura (2006),
adulthood is divided into two; young and
middle adulthood. Young adulthood is
characterized by career development,
parenthood and marriage. The success
achieved at this stage is dependent on the
self-efficacy acquired in the childhood and
adolescent stages.

Self-efficacy is the belief to succeed in life
and anything one puts their mind to (Bandura,
2006). Since it begins at the adolescence
level, teenagers have to be encouraged to
have a higher self-efficacy level for them to
succeed in the later stages of their lives.

Old age: People at this stage find it difficult
to use their self-efficacy, a factor that
significantly affects their mental and physical
functioning.

Piaget

The cognitive developmental stages
according to Piaget are as follows:
Sensorimotor period (Birth to 24 months/2
years): Infants at this stage only interact with
what they can see in their immediate
environment meaning they can only interact
with what is in front of them.
Preoperational period (2 to 7 years): Here,
they think symbolically as they start language
use.
Concrete operational period (7 to 12
years): They become more aware of their
surrounding at this stage tough they are still
unable to think abstractly (Carpendale, 2000).
Formal operational period (11 years to
adulthood): Individua...

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Anonymous
Goes above and beyond expectations !

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