SEMESTER SPRING 2024

EDUCATIONAL PSYCHOLOGY(PSY406)
ASSIGNMENT No. 01
Due date: 29.04.2024 Marks: 20
(Lecture 04)
Assignment objectives:
Upon completion of this assignment, students will be able to critically evaluate different

dimensions of development in human beings.

Assignment

You have read about different types of development in lecture 04 of your course. Your task is to
read that in detail and:

1. Identify the type of development displayed in each scenario.

2. Justify and explain your selection with the help of at least four points.

Sr. Scenario Identification Justification

No
1 John, a 6-year-old boy, is Physical 1. John's improved physical
participating in a soccer game Development coordination and agility suggest
with his friends. As he runs advancements in his motor
across the field, you notice how skills and muscle development,
his muscles in the body's core, indicating physical growth.
legs, and arms are fully engaged, 2. The observation of John's fully
allowing him to move swiftly and engaged muscles during the
kick the ball with force. His soccer game highlights the
coach observes that John's refinement of his gross motor
physical coordination and agility skills.
have significantly improved since 3. Sarah's struggle to keep up due
the beginning of the season, to her smaller stature and less
reflecting his ongoing physical developed muscles indicates
development. Meanwhile, Sarah, that physical maturation varies
a 4-year-old girl, struggles to among children of different
keep up with her peers during a ages.
game of tag. Despite her efforts, 4. The comparison between John
and Sarah's physical abilities
showcases the progression of
physical development over time,
especially during childhood.
 Sarah's smaller stature and less
developed muscles in her hands
and fingers make it challenging
for her to maneuver as quickly as
the older children.
2 Emily, a 10-year-old girl, is Social and 1. Emily's focus on developing
starting a new school year and Emotional social skills and confidence
feeling anxious about making through assertive
friends in her new class. Over the communication and
past few weeks, Emily has been participation in group activities
working on developing her social signifies her social-emotional
skills and confidence by growth.
practicing assertive 2. Jack's difficulty in regulating
communication techniques and emotions and controlling
participating in group activities. impulses reflects challenges in
As she navigates social social-emotional development,
interactions with her classmates, impacting his ability to form
Emily begins to feel more positive relationships.
comfortable expressing herself 3. Emily's increasing comfort in
and forming connections with her expressing herself and forming
peers. In contrast, Jack, a 7-year- connections with peers
old boy, struggles as he exhibits demonstrates progress in social
difficulty regulating his emotions skills and emotional resilience.
and controlling his impulses. 4. Jack's struggles with impulsive
Despite his intelligence and behavior and conflicts with
academic abilities, Jack's classmates highlight the
impulsive behavior often leads to importance of social-emotional
conflicts with his classmates and learning and the impact it has on
challenges in forming positive relationships and behavior.
relationships.
3 Emma, a 5-year-old girl, is Social 1. Emma's participation in
enrolled in a preschool program Development cooperative learning and peer
that emphasizes cooperative interaction activities fosters her
learning and peer interaction. As social development by teaching
she interacts with her classmates her essential skills such as turn-
during playtime, Emma learns to taking, sharing, and effective
take turns, share toys, and communication.
communicate her needs and 2. Emma's blossoming social
feelings effectively. Her teacher skills and positive relationships
observes how Emma's social with peers indicate progress in
skills are blossoming as she her ability to navigate social
navigates various social situations and build
situations and builds positive connections.
relationships with her peers. 3. James' difficulties in adapting
Meanwhile, James, a 9-year-old to changes in family structure
boy, is struggling to adapt to following his parents' divorce
suggest challenges in social
development due to the
disruption of stable family
dynamics.
4. James' feelings of isolation and
insecurity underscore the
influence of family
environment and stability on
social development during
childhood.
 changes in his family structure
following his parents' divorce.
James' development is impacted
by the transition between his
parents' homes and the loss of
stability in his family life, leading
to feelings of isolation and
insecurity.
4 Sophie, a 12-year-old girl, is Cognitive 1. Sophie's engagement in a
engrossed in a challenging puzzle Development challenging puzzle game
game that requires her to use requiring critical thinking and
critical thinking and problem- problem-solving skills indicates
solving skills to solve complex cognitive development,
problems. As she works through specifically in areas such as
the levels, Sophie demonstrates logical reasoning and analytical
her ability to analyze patterns, thinking.
make logical deductions, and 2. Sophie's ability to analyze
devise creative solutions to patterns, make deductions, and
overcome obstacles. Her parents devise creative solutions reflects
observe how Sophie's higher-order cognitive abilities
development has flourished associated with cognitive
through activities that stimulate development during adolescence.
her curiosity and encourage 3. Ethan's struggles with moral
independent thinking. In contrast, decision-making and conflicting
Ethan, a 15-year-old boy, values suggest cognitive
struggles as he grapples with development influenced by
conflicting values and struggles exposure to diverse perspectives
to make moral decisions. Ethan's and moral reasoning.
development is influenced by his 4. Ethan's decision-making abilities
environment, upbringing, and and worldview are shaped by
exposure to diverse perspectives, cognitive processes such as
shaping his worldview and moral reasoning and value
decision-making abilities. formation, illustrating cognitive
development in adolescence.

Marking scheme: (1 mark for identification and 4 marks for explanation, 5*4=20)
Instructions to follow:

1. Record your answers only in the given table, otherwise no marks/Zero marks will be given.
2. Do not rely only on handouts. Different internet links and other reference books must also
be consulted.
3. Do not write irrelevant answers.
 4. Your answers must be given in relation to given scenario.
5. Explanation must consist of at least 4 points reflecting the identified phenomenon
6. Copy pasted material is strictly prohibited and will result in Zero marks.

Note:
Only in the case of Assignment, 24 hours extra / grace period after the due date is usually
available to overcome uploading difficulties which may be faced by the students on last date.
This extra time should only be used to meet the emergencies and above-mentioned due dates
should always be treated as final to avoid any inconvenience.

Important Instructions:
Please read the following instructions carefully before attempting the assignment solution.
Deadline:
• Make sure that you upload the solution file before the due date. No assignment will be
accepted through e-mail once the solution has been uploaded by the instructor.

Formatting guidelines:

• Use the font style “Times New Roman”/ “Arial” and font size “12”.
• It is advised to compose your document in MS-Word.
• Use black and blue font colors only.

Solution guidelines:
• Every student will work individually and has to write in the form of an analytical
assignment.
• Give the answer according to the question.
• For acquiring the relevant knowledge don’t rely only on handouts but watch the video
lectures, use other reference books and explore different web links.

Rules for Marking

Please note that your assignment will not be graded or graded as Zero (0) if:

• It has been submitted after due date.

• The file you uploaded does not open or is corrupt.
• It is in any format other than doc (MS. Word).
• The given format has not been followed.
• It is cheated or copied from other students, internet, books, journals etc.