SEMESTER SPRING 2024

EDUCATIONAL PSYCHOLOGY (PSY406)

ASSIGNMENT No. 01

Bc210202995

Sahar Nawaz

Date of submission: 29th April, 2024.

Sr. Scenario Identification Justification
no

1. John, a 6-year-old boy, is Physical  Muscular Engagement:

participating in a soccer game development The scenario mentions
with his friends. As he runs how John's muscles in his
across the field, you notice how body's core, legs, and
his muscles in the body's core, arms are fully engaged as
legs, and arms are fully engaged, he runs and kicks the
allowing him to move swiftly and ball. This demonstrates
kick the ball with force. His the physical development
coach observes that John's of his muscles, which
physical coordination and agility have become stronger
have significantly improved since and more coordinated
the beginning of the season, over time.
reflecting his ongoing physical  Agility and
development. Meanwhile, Sarah, Coordination: John's
a 4-year-old girl, struggles to physical coordination and
keep up with her peers during a agility have significantly
game of tag. Despite her efforts, improved since the start
Sarah's smaller stature and less of the season,
developed muscles in her hands demonstrating significant
and fingers make it challenging development in balance,
for her to maneuver as quickly as coordination, and swift
the older children. movement.
 Size and Muscle
Development: Sarah, the
4-year-old girl, struggles
to keep up with her peers
during the game of tag
due to her smaller stature
and less developed
muscles in her hands and
fingers. This indicates
 that physical
development, such as
muscle growth and size,
plays a role in a child's
ability to participate in
physical activities.
 Motor Skills: John's
improved physical
development enhances
forceful kicks, while
Sarah's less developed
muscles hinder quick
maneuvering,
emphasizing the
significance of physical
development in mastering
motor skills.

2. Emily, a 10-year-old girl, is Personal  Social skills

starting a new school year and development development: Emily's
feeling anxious about making personal development
friends in her new class. Over the focuses on enhancing her
past few weeks, Emily has been social skills and
working on developing her social confidence through
skills and confidence by assertive communication
practicing assertive and group activities,
communication techniques and fostering effective self-
participating in group activities. expression and forming
As she navigates social connections with her
interactions with her classmates, classmates.
Emily begins to feel more  Emotional regulation:
comfortable expressing herself Jack's personal
and forming connections with her development focuses on
peers. In contrast, Jack, a 7- emotional regulation and
yearold boy, struggles as he impulse control, despite
exhibits difficulty regulating his his intelligence and
emotions and controlling his academic abilities. This
impulses. Despite his intelligence helps him form healthier
and academic abilities, Jack's relationships and
impulsive behavior often leads to harmonious interactions
conflicts with his classmates and with others.
challenges in forming positive  Conflict resolution:
relationships. Emily and Jack face
unique conflict resolution
challenges. Emily learns
 assertive communication
techniques, while Jack
understands impulsive
behavior consequences
and develops peaceful
strategies. Both require
effective conflict
resolution skills for
personal growth.
 Building positive
relationships: Emily and
Jack's personal
development involves
fostering positive
relationships with their
peers, with Emily
improving her social
skills and confidence, and
Jack learning to regulate
emotions and impulses,
promoting overall well-
being.

3. Emma, a 5-year-old girl, is Social  Cooperative learning

enrolled in a preschool program development and peer interaction:
that emphasizes cooperative Emma's preschool
learning and peer interaction. As program fosters
she interacts with her classmates cooperative learning and
during playtime, Emma learns to peer interaction, allowing
take turns, share toys, and her to develop social
communicate her needs and skills like taking turns
feelings effectively. Her teacher and communication,
observes how Emma's social while also fostering her
skills are blossoming as she social development and
navigates various social situations positive relationships.
and builds positive relationships  Adapting to changes
with her peers. Meanwhile, and transitions: James is
James, a 9-year-old boy, is grappling with social
struggling to adapt to changes in development challenges
his family structure following his due to his parents'
parents' divorce. James' divorce, requiring
development is impacted by the adaptation to changes and
transition between his parents' transitions, finding
homes and the loss of stability in support, and building
his family life, leading to feelings resilience to cope with
 of isolation and insecurity. feelings of isolation and
insecurity.
 Building positive
relationships: Emma and
James' social
development is
influenced by their
positive relationships
with others. Emma's
playtime interactions
foster these connections,
while James may require
support to maintain
existing ones amid family
changes.
 Communication and
emotional expression;
Emma and James are
both fostering effective
communication skills in
their preschool programs,
enabling them to express
their emotions and needs
to peers, and navigating
the challenges of their
parents' divorce.

4. Sophie, a 12-year-old girl, is Cognitive  Critical thinking and

engrossed in a challenging puzzle development problem-solving skills:
game that requires her to use Sophie's critical thinking
critical thinking and problem and problem-solving
solving skills to solve complex skills are being developed
problems. As she works through through her engagement
the levels, Sophie demonstrates in a challenging puzzle
her ability to analyze patterns, game, demonstrating her
make logical deductions, and cognitive development in
devise creative solutions to these areas.
overcome obstacles. Her parents  Creative solutions:
observe how Sophie's Sophie's creative
development has flourished problem-solving skills
through activities that stimulate demonstrate her cognitive
her curiosity and encourage development,
independent thinking. In contrast, demonstrating flexibility
Ethan, a 15-year-old boy, and creativity by thinking
struggles as he grapples with outside the box and
conflicting values and struggles to overcoming challenges in
make moral decisions. Ethan's a game.
development is influenced by his  Influence of
environment, upbringing, and environment and
exposure to diverse perspectives, upbringing: Ethan's
shaping his worldview and moral decisions and
decision-making abilities. conflicting values are
influenced by his
environment, upbringing,
and exposure to diverse
perspectives, highlighting
the ongoing cognitive
development process.
 Worldview formation:
Ethan's cognitive
development involves
constructing beliefs,
attitudes, and values
through exposure to
diverse perspectives,
resulting in his
worldview formation. His
struggles with conflicting
values demonstrate his
active engagement in this
process.