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Psychology of Human Development. Developmental History

During the second half of Time’s gestation, Time’s other stopped drinking although she still smoked half a packet of cigarettes each day. The pregnancy was further complicated by stress from physical abuse by her boyfriend, although this abuse never led to medical assessment during the pregnancy. Tim was born with respiratory problems and was described as small for gestational age. Tim received a nutritional evaluation at the hospital to determine what nutrients he required to help him get healthy enough to be able to leave the hospital. Tim was also born with an inguinal hernia that was repaired when he was nine months old.

Time’s mother was unable to breast feed within the first month and therefore had to result to baby formula. Time’s body rejected the baby formula for the first six month but through various consultations with the pediatric specialist at JAMS they were able to get Tim on a stable formula. Tim also had chronic problems with Otis media until he reached age three, though he never had any documented hearing loss. Despite these problems, he had been in overall good health. Tim received all his immunization shots on schedule. Tim was also cared for by his grandmother, aunt and on occasion Jackal’s best friend Joan.

Jackals being the sole provider of her family had to work two part-time Jobs to pay the bills and support Tim. Tim was a very happy baby. He did not reject strangers neither did he cry when his mother left him in the care of friends he also did not acknowledge his mother when she returned. Timothy displayed signs of uninhabited reactive attachment disorder. Up 10th months fine and gross motor skills were within normal limits. Although Time’s mother was concern that Tim seemed unresponsive to the sound of his name remained rather quite hardly any babbling like other children his age.

Tim id not sleep well he often cried a lot, was extra sensitive to sensory stimulation and Ana a very strong s tartly Renee. He would napery extend Nils nana Ana Limbs Ana showed signs of hypotonic. At sixteen months, The results of a physical examination conducted by Time’s pediatric doctor revealed that that Tim had a smaller head in circumference compared to other children his age, small eyes, unexceptionally thin upper lip, smooth skin surface between his nose and upper lip. Tim had a repertoire of about 20 words, still much babbling but hardly any syllabus with intricate intonation pattern.

Time’s mother was concern about his speech and through the advice of Time’s grandmother and doctor Jackals took Tim to a speech therapist. Tim was diagnosed with expressive language disorder and had to attend speech therapy sessions. By 24 months his speech and vocabulary had improved considerably he was able to Join vocabulary into two phrase words. Tim was toilet trained by his grandmother and by 24 months Tim was able to use the little potty by himself although he needed help with personal hygiene. Tim was a very active child he liked to climb on the bed, coffee table, couch he also liked to open cupboards and empty the contents.

He would empty the contents of his toy box and push it around like a toy car. His mother also noticed he really enjoyed playing with his Logos; he enjoyed building and then destroying. Tim also began to show some independence. When his mother Jackals would dress him he would pull his shirt from her hands and attempt to wear it by himself. He would also put on his shoes on the wrong foot. Time’s mother Jackals was very encouraging of his efforts and would make a point to praise him every time he displayed any form of independent behavior. Discipline was provided by Time’s mom Jackals, and his grandmother.

Tim could sometimes have anger burst when his toys were put away in preparation for meals, or bedtime. At 30 months Tim became a very picky eater and his appetite decreased considerably. He would prefer foods that did not include vegetables. His mom Jackals became concern that he was not getting the proper nutrition she consulted with his pediatric doctor who advised her to try to establish independence about feeding and also to ensure that she did not comment on Time’s poor eating habits while at the table, Time’s doctor also advised limiting amount of fluids such as Juice or milk so Tim would be hungry enough to consume solid foods.

Time’s living conditions at 36 months were much the same he continued to be raised mainly by his single mom Jackals and his grandmother. Jackal’s best friend Joan had a son about the same age as Tim named Nathan. Tim and Nathan became playmates, they would share toys, fight over toys and engage in rough and tumble play. They both took pride in showing how fast they could run and Jump. Time’s mother noticed that when Tim and Nathan attempted to work on puzzle pieces, Tim would seem lost after a short period and because he felt a sense of despair he would at times display anger outburst.

Tim enjoyed coloring pictures and scribbling en Nils mother as EAI K ml want en was Arlene en would say “car” wince happened to be Time’s favorite toy. Time’s mother bought him stencils to teach him how to write letters and numbers but he often had difficulty with the stencils. Jackals would write his name in big letters on a large poster board and then let him learn how to decorate the letters with colored macaroni noodles, so it would be visually appealing for him to use as a learning tool. When Tim was in the care of his grandmother, she would teach him using flashcards that contained pictures and cards of things he was familiar with.

Time’s mother would sometimes have him read by himself he would stare at the pictures and say short phrases about what he thought the characters in the book were doing. Tim would say “paint house” “climb tree” “go school”. At 48 months, Time’s mom noticed that as Tim would play he would engage in private speech as a meaner of self- guidance. Time’s favorite place was Wall-Mart’s toy department Jackals would take Tim with her regularly when she went grocery shopping. When Tim got to Wall-Mart he was excited and befriended everyone he saw he would walk up to strangers and engage them in conversation.

Tim was also enjoyed the outdoors he would insist on going to his grandmother’s house so he could play in the backyard. Tim loved pets and when Time’s best friend Nathan got a dog, Tim wanted a dog for his birthday. On frequent visits to Antenna’s parent’s’ house for play dates Time’s mother noticed that Tim and Nathan would exclude Antenna’s younger sister from their games. One day out of curiosity she asked Tim and Nathan why they did not want to play with Antenna’s sister and they both told her that they did not enjoy playing with girls.

Jackals enrolled Tim in a volunteer pre-kindergarten program so he could learn the accessory skills needed in preparation for kindergarten. Tim enjoyed attending preponderating. He had trouble with fine motor skills such as using scissors to cut a straight line. Time’s mother would help him practice cutting a line a night as per the suggestion of his teacher. When he would make mistakes Tim would claim that he did not know how to cut a line. Time’s mom would encourage him to keep trying but occasionally he would get very frustrated because he knew he was not doing it right.

Tim had a vivid imagination he began to incorporate his imagination in play with his errs Tim liked to play firehouse he pretended to be a fireman. When family members would visit he enjoyed describing himself as “good boy’ who owned a fire truck. Tim began being very fearful of the dark when his mother would put him to sleep she would read to Tim until he fell asleep. At age five Timmy was very cheerful, energetic and enthusiastic. He seemed to enjoy the company of other children but often tried to direct all activities.

This behavior usually led to normalization by his peer group. When rejected, Tim sometimes played alone, but he usually responded to peer rejection or noncompliance with anger or physical aggression. Tim played well with younger children ages 3 or 4 years. In kindergarten Tim enjoyed arts, music, and computers. Tim however had difficulty with math comparing two groups of objects and being able to tell if they are ten same, measurements comparing size, welling Ana capacity, rearing clocks Ana determining time.

Time’s grandmother who watched him after school while his mother Jackals worked spent a lot of time with Tim teaching him in an effort to bridge the gap. While at school, at times Tim was very negative and aggressive especially with his searchers, while at other times he was pleasant and cooperative. When Tim did not comprehend the lesson that was being taught that day he would become disruptive in the classroom. Time’s teacher noticed that he had difficulty organizing spaces; for example he tended to crowd letters of his name in one corner of the page.

Tim also had tremendous difficulty following directions both at home and at school. Jackals reported that Tim generally failed to remember instructions if more than a few minutes elapsed between the time the instruction was given and when he was expected to carry it out. Tim could not successfully follow more than one step instructions although he could repeat instructions if he practiced saying them many times. Tim usually forgot the rule without direct reminder at the time the instruction was to be implemented.

Timmy was evaluated by a developmental pediatrician in July when he turned 6 years and 4 months of age. Tim was diagnosed with ADD and was placed on Rattail a methamphetamine but he displayed an unanticipated response with dramatic increase in irritability. Time’s reaction distressed his mother Jackals to the extent that she stopped giving him the medication. Jackals however did attempt to reduce the amount of sugar in his diet with no apparent positive effect. Time’s mom declined to try other medications.

In general Tim was described as having problems with self- regulation Jackals has learned to send him to his room when he gets out of control for “time out”. Tim will quickly come down and he seemingly forgets the entire event within minutes such outburst could occur about twice a week. Tim is currently in first grade and seems to show some progress in school work particularly in math. He has also taken an interest in social studies. As Tim becomes more independent he is beginning to understand cause and effect.

Time’s mother is also teaching him how to reflect on his actions. Time’s teacher also suggested that Jackals begin to challenge his ability to think by asking Tim open-ended questions like “what do think will happen if you behave poorly in school? ” Jackals is happy to report that Time’s outbursts in school have declined considerably although he sometimes gets aggressive with his peers at recess. Tim really enjoys playing treasure hunt in his grandmother’s backyard he says that his grandmother always ides” cool” gifts for him and his cousins to find.

Tim has also taken an interest in kickball. Jackals lets Tim watch about an hour of television after his homework is completed right before dinner his favorite show is Calico, and little Bill. Alcohol is a common human iteration that, when ingested by a pregnant woman, can produce a wide array of fetal complications. The future’s developing brain seems most sensitive to prenatal alcohol exposure. The neurological, cognitive, and behavior problems Tanat Arles Trot prenatal alcohol exposure vary In tenet severely anon perversity.

Other prenatal determinants for example, genetic factors or iatrogenic exposures that lead to conditions such as attention-deficit/hyperactivity disorder (ADD) or learning disabilities can further affect the developmental outcome of a child parentally exposed to alcohol. Jackals is very optimistic about Timothy’s future. She has regrets about the health issues that her vices have caused on her son and has made many positive changes in her life to prevent further damage. She is pleased with the progress that Timothy has made despite all his disabilities.

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