| Course | PSYC 290N Lifespan Development |
|---|---|
| Week | 2 |
| Paper type | Infancy and toddlerhood analysis |
| Length | About 520 words, 5 pages |
| Format | APA 7 student paper |
| School | Chamberlain University |
| Program | BSN general education |
| Updated | October 2026 |
Free sample paper for PSYC 290N Week 2
Infancy and Toddlerhood Analysis of a 14-Month-Old Observed at Home: Body Development in Months, Thinking Demonstrated by Object Permanence, Relationships Kept on the Infant and the Range Around the Ordinary Picture
Student Name
Chamberlain University
PSYC 290N: Lifespan Development
Instructor Name
Month Day, Year
Infancy and Toddlerhood Analysis of a 14-Month-Old Observed at Home: Body Development in Months, Thinking Demonstrated by Object Permanence, Relationships Kept on the Infant and the Range Around the Ordinary Picture
The Infant
A., 14 months, observed for an hour at home with a parent's permission, on October 3.
Body, in Months
A. walks independently, having started at 12 months, with feet wide apart and arms raised for balance, and falls when turning quickly. A. picks up a raisin with thumb and forefinger. Reflexes present at birth, such as the grasp reflex, have faded. Typical walking onset falls within a wide window around the first birthday, and walking improves rapidly with the thousands of steps infants take each day (Adolph et al., 2012).
The wide stance and raised arms are typical of new walkers and usually narrow as balance improves. In the hour, A. fell four times, each time after turning or reaching, and got up without help on three of them.
Thinking, Demonstrated
I hid a toy car under a blanket while A. watched. A. lifted the blanket and took the car, which shows object permanence: understanding that objects continue to exist when out of sight. When I moved the car under a second blanket while A. watched, A. searched the second blanket. In Piaget's account, this places A. near the end of the sensorimotor period's later substages, when infants follow visible moves of a hidden object (Spielman et al., 2020).
I did not try the harder version, moving the car without A. seeing, because one hour with a toddler leaves little room for repeated trials. The paper claims only what A. showed.
Relationships, Kept on the Infant
When I arrived, A. stayed close to the parent and looked at me for several seconds before reaching for a toy I offered. When the parent left the room for a minute, A. stopped playing and fussed; on the parent's return, A. reached up, was comforted and returned to play within a minute. That pattern, using the parent as a secure base and being comforted quickly on reunion, matches the secure attachment described in research using the Strange Situation.
The Hardest Paragraph to Fill
Language. A. said "mama," "ball" and "uh-oh" in the hour. That is within the normal range, but one hour cannot show A.'s full vocabulary, so the paper records only what was heard.
A. also pointed at the window when a dog barked outside and looked back at me, which is a way of sharing attention before words can do it. I recorded the gesture because it is language-related evidence the word count misses.
Range Around the Ordinary Picture
Every milestone here has a wide normal range. A child walking at 10 months and one walking at 16 months can both be developing typically. This analysis describes A., not a standard A. must meet.
References
Adolph, K. E., Cole, W. G., Komati, M., Garciaguirre, J. S., Badaly, D., Lingeman, J. M., Chan, G. L. Y., & Sotsky, R. B. (2012). How do you learn to walk? Thousands of steps and dozens of falls per day. Psychological Science, 23(11), 1387-1394. https://doi.org/10.1177/0956797612446346
Spielman, R. M., Jenkins, W. J., & Lovett, M. D. (2020). Psychology (2nd ed.). OpenStax. https://openstax.org/details/books/psychology-2e
What the PSYC 290N Week 2 assignment asks for
Observe one infant or toddler for about an hour with a parent's permission. Name the age in months and the setting first. Give each domain, body, thinking, relationships and language, its own evidence from what the child did during the observation. Use a simple task to demonstrate a thinking milestone and describe the steps. Describe relationship behavior in terms of what the child did, such as on separation and reunion, rather than the parent's feelings. Say which domain had the thinnest evidence and record only what you saw. Close by placing the child within the normal range rather than against a single standard. Avoid diagnosing or comparing the child unfavorably.
Inside the PSYC 290N Week 2 example
The setting section names A., 14 months, and an October 3 hour at home. The body section describes wide-stance walking from 12 months, four falls after turns, a pincer grasp and faded reflexes, citing Adolph et al. (2012). The thinking section reports A. lifting a blanket to find a hidden car and then searching under a second blanket after a visible move, placed in Piaget's sensorimotor substages with Spielman et al. (2020), and explains why the harder version was not tried. The relationship section describes A. fussing when the parent left and returning to play within a minute. The language section records three words and a pointing gesture. The range section places each milestone in a wide band.
Reading the PSYC 290N Week 2 grading rubric
Instructors look for each domain grounded in what the child did. A paper that recites typical milestones for the age without observation loses the most. Strong papers give an age in months, a dated observation, separate evidence in each domain, a thinking task described step by step, relationship behavior described on the child's side and an honest note on thin evidence. Placing the child in a normal range earns marks. Cite the studies in APA. Consent from the parent should be stated, and the child should be identified only by an initial or a pseudonym. Describing what the child did on the parent's return, and how quickly play resumed, gives the relationship paragraph its evidence.
PSYC 290N Week 2 help: mistakes that cost points
Analyses most often slip by filling domains with textbook facts when the observation showed little. Another frequent gap is describing attachment through the parent's account rather than the child's behavior. Some papers test thinking with a task the child could not see. Others compare the child to a single milestone age, which suggests delay where there is none. If the child was tired or unwell during your visit, say so and limit your claims. A paper that records only what it saw, and says where it saw little, gives a more accurate picture than one that fills every box. Bring two small toys and a blanket; simple props make a thinking task easy to set up and repeat.
Get a PSYC-290N Week 2 example written to your instructions
Send the Week 2 assignment with the headings your section requires and the months it sets as the band, and a custom PSYC-290N analysis comes back inside 24-48h, the first one free. If your rubric names the four domains in a particular order, the example is built to answer them in that same order.
More PSYC 290N papers and BSN general education samples
- PSYC 290N Week 1: Walking and Practice Post
- PSYC 290N Week 3: Early Childhood Domain Paper
- PSYC 290N Week 4: Middle Childhood Write-up
- PSYC 290N Week 5: Adolescence Stage Paper
- PSYC 290N Week 6: Child Observation Write-up
- PSYC 290N Week 7: Adulthood and Aging Paper
- PSYC 290N Week 8: Caregiving Implication Write-up
- PSYC 110N Week 2: Classical Conditioning Paper
PSYC 290N Week 2 questions, answered
What goes in the moral paragraph when the child is nine months old?
What the accounts actually claim, which is that rule-based reasoning has not started and that certain precursors have: responding to another infant's distress, checking an adult's face before touching something new, complying while watched. Name the account, state where it places its own first level, and say plainly that this band sits before it.
Do I need the reflexes if the week is mostly about thinking?
In most sections yes, because the body heading is its own row and graders fill it from what sits underneath it rather than from the quality of the rest. Two or three reflexes with the months they fade, plus the order motor control arrives in, fills that row honestly inside half a paragraph.
The reading names two accounts for this band. Do both go in?
They can, provided each keeps its own terms. Trouble starts when one account's label is set to work explaining the other's claim, since the resulting sentence belongs to nobody and no reference will carry it. The cleaner build gives each account the paragraph it explains best and says in one line where the two disagree.
Where can I find a free PSYC 290N Week 2 sample paper?
Further down sits the full PSYC 290N Week 2 analysis of a 14-month-old observed for an hour, with evidence in every domain.
How was object permanence shown in the PSYC 290N Week 2 sample?
A. lifted a blanket to find a hidden toy car, then searched under a second blanket after watching the car moved there, which fits Piaget's later sensorimotor substages.