Introduction
The Virtual Child Project is an online program that enables individuals to simulate a child’s development. The project enables individuals to understand the dynamics of parenting by providing them with the opportunity to make informed decisions that impact their child. The program enables students to critically evaluate and analyze the processes involved in child development. This project will focus on the virtual child named Ted and evaluate the child’s physical, cognitive, emotional, and social development. The essay will provide a critical analysis of the chosen options, relating them to relevant theories and other concepts.
Physical Development
Ted is a white male of moderate height and weight with blonde hair, blue eyes, and exceedingly fair skin. Ted’s physical development has been within the expected ranges. Ted was able to pick up objects while standing without losing balance by the age of 19 months.
The virtual child project indicated that Ted had been born prematurely and had to be incubated for three weeks. I concentrated on feeding in the first six months to ensure the child’s development was not affected. The virtual project also revealed that, in the first three months, issues arose from the economic situation, as one parent lost their job. The ecological systems theory suggests that a child’s economic situation can significantly impact their development (Nardo, 2021). This was seen in the development of Ted between 3 months and 7 months.
The child was restless and easily agitated by outsiders. However, the situation changed after a new opportunity arose, and I got a job. The changes in a child’s development demonstrate that their environment has a significant impact on the development process.
By the age of 19 months, Ted was advanced in both gross and fine motor skills. The child enjoyed climbing up and manipulating objects and was fascinated by every new item that he came across. Due to the advanced development, I encouraged my virtual child to gain an interest in sports. Sports activities are also viewed as having a positive impact on children’s development. Overall, the child’s physical development up to the age of 18 was above average.
Cognitive Development
Cognitive development is another crucial aspect of a child’s growth. Piaget’s research on cognitive development provides insights into the milestones that parents should assess (Pakpahan & Saragih, 2022). Ted could follow faces or objects moving with his eyes for 3 months. The child displayed more signs of cognitive development by recognizing different sounds around him.
By 9 months, the child could hold and lift objects without falling. Cognitive development is mainly assessed by role-playing or games with the child. Ted displayed exemplary cognitive development, and the virtual program noted that he was ahead in certain aspects.
At 22 months, Ted could say words such as ‘that is a cow,’ representing positive growth. During games that involved problem-solving, Ted demonstrated his ability to solve problems. For example, when stacking blocks, Ted could understand the game’s rules and participate in the activity. I encouraged my virtual child to engage with art, as it can be an effective way for the child to express themselves. However, the child was not interested in the arts and music.
During the ages of 3-5, Ted was interested in knowing how things work. Piaget indicated that children’s cognitive development involves developing a mental model of their surrounding world (Babakr et al., 2019). Therefore, the cognitive development of my virtual child was above average.
Emotional Development
Emotional development is another key aspect of a child’s growth, as it determines how they relate to the outside world. Vygotsky believed that emotions change both historically and ontogenetically, and are influenced by the child’s environment (Nardo, 2021). In the virtual child project, I ensured that, as virtual parents, we practiced open expression of positive emotions. In conflicts, we adopted a listening and caring attitude to ensure that the child does not develop fear during the following stages of development. The concept of emotional development relies on the relationship between parents and children.
In cases where parents adopt a disciplinarian style, the child may become less interested in sharing their feelings, fearing reprimand. The open expression of emotions was essential in enhancing Ted’s emotional development. This was displayed when Ted was informed that he would have a new sibling, Diana. During his playtime, he tried to include Diana in the activity.
Ted was extremely close to his mother, as they had spent more time together during his early childhood. Bowlby’s attachment theory suggests that the initial relationships with caregivers significantly impact a child’s development (Cherniak et al., 2021). Therefore, my child’s emotional development can be rated above average.
Social Development
During the early months of my virtual child’s development, curiosity and interest in objects were indicated. Sometimes, the virtual child copied the mother’s actions, illustrating the process of learning. Piaget’s social development theory confirms that children develop through assimilation and accommodation, which are social transmission methods (Babakr et al., 2019). Incidents such as a divorce, job loss, or constant fights can also affect the social and emotional development of a child.
The Virtual Child Project indicated that one of the parents lost their job during the early childhood development period. The 3-month period was challenging for Ted due to delayed cognitive development. This indicates that the environment has a profound impact on a child’s development. Therefore, social development can be considered average based on the Virtual Child Project.
Environment Variables
The child turned out as I had hoped, with all four aspects of development above average. The process was also not challenging as the child excelled in different aspects. In all four development stages, the child displayed above-average results.
In terms of environmental variables, interest in sports may have been influenced by genetic factors. Both parents have a history of participating in various sports activities. An injury during one of the activities was another random event that influenced the child’s development. Interactions with peers also influenced the virtual child during playtime and when learning. This is reflected in changes in attitude concerning particular issues, such as what to wear.
Temperament
The child’s temperament was not stable, as it changed throughout development. The child was sociable from the beginning, which was a positive aspect. As parents, we made decisions together, which allowed the child to develop self-regulation behavior. This was evident in how the child failed to react aggressively when they did not get their way.
The changes in temperament were evident when the child started school. This can be related to the effects of interacting with new people and determining how to relate to them. However, the temperament changed to normal after a few interactions with peers.
Child-rearing Style
The style adopted was a hands-on approach with a strong emphasis on education and sports activities. I incorporated new vocabulary during conversations to enhance the child’s cognitive development. I took the virtual child to educational programs and chose reading books that would be interesting.
At the age of 5, the child displayed exemplary skills in reading, writing, and math. I also ensured that the child participated in different sports activities. The show of support and affection for the child had a positive influence on development and growth (Masten, 2019). A sociable communication style ensured the child would listen and respond to others.
Pattern of Attachment
The pattern of attachment can be considered to be secure attachment. Based on Ainsworth’s theory, this form of attachment is characterized by children becoming upset when their parents leave and happy when they return (Cherniak et al., 2021). The children also respond positively to contact initiated by the parent.
The decision to play regularly with the child and to encourage open expression of emotions is essential in creating a secure attachment. As a result, the virtual child did not display aggression and was less disruptive during his development and growth. One aspect that can be noted is that the virtual child was most responsive to its parents and less responsive to strangers.
Characteristics
One of the characteristics that made me proud as a parent was fine motor coordination by the age of 15 months. The child could grasp objects and stand steadily without losing balance. Another impressive characteristic was the ability to create complete sentences and communicate effectively with others by age 4. This was essential in helping the child advance in sports activities from a young age.
The child struggled with interaction with peers in a new environment, such as school. The virtual child faced challenges in the first two weeks, which impacted their development. However, after a candid talk, the virtual child could relate to other people positively.
Conclusion
In summary, my virtual child project was insightful, helping enhance my knowledge of childhood development. The program can help individuals prepare to become parents, as it encompasses all the key aspects of a child’s growth. One can experiment with various parenting styles to understand their impact on children. Every parent aims to raise a child who is less disruptive and performs exceptionally well in both education and sports. The virtual child project has shown that every decision in a child’s development journey is significant.
References
Babakr, Z., Mohamedamin, P., & Kakamad, K. (2019). Piaget’s cognitive developmental theory: Critical review. Education Quarterly Reviews, 2(3), 1-9.
Cherniak, A. D., Mikulincer, M., Shaver, P. R., & Granqvist, P. (2021). Attachment theory and religion. Current Opinion in Psychology, 40, 126-130. Web.
Masten, A. S. (2019). Resilience from a developmental systems perspective. World Psychiatry, 18(1), 101.
Nardo, A. (2021). Exploring a Vygotskian theory of education and its evolutionary foundations. Educational Theory, 71(3), 331-352. Web.
Pakpahan, F. H., & Saragih, M. (2022). Theory of cognitive development by jean Piaget. Journal of Applied Linguistics, 2(2), 55-60. Web.