<\/p>\n
I will be putting the instructions for each essay above the stars.<\/p>\n
For this essay, just fix all the plagiarism that there is in it. Also make sure it follows the instructions correctly and is eligible for an A paper. I WILL POST THE INSTRUCTIONS I SENT THEM BELOW. <\/p>\n
***********************************************<\/p>\n
***********READ ALL INSTRUCTIONS BELOW***************<\/strong><\/p>\n <\/strong><\/p>\n DO NOT UNDER ANY CIRCUMSTANCE COMMIT ANY PLAGIARISM.<\/strong><\/p>\n READ ALL INSTRUCTIONS BELOW AND FOLLOW ALL DIRECTIONS.<\/strong><\/p>\n <\/strong><\/p>\n THE BOOK YOU NEED TO USE FOR THIS IS CALLED Child Development, 7<\/span>th<\/span><\/em><\/u> edition <\/em><\/u>by Robert Feldman<\/em><\/u><\/span><\/span>. USE THIS BOOK FOR THIS ESSAY. Do not forget..<\/strong><\/p>\n Human Development Paper Grading Criteria<\/strong><\/p>\n A. Completeness (80% = 32 Points)<\/p>\n 1. 2+ page single spaced essay (4 Points)<\/p>\n 2. Three sections each with the title centered and bolded above it: (3 Points)<\/p>\n Physical Development<\/strong><\/p>\n Cognitive Development<\/strong><\/p>\n Social\/Personality Development<\/strong><\/p>\n 3. Connection of notes with physical, cognitive, and social\/personality development information from textbook including analysis on whether the subject\u2019s behavior is typical or atypical<\/strong> within the domains. (10 Points)<\/p>\n 4. At least six (2 for physical, 2 for cognitive, 2 for social\/personality development) relevant quotes or citations from the textbook (Follow these with Feldman and the page number: (Feldman, 203). Please bold, underline, and\/or WRITE IN ALL CAPS<\/strong> for your quotes or citations. (12 Points)<\/p>\n 5. Addresses how cultural<\/strong> values, beliefs, behaviors may have affected<\/p>\n development (3 Points)<\/p>\n B. Written Language Conventions (20% = 8 Points)<\/p>\n 1. Correct English spelling and grammar, use of paragraphs, etc<\/p>\n Sample Paper:<\/p>\n Preschool\/Early Childhood Paper<\/p>\n Observation<\/p>\n I observed my cousin, Michelle, on Memorial Day, two days before her sixth birthday. She will be the focal point of this paper. When I went to observe her my aunt and uncle were having a get together with friends, so there were many additional children present: Michelle\u2019s brother Ian (7), her sister Layla (8), and her brother Nate (10), there was also Michelle\u2019s cousins Thomas (9) and Ginger (7), family friends from church, Gracie (3) and her brother Bryce (7), and Kayla (7). In this environment the children were fairly unmonitored and behaving extremely naturally. Because they were surrounded by those they knew well, they were at ease and very genuine. Living just fifteen minutes away from her and having a very close extended family, I have watched Michelle grow and develop over the last six years. These type of celebrations with extended family and friends are typical of Michelle\u2019s culture. From day one she has been spirited and active, yet sweet and intelligent. These qualities have stayed with her over the years. Michelle is an avid gymnast and dancer on top of playing soccer and baseball. Each of the sections will begin with my observations made within the first moment of walking into the backyard.<\/p>\n Physical Development<\/strong><\/p>\n When I first walked into the backyard Michelle\u2019s physical abilities were made evident by her skill in swimming, one that she has had for many years now (she was doing backflips into the deep end of the pool as a toddler). Although at the time she was in a large, blow up, floating pretzel-raft, the moment she noticed me she dove under the water and swam to where I was on the other side of the pool to say hello. Soon after I had arrived, the girls all took off to the trampoline where Michelle launched into flips and aerial cartwheels. As was mentioned in the opening of this paper, Michelle is in many sports, including gymnastics. \u201cFive-year-olds can learn to ride bikes, climb ladders, and ski downhill\u2014activities that all require considerable coordination\u201d (Feldman, 216).<\/u><\/strong> However coordinated and skilled physically five-year-olds are typically able to be, Michelle is unquestionably ahead of the curve. This is likely due to both inherent skill and her environment. Michelle\u2019s parents were both active and fit in their youths and have encouraged their children to be as well.<\/p>\n It is nothing short of miraculous that Michelle has yet to break a bone, as active as she is; she is quite the daredevil to match. \u201cA 3-year-old might think that it is perfectly reasonable to climb on an unsteady chair to get something that is out of reach, and a 4-year-old might enjoy holding on to a low tree branch and swinging her legs up and down. It is this physical ability, in combination with the curiosity and lack of judgment that also characterizes this age group, that make preschoolers so accident-prone\u201d (Feldman, 209). <\/u><\/strong>While I was observing them, Michelle and Bryce\u2014the genders had temporarily meshed\u2014acted their age and began to climb all over the play structure next to the trampoline, most especially where it was not safe to do so. Thankfully, neither of them fell or was harmed and though they wanted to see how far they could push their own abilities, the other kids, acting as bystanders, were telling them to get down and expressing the danger involved in their actions.<\/p>\n Cognitive Development<\/strong><\/p>\n When I first walked into the backyard Michelle\u2019s cognitive abilities were made obvious by her ability to remember. Michelle, Ginger, and Gracie were sitting together in the pretzel-raft as it slowly drifted about \u2013 in the direction of the deep end. Although, as aforementioned, Michelle is a strong swimmer, she told the girls that they had to head back to the shallow end because that was her mom\u2019s rule, likely put in place for Gracie. Although Michelle\u2019s mother had not called out at them, this rule was in Michelle\u2019s memory and she used her ability to consider right and wrong in choosing to obey it.<\/p>\n About halfway through observing Michelle, she and Ginger put a long, thick poll in the swing, creating a teeter totter like object. This, in and of itself, shows Michelle\u2019s ability to think, as she was able to come up with the idea to do such a thing. However, her cognitive development was shown in more than just this way. As Ginger and Michelle played on the makeshift teeter totter, Kayla came up and wanted to join. Ginger, rather rudely, stated that Kayla joining would ruin the game (claiming to be thinking of the weight distribution rather than just not wanting her to join). This shows Ginger\u2019s egocentric thought. \u201cEgocentric thought takes two forms: the lack of awareness that others see things from a different physical perspective and the failure to realize that others may hold thoughts, feelings, and points of view that differ from theirs\u201d (Feldman, 228). <\/u><\/strong>Ginger was not able, or willing, to consider how to brush off of Kayla had made Kayla feel because she did not realize that Kayla does not have Ginger\u2019s point of view. However, Michelle had Kayla\u2019s feelings in mind and invited her to join her side of the poll. I do not know if this makes Michelle ahead in development, but it certainly does make her atypical in this respect.<\/p>\n Along with Michelle\u2019s parents being rather sports oriented, they are also some of the kindest people I know, most especially her mother. Michelle\u2019s mom brought her up to be thoughtful rather than selfish and Michelle has taken to these teachings. \u201cUnless we look at what is important and meaningful to members of a given society, we may seriously underestimate the nature and level of cognitive abilities that ultimately will be attained\u201d (Feldman, 233).<\/u><\/strong> Michelle\u2019s thinking has also been influenced by her mother in her love for school and passion for reading.<\/p>\n Social\/Personality Development<\/strong><\/p>\n <\/strong><\/p>\n When I first walked into the backyard Michelle\u2019s social strengths were made obvious by the fact that she had the other girls all around her. Now, Michelle has an attractiveness to her that made it less than shocking to see her getting along so well with such a mixed group of girls (the two seven year olds were often at one another\u2019s throats), but as I found out throughout the observation, Michelle is also a genuinely kind and loving person, which helps in making the people her attraction brings stay.<\/p>\n During one of their times on the trampoline, the girls decided to play \u2018popcorn.\u2019 After one round with two of the girls claiming that they had won, it became evident that they had been playing differing games from one another. The girls went on to explain what they believed the rules of the game to be and it turned out that each of them had learned fairly different rules than the others. Nevertheless, they each fervently clung to the belief that their way was the correct way. \u201cDuring this stage, which lasts from about age 4 though age 7, children play games rigidly, assuming that there is one, and only one, way to play and that every other way is wrong\u201d (266). <\/u><\/strong>Each of the girls, not just Michelle, were typical in this part of their social\/personality development.<\/p>\n Although the constantly vigorous activities were not enough to tire Michelle out, she did have to take a break to hydrate herself. She walked to the table and found that though the drinks were easily within her reach, the cups were behind them and as such were seemingly impossible for her to reach. Though I offered to help her, Michelle felt confident in her abilities and ended up being able to just reach the cups when she was her tippy toes. This was a typical behavior for her age because \u201cthey are eager to do things on their own (\u2018Let me do it\u2019 is a popular refrain among preschoolers)\u2026\u201d (Feldman, 253). <\/u><\/strong>She was indeed able to reach it on her own, but I get the feeling that had she not been she would have pulled over a chair to stand on before accepting my help. Personally, I believe that Michelle is ahead in development for social\/personality as well because she is so considerate of others and is so social with others.<\/p>\n <\/strong>Michelle, who chose her own pseudonym without me even telling her that she would be getting one, is largely ahead in her development, but is most obviously so physically. Whether it be that Michelle seems to be turning out like her mom because her traits were passed down through nature or nurture, her mother has definitely had an incredible influence on her. Her mother, father, and three older siblings have allowed Michelle to develop as she has needed to thus far and this has also benefitted her development.<\/p>\n NOW FOR THE NEXT PAPER, Fix all the plaigarism and make sure it is an A as <\/u>well. I don’t know what this sample essay thing in the paper is but please make sure everything is correct.<\/strong><\/p>\n ******************************************************<\/strong><\/p>\n <\/strong><\/p>\n READ ALL INSTRUCTIONS BELOW***************<\/strong><\/p>\n DO NOT UNDER ANY CIRCUMSTANCE COMMIT ANY PLAGIARISM.<\/strong><\/p>\n READ ALL INSTRUCTIONS BELOW AND FOLLOW ALL DIRECTIONS.<\/strong><\/p>\n <\/strong><\/p>\n THE BOOK YOU NEED TO USE FOR THIS IS CALLED Child Development, 7<\/span>th<\/span><\/em><\/u> edition <\/em><\/u>by Robert Feldman<\/em><\/u><\/span><\/span>. USE THIS BOOK FOR THIS ESSAY. Do not forget..<\/strong><\/p>\n Human Development Paper Grading Criteria<\/strong><\/p>\n A. Completeness (80% = 32 Points)<\/p>\n 1. 2+ page single spaced essay (4 Points)<\/p>\n 2. Three sections each with the title centered and bolded above it: (3 Points)<\/p>\n Physical Development<\/strong><\/p>\n Cognitive Development<\/strong><\/p>\n Social\/Personality Development<\/strong><\/p>\n 3. Connection of notes with physical, cognitive, and social\/personality development information from textbook including analysis on whether the subject\u2019s behavior is typical or atypical<\/strong> within the domains. (10 Points)<\/p>\n 4. At least six (2 for physical, 2 for cognitive, 2 for social\/personality development) relevant quotes or citations from the textbook (Follow these with Feldman and the page number: (Feldman, 203). Please bold, underline, and\/or WRITE IN ALL CAPS<\/strong> for your quotes or citations. (12 Points)<\/p>\n 5. Addresses how cultural<\/strong> values, beliefs, behaviors may have affected<\/p>\n development (3 Points)<\/p>\n B. Written Language Conventions (20% = 8 Points)<\/p>\n 1. Correct English spelling and grammar, use of paragraphs, etc<\/p>\n Sample Paper #1:<\/strong><\/p>\n Human Development Paper Three \u2013 Middle Childhood\/School Age<\/u><\/strong><\/p>\n For this paper, I decided to interview and observe my nine-year-old cousin and his mother. His name is Edgar and is currently in fourth grade. He lives in Simi Valley with his parents and two older sisters. His family is Catholic, attends mass, and practice traditions. At school, he is at the average level for children his age according to his teachers and grades. He is an active boy, both at school and home, and enjoys playing sports. He is not involved in any school sports but is a member of his community youth soccer team. I asked a series of questions to my cousin regarding his physical, motor, and cognitive development. I asked my aunt a series of questions regarding my cousin\u2019s physical growth, cognitive and emotional development. I also have information from observations at family gatherings and home visits.<\/p>\n Physical Development<\/strong><\/p>\n I have seen him grow up since he has been born and I have recently seen a rapid growth spurt. His father\u2019s genetic code has been a factor in his rapid growth because he comes from a family of tall members. As stated in the textbook \u201cthe average height for boys is slightly shorter [than females] at 4 feet, 9 \u00bd inches<\/strong>\u201d (Feldman, 281). At the age of nine years, he is 4\u201910 and one of the tallest in his class. He has also increased his strength by active participation in exercise and sports. His gross motor skills have also developed rapidly, such as swimming at the age of 6 and riding a bike without training wheels at 7 years old. \u201cOne important improvement in gross motor skills is in the realm of muscle coordination\u2026school-age children can readily learn to ride a bike, ice skate, swim, and skip rope<\/strong>\u201d (Feldman, 288). He was introduced to swimming at a young because his family will go to the swimming pool every weekend. He learned to use the bike on his visits to my house where we had multiple bikes available to use. As I mentioned above he is a soccer player at his local community and is one of the top players. He is well known throughout the players and well liked. There has been research that has found a \u201clink between physical competence and popularity<\/strong>\u201d (Feldman, 289). He has many friends at school and girls are starting to notice him. He mentions that he likes to play with girls but does not \u201clike\u201d them. When I asked about his dream job he mentioned that he plans to continue playing soccer for a very long time and become a professional soccer player. He enjoys eating and having an active life balances out. His mother has him follow a good nutrition habit, eating only three times a day, including fruits and vegetables; his favorites are carrots and kiwis. Her mother did tell me that he does not have an enforced bedtime, but does go to been normally at 8 pm and wakes up at 6:30 am during the week for school. I observed him doing homework and was able to see the improvements of fine motor skills as he grabs his pencil to write and ability to type up words on the computer quite fast. According to the information gathered he is at the average stage as other children his age.<\/p>\n Cognitive Development<\/strong><\/p>\n As I observe and interview Edgar I become aware of his cognitive abilities. During the interview session, I was able to see him do mathematic problems for his homework. He was doing word problems of addition and subtraction in fractions. The questions went in sequence and added to the previous question. He was able to use previous knowledge to help him solve the problems. Children during this stage are \u201cless egocentric, they can take multiple aspects of a situation into account, an ability known as decentering<\/strong>\u201d (Feldman, 301). This is also helpful when working with others. When I interviewed my aunt she mentioned that she tracks her children\u2019s school progress and follows up with teachers. Edgar\u2019s teacher has previously told her that he is cooperative when working and playing in small groups with other children. Influenced by Vygotsky, \u201ccooperative learning, in which children work together in groups to achieve a common goal<\/strong>\u201d (Feldman, 305). At family gatherings, we like to play some friendly soccer and get into groups. When they team up I have seen him comment about different plays they can do to hit a goal. As a team, each member gives input and work together to achieve it. Continuing with his education his mother states that he rarely has trouble doing homework and never complains about it. She also mentioned that when growing up he was in English Language Development courses till he was in second grade. His first and home language is Spanish and has developed his bicultural identity. \u201c In the case of Spanish-speaking children, for example, instruction begins in the child\u2019s native language and shifts as rapidly as possible to include English<\/em>\u201d (Feldman, 316). Also stated in the text \u201cstudies examining children\u2019s socio-emotional well-being found that bilinguals had the highest level of self-control and interpersonal skills compared with monolinguals<\/em>\u201d (Feldman, 308). His mother and father know little English but talk the little they know to Edgar and his sisters. They encouraged Edgar\u2019s older sisters to talk English to him as a toddler to introduce the language little by little. Now that they are all older, my aunt enforces only speaking Spanish at home and only speak English when they are discussing homework.<\/p>\n Social\/Emotional Development<\/strong><\/p>\n He is surrounded my girls all day, that being his mother and two sisters. The bond Edgar has with his mother and sisters (ages 12 & 14) are inseparable. They are always hugging and joyfully playing and joking around. He spends most of his time with his mother and enjoys hugging her and telling her how much he loves her. His older sisters always spoil him and show him much love. Of course, there are always moments where there are sibling fights and can\u2019t even look at each other. This rarely happens in their household and when it does they do not last more than a couple of hours before saying sorry and hugging it out. \u201cIn Mexican American families, which have particularly strong values regarding the importance of family, siblings are less likely to respond negatively when younger siblings receive preferential treatment<\/em>\u201d (Feldman, 346). Edgar\u2019s parents do not show preference to any one of their children. They are equal with all of them and teach them to be respectful and loving. My uncle and aunt practice authoritative parenting and \u201care warm and emotionally supportive, while still setting clear limits for their children\u2019s behavior<\/strong>\u201d (Feldman, 336). This lead Edgar and his sisters to have high self-esteem and be proud of whom they are. As a whole, Edgar displays a lot of love toward his family and close friends.<\/p>\n Edgar is a typical kid that enjoys school and most of all loves to play sports. He is 9 years old and doesn\u2019t care what others say, lives the way he\u2019s comfortable in and proud of his cultural identity. He has been playing soccer since he was seven years old and has come to learn many skills, which help him in both physically and academically. He attains different perspective when solving problems. He has a positive and loving relationship with his parents and siblings. Overall, I was able to see where my cousin was in all domains and share this information with my aunt.<\/p>\n Sample Paper #2:<\/strong><\/p>\n Essay #3 School Age 7-12 Years Old Book Paper<\/p>\n The book Because of Winn Dixie <\/i>tells the tale of ten year old India \u201cOpal\u201d Buloni. Opal was abandoned by her mother and moves to a new town called Naomi, Florida with her father. It is summer. Opal\u2019s father is a preacher in the local town and they live in an adult only trailer park. Opal meets her new dog at a Winn-Dixie store and names him Winn-Dixie. She develops a relationship with Winn-Dixie. During this time this relationship helps her to deal with some of the things that a child of this age may face. She meets a girl named, Amanda Wilkinson, who Opal describes as \u201cpinched face\u201d. She later learned why, that she had lost a brother to drowning. The books shows how Opal develops as a child. She develops friendships, develops socially and deals with living with a single parent.<\/p>\n Physical Development<\/strong><\/p>\n In this story Opal is a 10 year old girl with red hair and freckles. Just around the age of Opal\u2019s age, the textbook states that \u201cWhile they are in elementary school, children in the United States grow, on average, 2 to 3 inches a year. By the age of 11, the average height for girls is 4 feet, 10 inches and the average height for boys is slightly shorter at 4 feet, 9 \u00bd inches. This is the only time during the life span when girls are, on average, taller than boys. This height difference reflects the slightly more rapid physical development of girls, who start their adolescent growth spurt around the age of 10.\u201d (Feldman, p. 281)<\/strong><\/p>\n In Chapter 26, a boy named Dunlap said to Opal, \u201cI\u2019ll race you back to the house,\u201d (DiCamillo, p. 180). <\/i>Opal replied,\u201cOkay, But I\u2019m warning you, I\u2019m fast.\u201d<\/i> According to Feldman, at 10 years of age, gross motor skills development says that \u201cBoth girls and boys can run 17 feet per second\u201d (Feldman, p. 289). <\/strong>In the book, Opal beat Dunlap to the corner of the house just before he did. Opal is showing typical physical development here.<\/p>\n Cognitive Development<\/strong><\/p>\n Opal shows cognitive development throughout the story by showing how she is able to go to the store on her own, a higher level skill cognitively, and purchase food for the family. This is something a parent might do, but Opal seems to do this sort of thing on a regular basis. This was obviously the expectation in Opal\u2019s household and her father. This is an example of the teacher expectancy effect which obviously works for parents too. \u201cThese communicated expectations in turn indicate to the child what behavior is appropriate, and the child behaves accordingly.\u201d(Feldman, p. 314)<\/strong> This belief in Opal, helped her to develop cognitively.<\/p>\n It was the one time that she went to the store and happened to run into a dog who had caused some trouble in the store and was about to get in trouble with the store manager. Opal showed cognitive development by thinking quickly and claimed Winn Dixie as her own. She quickly thought up the name \u201cWinn-Dixie\u201d as this was the name of the store that she was in. Cognitive development was characterized in the story by Opal showing an active and appropriate use of logic. \u201cAccording to Piaget, school age children entering the concrete operational period and for the first time become capable of applying logical thought processes to concrete problems.\u201d (Feldman p. 328)<\/strong> Opal\u2019s cognitive abilities seem to be typical of her age level peers.<\/p>\n Social\/Personality Development<\/strong><\/p>\n Opal feels like an outsider in her new town. In the beginning of the book, Opal says she is lonely and doesn\u2019t have any friends. Gloria acts kindly toward Opal and invites Opal to tell her \u201ceverything.\u201d This friendliness makes Opal feel like she has a real, true friend. Friendships are important for social development.<\/p>\n Opal meets a lady named Miss Franny. When Miss Franny offers a Littmus Lozenge to Opal and Amanda in Chapter 17, she tells them the secret ingredient in it is \u201csorrow\u201d. The characters Opal and Gloria both had sorrow in their lives. Opal lost her mother and had to move to a new city. Gloria Dump made bad choices and battled with alcohol. The preacher lost his wife. Amanda Wilkinson\u2019s brother drowned. Opal learned to deal with sorrow. This culture of true friendship helped Opal to develop socially.<\/p>\n In the text Feldman talks about how important friendships and trust are at this age. \u201cFriends are seen as those who can be counted on to help out when they are needed. This means that violations of trust are taken very seriously and friends cannot make amends for such violations just by engaging in positive play, as they might at earlier ages.\u201d (Feldman, p.339)<\/strong><\/p>\n Opal lives alone with her father who is a preacher. Opal is interested in knowing about her mother. She asks her dad, the \u201cpreacher\u201d ten questions about her mom. She went to her room to write down these \u201cthings\u201d so she would remember them. The \u201cpreacher\u201d, her father, up until this point has been a pretty absent, uninvolved parent.<\/p>\n One day, when Winn Dixie disappeared, it opened a discussion between father and daughter. The preacher realizes that his wife didn’t take everything. He had forgotten \u201cone very important thing that she left behind”<\/i> That “very important thing”<\/i> is Opal, and when he realizes it, the preacher says “Thank God your mama left me you.”(DiCamillo, P. 167)<\/i> And so because of the dog, Winn-Dixie, the preacher becomes a daddy once again. A daddy who still misses his wife, but now, finally, sees his daughter and is going to be a more involved parent. \u201cAlmost one-fourth of all children under the age of 18 in the United States live with only one parent. If this trend continues, almost three-fourths of American children will spend some portion of their lives in a single-parent family before they are 18 years old.\u201d (Feldman, p. 348)<\/strong><\/p>\n At the beginning of the story, Opal feels quite lonely. She does not know anyone in Naomi and she still thinks about her mother a lot. By the end of the story, Opal has made many new friends and does not feel lonely anymore. She also has developed a relationship with her dad, the \u201cpreacher,\u201d all because of Winn Dixie, the dog.<\/p>\n<\/div>\n","protected":false},"excerpt":{"rendered":" I will be putting the instructions for each essay above the stars. For this essay, just fix all the plagiarism that there is in it. Also make sure it follows the instructions correctly and is eligible for an A paper. I WILL POST THE INSTRUCTIONS I SENT THEM BELOW. *********************************************** ***********READ ALL INSTRUCTIONS BELOW*************** Preschool\/Early […]<\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":"","_joinchat":[]},"categories":[1],"tags":[],"_links":{"self":[{"href":"https:\/\/qualityassignments.net\/wp-json\/wp\/v2\/posts\/159141"}],"collection":[{"href":"https:\/\/qualityassignments.net\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/qualityassignments.net\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/qualityassignments.net\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/qualityassignments.net\/wp-json\/wp\/v2\/comments?post=159141"}],"version-history":[{"count":0,"href":"https:\/\/qualityassignments.net\/wp-json\/wp\/v2\/posts\/159141\/revisions"}],"wp:attachment":[{"href":"https:\/\/qualityassignments.net\/wp-json\/wp\/v2\/media?parent=159141"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/qualityassignments.net\/wp-json\/wp\/v2\/categories?post=159141"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/qualityassignments.net\/wp-json\/wp\/v2\/tags?post=159141"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}Preschool\/Early Childhood Paper<\/h5>\n
Middle Childhood\/School Age Paper CHILD DEVELOPMENT<\/h5>\n