Community Centre Proposal

To the members of the public present and representatives from the city council, let me state that it is from communal effort and collaboration that today we present a proposal for this child development community center. A center aims to provide a range of developmental programs to children within this community (McDevitt et al. 2010). Through the guidance of various professionals, parents, and community members, informative, practical, and fun activities have been designed for infants, toddlers, early childhood, middle to late childhood, and adolescents, taking place within various rooms (Hurlock, 1950). Every activity is designed to enhance brain, psychological, and physical development. The communal plan ensures that every child in the community gets an opportunity to grow within an educational and healthy environment.

Research findings informed this idea that eight out of ten American children under six are within some form of care outside the home due to work (McDevitt et al. 2010). Also, considering these children will spend most of their time within the child development center, the facility must be well designed and equipped to guarantee a safe, stimulating, and nurturing environment conducive to healthy child development.

Finally, this child development center will ensure that interventions adopted are academically and developmentally effective by testing every child upon task completion (Hurlock, 1950). Personalized training will ensure each childs needs for the growth and development achieved. Therefore, my humble submission is that you consider my expert opinion on the rooms as outlined (McDevitt et al. 2010). Each room will include the followings.

The First Room- Infant Room

Physical Development Activity

Infants are known for head and arm-leg movements, mainly when they are still below six months of age. Most of them are rarely involved in much movement. However, between six to twelve months, most infants get posture, thus begin to sit by themselves, hold their heads up, begin walking with the support of objects, pull themselves, and attempt to stand while holding others hands, among other physical activities (McDevitt et al. 2010). At this stage, consequently, it is recommended that an infant receives posture and balance by walking or running, together with other activities that will require posture and balance (Gesell, 2021). The link between fine motor skills and postural control is a critical focal point when working on infants motor skills. Postural control can be considered the ability to maintain the middleweight over a moving or steady support base (Hurlock, 1950). It is an issue of proximal motor functions. Motor advancement usually begins around the head and trunk and later continues towards the distal body.

Cognitive Development Activity

According to Jean Piaget, one of most infants cognitive development achievements is the comprehension of object permanence. It is a milestone that children begin to experience from infancy. The development of object permanence is one of the sensorimotor stages developmental functions. According to studies, infants begin the hide and seek game at around 9 and 10 months (McDevitt et al. 2010). Hide and seek games enhance infants object permanence development and give them a feeling of achievement when they find a hidden item. This instills in them a sense of happiness.

As a result, this proposal intends to include hide and seek games as part of the programs within the infant room at this community development center (Hurlock, 1950). Caregivers will lead the program and engage infants by hiding behind objects while allowing infants to observe some sections of their bodies. Alternatively, Caregivers can hide infants favorite toys, with a section of the item left visible to the infant (McDevitt et al. 2010). The basis of this game will be to enable infants to begin comprehending that items still exist even when they are not physically observed.

Psychosocial Development Activity

Infants are believed to be at a stage of mistrust versus essential trust. A stage that usually begins from birth to 12 months old. According to Erickson, this infancy conflict originates around the infants parental responsiveness and reliance needs (Hurlock, 1950). Infants want to feel a sense of security that they will be supported, comforted, changed, and fed. Once the parents or guardians become reliable and responsive, infants become assured of obtaining their needs, thus, developing the feeling of trust (McDevitt et al. 2010). Therefore, to promote infants emotional and psychosocial development, this proposal intends to use security items to assist infants in evaluating how to shift to scary environments from familiar locations. Whenever infants feel secure and their needs are consistently provided, it inhibits the development of anxiety, suspicion, and mistrust.

Subsequently, using security items like security blankets in the room will provide the infants a feeling of comfort even when moving to new environments.

The Second Room- Toddler

Physical Development Activity

Toddlers are known for the age to start to advance physical growth and development. Due to the increasing level of imagination, they tend to explore more. Consequently, most toddlers play with blocks between 12 and 24 months of age. With blocks, toddlers must figure out what they want to structure frequently. In building, they also engage their brain on where to locate what kind of squares to make the structure much more extensive and taller (McDevitt et al. 2010). Such activities enable them to start developing acts of critical thinking.

Subsequentl, during such block-building activities, toddlers will get the opportunity to do little work as they express themselves to one another and share what one has learned (Hurlock, 1950). Arranging the blocks will also enable toddlers to make friends, enhance their capacity to focus, establish confidence, learn to collaborate with others, and become independent. According to research studies, gross and fine motor skills...

…(Hurlock, 1950). According to studies, children advance from the concrete operational stage to the formal operational stage during adolescence (McDevitt et al. 2010). Children start learning to use hypothetical thinking and deductive reasoning to establish multiple results at this phase (Keenan et al. 2016). To win card games like UNO and spades, hypothetical thinking and deductive reasoning must be enforced (Hurlock, 1950). Besides, card games, board games, and athletic games are non-competitive competitive and are attractive to adolescents. As a result, they are considered compelling perspectives to help ease tension, create an association with another party, and invigorate communication.

Psychosocial Development Activity

According to Eric Erickson, adolescents establish confidence and self-concept during the initial stages of identity versus role confusion. Adolescents tend to find who they are, including what they may desire to achieve in the future, and their sexual character. Teenagers attempt multiple and unique practices to establish their right career pathways (McDevitt et al. 2010). These include the prerogatives teenagers undergo during the identity versus confusion stage to establish a feeling identity and self they think resonates well with them. An individuals emotional well-being considers self-concept and self-esteem as critical aspects. Emotional well-being includes both self-acceptance and self-confidence as well. Therefore, it can be viewed as how an individual look upon himself and his value (Hurlock, 1950).

Therefore, this proposal suggests that charades as the psychosocial program should be included in adolescents rooms to help the teenagers attain the necessary psychosocial development milestones. During this activity, a teenager will come up with something specific that, when acted, movement or object are involved, without talking to any other person. During such activity, teenagers can use gestures to ask the peer questions like what do you want to achieve this session academically? in so doing, whoever will be able to find what the other party tries to say, gets an opportunity to act as well (McDevitt et al. 2010). Such activities are part of identity versus role confusion in adolescence.

Conclusion

To conclude, we would like to assure the general public, together with the council members, that stakeholders in the program are committed, willing, and ready to provide children joining this facility with standardized and appropriate tools to guarantee their cognitive, psychosocial, and physical development. Moreover, we shall also avail them of critical educational tools tailored to grade and age group. Every activity enhances brain, psychological, and physical development (McDevitt et al. 2010). The communal plan ensures that every child in the community gets an opportunity to grow within an educational and healthy environment.

Lastly, I want to thank everyone for attending this forum and listening to me share the idea we believe will bring about positive improvements within our community. Personalized training will ensure each childs needs for the growth and development achieved (Gesell, 2021). Therefore, my humble submission is…