As Little Red skipped along the path, a big, but not too bad looking, wolf approached her and asked, "Where are you going?" Not yet into logical thinking about the dangers of playing with a wolf, Little Red decided to create a fantasy game of hide and seek. She was going to complete the task mommy gave her, but she was going to have fun doing it. In her egocentric way of thinking, Little Red made the rules for how they would play the game. The wolf would play the role of Little Red and she would play the role of the wolf. Little Red's jacket barely fit the big wolf but at her stage of mental development she showed little empathy for him. "Now take these herbs to Grandma like a good little girl," she said to the wolf.

No sooner had the wolf finished gobbling up Grandma and changing into her clothes, did Little Red appear in the doorway. At her stage of mental development, Little Red was quite curious why her Grandma had such pointy ears. She asked Grandma, "why is your nose so big, why are your teeth so big, and what's up with y

2. Child care professionals, as stated in the CYC course material, specialize in being child-focused generalists. The focus is on a young person living through a certain portion of the human life cycle. Understanding that Little Red is not yet into logical thinking is important for the child and youth care worker explaining concepts of logic to her at the phallic stage. Knowing that in this stage of development, the child is not too empathetic or understanding of others allows the worker to understand why the child treats others as unimportant to her.

In dealing with the adolescent, it is important to develop a relationship between the child and youth care worker and the child/youth. An effective relationship involves being able to understand and appreciate the young person's perspective. Understanding this stage of development, in which the child/youth wants to be liked by other, but strives for individuality, is important in the establishment of a relationship. By focusing on the positive in the assessment, the worker is able to design intervention plans and set goals for the youth who has "concern for the future."

In the Formal Operation stage, (Piaget) Goldilocks can apply abstract thinking and is able to think through problems logically. He has developed a sense of values and morals. Bar-on, Arnon (1998) describes street children who hold astonishingly mainstream aspirations and moral values. They also have a vision of "a good future."

Being in the operational stage of mental development, Goldilocks used abstract thinking to determine that the person in the nightgown was not Grandma, but the bulge at the midsection probably was. Goldilocks had enough morals and values to know that it is not right to gobble up Grandmas. After thinking the problem through logically, Goldilocks told the wolf, "cough up the Grandma, or me and my boys'll muss ya up."

Emotionally, (Erikson) Goldilocks wanted to be liked by his friends so he di

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Approximate Pages = 5 (250 words per page double spaced)