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ECE 353 Week 1 Discussions 1 Theories And Theoretical Frameworks
(Piagetian Theory/Nativist Approaches)
ECE 353 Week 1 Discussions 2 Genetic And Biological Factors
ECE 353 Week 2 Assignment How The Brain Learns
ECE 353 Week 2 Discussions 1 Brain Development
ECE 353 Week 3 Assignment Role Of Families And The Community
ECE 353 Week 3 Discussions 1 Cognitive And Conceptual
Development
ECE 353 Week 3 Discussions 2 Theory Of Mind

ECE 353 Week 4 Discussions 1 Problem Solving And Reasoning
ECE 353 Week 4 Discussions 2 Relationships Between Cognitive,
Language, And Motor Development
ECE 353 Week 5 Discussions 1 Cognitive Development And Learning
ECE 353 Week 5 Discussions 2 Intellectual Development
ECE 353 Week 5 Final Project Professional Development Experience (2
PPT)
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ECE 353 Week 1 Discussions 1 Theories And Theoretical
Frameworks (Piagetian TheoryNativist Approaches)
Theories and Theoretical Frameworks. As an early childhood
professional, it is expected you will understand and apply foundational
knowledge and theories in the field. Foundational knowledge and

theoretical understanding provides a framework for you to utilize when
you are working with infants, toddlers, and school-aged children.
Additionally, your understanding of the foundational knowledge and
theories will inform and shape your professional practices. For this
discussion you will start by completing the Theoretical Frameworks
Venn Diagram using your assigned grouping below. If you are unsure of
how to complete a Venn diagram, the video How to Make a Venn
Diagramprovides a helpful lesson. When completing your Venn
Diagram, make sure to include the foundations of each theory, how the
theory connects to the four main themes shared in Chapter 1 of the
course text (nature/nurture, continuous/discontinuous, domain specific
vs. domain general, performance and competence), and the limitations of
the theory. Before starting your discussion, it will help to review the
Week One Instructor Guidance for additional information, resources,
and support for excelling in this discussion.
First Letter of Last Name
Theories to Compare and Contrast
Last Name Begins with A-F
Piagetian Theory/ Social Constructivist Theory
Last Name Begins with G-L
Nativist Approaches/ Information Processing Approaches
Last Name Begins with M-S
Piagetian Theory/Nativist Approaches
Last Name Begins with T-Z
Social/Constructivist Theory/ Information Processing Approaches

After completing the Venn diagram, compose a response addressing the
items listed below. Include your reflection and the Venn diagram with
your initial post. Click the paperclip icon below the message area in your
post to attach your Venn diagram.
1. a) Explain how the theoretical frameworks shared in your Venn
diagram support cognitive development. Make sure to include at least
one example to support your reasoning.
2. b) Discuss which of the theoretical perspectives resonates with
you the most, the least, and provide a rationale as to why.
3. c) Provide at least one example of how knowledge of these
theoretical perspectives may influence your ability to provide quality
experiences that support cognitive development beginning with infants
and toddlers.
4. d) If you are currently working with children, explain how these
theories/approaches influence your work. If you are not currently
working with children, explain how you see these theories/approaches
impacting your future work with young children.
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ECE 353 Week 1 Discussions 2 Genetic And Biological Factors

Genetic and Biological Factors. Genetic, biological, and environmental
factors are known to a have significant impact on the development of all
children, including children with attention- deficit/hyperactivity disorder
(ADHD), autism, dyslexia, and other neurodevelopmental disorders. For
children with specific disorders, there are multiple genetic, biological,
and environmental factors that work together to create a spectrum of
neurobiological symptoms. For many of these disorders there is not a
single cause but rather a number of potential contributing factors that
can exacerbate and elucidate symptoms. In the field of child
development, you will work with a variety of children, including those
who have developmental disorders. It is important to understand the
various factors that contribute to their diagnosis. Before responding to
this discussion, review the Week One Instructor Guidance page for
additional information, resources, and support.
Choose one of the following disorders: ADHD, autism, dyslexia,
Asperger’s, or Down syndrome. Next, familiarize yourself with your
chosen disorder by locating and reading at least one scholarly article
about the disorder. If you need help locating an article, you can find
some to use in the recommend resources of the Week Two Overview.
After completing research about your chosen disorder, address the
following:
1. a) Explain how genetic, biological, and environmental factors
influence the disorder (e.g., etiology) using one scholarly resource and
the textbook to support your ideas.
2. b) Define the disorder including the typical behaviors and/or
cognitive symptoms you might observe in a classroom or other
professional setting (e.g., inattention, hyperactivity, poor eye contact).
3. c) Discuss one strategy that you would implement when working
with a child with a neurodevelopmental disorder? Why did you choose
this specific strategy?

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ECE 353 Week 2 Assignment How The Brain Learns
How the Brain Learns. In Chapters 3 and 4 of your primary text, Farrar
and Montgomery discuss executive functioning and memory
development (2015), you learned about factors that influence brain
development. For this assignment, you will build upon that knowledge
by further investigating how the brain learns. Remember that working
memory, attention, and executive functions are interconnected and are
crucial to the learning process. This includes the ability for a child to pay
attention, demonstrate inhibitory control, and goal-directed behavior.
Children may possess varying degrees of each of these functions, but
they work together to create cognitive control and flexibility. For this
assignment, you will assume the role of a professional development
coordinator for your state’s early childhood programs and develop a
flyer titled “How the Brain Learns” that informs families about the role
of working memory, attention, and executive function in learning and
development. You may develop your flyer using Microsoft Word or
Microsoft Publisher. Before completing this assignment, review the
Week Two Instructor Guidance for additional information, resources,
and support. Additionally, review the Grading Rubric for this
assignment to understand how you will be evaluated and contact your
instructor using the “Ask Your Instructor” discussion before the due date
with questions.

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ECE 353 Week 2 Discussions 1 Brain Development
Brain Development. During early childhood, our brains are continuously
modified by environmental influences. It is now widely accepted that a
child’s environment and early life experiences affect the development,
health, and structure of their brain. Perhaps the most intriguing aspect of
the brain is its ability to change structurally and functionally in response
to external stimuli, which is known as neuroplasticity. Watch the video
Neuroplasticity to learn more about this concept (Sentis, 2012).
Additionally, it is now believed that positive and stimulating
environments promote healthy brain development. However, many
children are exposed to environments that have negative consequences
on brain development. Child abuse (physical, sexual, mental), poverty,
trauma, and neglect constitute environmental influences that present the
maturing child's brain with experiences that will crucially and
potentially adversely affect the child's future development and
functioning. There are two parts to this discussion. Before responding to
this discussion, review the Week Two Instructor Guidance for additional
information and resources.
Part I: Using information from the textbook to support your response,
address the following:

1. a) Discuss the impact of environment on brain development.
Support this point with at least one scholarly source in addition to the
course text.
2. b) Explain the concept of neuroplasticity as it relates to positive
and negative life experiences. Please provide a specific example to
support your thinking.
Part II: Read one article from the list below and use it to support your
response to the following:
1. a) Based on the article you chose, discuss how poverty and/or a
specific type of trauma impacts brain development and behavior. Make
sure to also state the article you read.
2. b) Explain how you will use this “trauma informed” perspective in
understanding and working with children.
3. c) Discuss what you would do differently as a professional now
that you have this knowledge and if your view of “trauma” has changed?
4. d) Describe what approach you might take when you need to talk
to a family about a situation where the child’s academic performance
and/or behavior is being impacted by trauma. What specifically would
you want to discuss with the family?
§ Article 1: The Toll of ACEs: Adverse Childhood Experiences and
Their Effect on Lifelong Health ( Suginaka&Boose, 2014)
§ Article 2: Complex Trauma in Children and Adolescents (Cook, et al.,
2007)
§ Article 3: Neuropsychological Assessment in Clinical Evaluation of
Children and Adolescents with Complex Trauma (Gabowitz, Zucker, &
Cook, 2008)

§ Article 4: Traumatized Children: How Childhood Trauma Influences
Brain Development (Perry, 2000)
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ECE 353 Week 3 Assignment Role Of Families And The
Community
Role of Families and the Community [CLOs: 4]. Due by Day 7. One
responsibility of professionals when working with children is offering
support for families by sharing information with them about
developmentally appropriate strategies for their children and the
availability of resources in their community. Recall that during Week
Two you developed a flyer that taught the families that you work with
about the role of working memory, attention, and executive function in
learning and development. Now, imagine the principal of a local school
district saw your flyer and has invited you to submit a proposal for an
upcoming district-wide professional development conference. Your
proposal will need to analyze the role that families and communities
play in promoting optimal cognitive development for a specific age
group of children. Before starting your assignment, review the Week
Three Instructor Guidance for additional information, resources, and
support. Additionally, review the Grading Rubric for this assignment to
understand how you will be evaluated and contact your instructor using
the “Ask Your Instructor” discussion before the due date with questions.
To begin, choose which age group your proposal will focus on:

· Option 1: Infants and Toddlers (Ages 0-2)
· Option 2: Preschoolers (Ages 3-5)
· Option 3: School-Aged (Ages 6-8)
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ECE 353 Week 3 Discussions 1 Cognitive And Conceptual
Development
Cognitive and Conceptual Development. “Concepts are fundamental to
human cognition because of their use in many forms of thinking, such as
problem-solving, categorization, and inductive inferences” (Farrar &
Montgomery, 2015, p. 186). To apply your understanding of cognitive
and conceptual development, it is important to first understand the three
different theories of concept development that are commonly used.
Chapters 5 in your primary text discuss the following theories: the
classical view of conceptual development (the ideas that all concepts are
defined by a set of necessary and sufficient features), prototype or
probabilistic view (concepts are compared to a prototype based on
family resemblance or similarity), and the theory-based concept view
(explanatory principles, such as an object’s origins, are a component of
conceptual representation) (Farrar & Montgomery, 2015). In this
discussion, you will apply your understanding of these three theories by
examining the relationship between cognitive and conceptual
development. Before responding in this discussion, review the Week

Three Instructor Guidance page for additional information, resources,
and support.
Case Study: Please refer to the case study in the Introduction section of
Chapter 5 of your textbook for this week’s discussion. Address the
following points as they relate to the case study:
1. a) Explain which theories of conceptual development are present
in the case study. Provide an example to support your thinking.
2. b) Examine the relationships between cognitive and conceptual
development that are present in the case study.
3. c) Discuss which theory of cognitive development would support
Ms. Serrano’s experience with her students. Support your response with
evidence from the text.
4. d) Consider your current or future work setting. Provide two
strategies you can use to support conceptual development in the children
with whom you currently work or will work with. Support your response
with at least one scholarly source.
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ECE 353 Week 3 Discussions 2 Theory Of Mind
Theory of Mind. Theory of Mind is a theory of psychological and
developmental roots that is defined by the ability of a child to attribute

mental states such as beliefs, feelings, knowledge, thoughts, intents to
oneself and others and to understand that others have beliefs and feelings
that are different than one’s own. The diagram below represents the five
foundational components of theory of mind that emerge between ages 2
and 5 that were shared in Chapter 6 of our course text,Cognitive
development of children: Research and application . Understanding this
developmental sequence is critical in being able to support children as
they grow and develop cognitively.
Before responding to this discussion, review the Week Three Instructor
Guidance page for additional information, resources, and support.
For this discussion, choose one of the scenarios below to create an
example for:
· Option 1: Provide an example of one conceptual perspective-
taking challenge a child faces when interacting with teachers and peers
upon entry into preschool or kindergarten.
· Option 2: Provide an example of how 3- and 4-year-old children’s
gullibility places them at risk.
· Option 3: Provide an example of either a drawback or benefit of
trying to accelerate preschoolers’ understanding of deception.
· Option 4: Provide an example of how you can apply Theory of
Mind to understanding symptoms associated with either autism or
Asperger’s disorders.
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ECE 353 Week 4 Discussions 1 Problem Solving And
Reasoning

Problem Solving and Reasoning. There are many ways in which cultural
differences impact cognitive development. One of the areas in which we
see the impact relating to cultural differences is with the development of
reasoning and problem solving skills as is discussed in Chapter 8 of our
textbook. “Because our habits of mind are influenced by our cultural and
historical circumstances, the decision- making strategies that we seek to
promote in students reflect our own culture” (Brenner & Parks, 2001).
We must be aware of this and ensure that we are taking the cultural
backgrounds of the children we work with into consideration as we help
them to develop the ability to reason and solve problems. In this
discussion, you will examine the social and cultural impacts on cognitive
development by taking a deeper look at the development of reasoning
and problem solving skills. Before responding to this discussion, review
the Week Four Instructor Guidance for additional information,
resources, and support.
1. a) Explain how cognitive characteristics help children learn how
to reason, when these abilities to reason develop, and the role social
skills play in the ability to reason. Use examples to support your
thinking.
2. b) Discuss the cognitive characteristics that help children learn
how to develop problem solving skills including the role culture plays in
the way a child reasons or solves problems.
3. c) Describe how the development of reasoning and problem
solving skills relates to Vygotsky’s social constructivist approach and
the Zone of Proximal Development (ZPD). Use one additional scholarly
source and examples to support your thinking.

d) Examine the cultural considerations that need to be taken into account
when planning strategies to develop reasoning and problem solving
skills. Provide a specific example for both reasoning and problem
solving that supports your examination
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ECE 353 Week 4 Discussions 2 Relationships Between
Cognitive, Language, And Motor Development
Relationships Between Cognitive, Language, and Motor Development.
Cognitive, language, and motor skills are often thought to be closely
interrelated developmental areas, because as children develop in these
domains, they appear to demonstrate correlated developmental
pathways. For this discussion you will need to choose one age group
from the chart below and review all three videos for the age group you
choose. After watching Pollack’s (n.d.) videos, address the points listed
below. Before responding to this discussion, review the Week Four
Instructor Guidance for additional information, resources, and support.
Developmental Age
Videos to Watch
Two Year Olds
Age 2 Cognitive Development Milestones

Age 2 Language Milestones
Age 2 Motor Development Milestones
Four Year Olds
Age 4 Cognitive Development Milestones
Age 4 Language Milestones
Age 4 Motor Development Milestones
Six and Seven Year Olds
Age 6 & Age 7 Cognitive Development Milestones
Age 6 & Age 7 Language Development Milestones
Age 6 & Age 7 Motor Development Milestones
· a) Explain the cognitive, linguistic, and motor milestones for this
particular age group.
· b) Discuss the connection and/or relationship between cognitive,
language, and motor skills and the areas of the brain associated with
language and motor functioning. Support your discussion with at least
one additional scholarly source.
· c) Give an example of how you might see this relationship inside
and/or outside of the classroom. Make sure your example addresses the
connection between each domain.
· d) Discuss how you can apply a strategy in the classroom or in a
professional setting that incorporates and utilizes these three
developmental skills.
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ECE 353 Week 5 Discussions 1 Cognitive Development And
Learning
Cognitive Development and Learning. Formal schooling plays a large
role helping children to develop cognitively. Along with their home and
social environments, experiences in school continue to foster children’s
development of cognitive skills and strategies. In school, children learn
new ideas, concepts, skills and are provided with the opportunity to
engage in activities where they can explore and experiment. For this
discussion, you will begin by reviewing one of the videos below. Before
responding to this discussion, review the Week Five Instructor Guidance
for additional information, resources, and support.
Brief Description of Video
Link to Video
A Pre-K teacher shares a story with her students (n.d.).
Interactive Read Aloud
A Kindergarten teacher helps their students to learn
about the letter S(Pasley& Shields, 2011).
Letter of the Week: "S" Is for Scarecrow
A Kindergarten teacher teaches their students

about counting (Weimberg& Ryan, 2013).
Beyond Fingers: Place Value & the Numbers 11-19
A third grade teacher teachers their students
about number patterns (2012).
Discover Number Patterns With Skip Counting
· a) Discuss three different strategies the teacher used during the
lesson to enhance cognition. Some ideas include memory,
social/emotional needs, cognitive skills necessary for different academic
areas, or the characteristics of effective classrooms.
· b) Examine how the three strategies influence cognitive
development.
· c) Explain how the teacher could continue to reinforce the
cognitive abilities of their students after the lesson.
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ECE 353 Week 5 Discussions 2 Intellectual Development
Intellectual Development. Educators in the United States public school
classroom often work with children of varying levels of ability. Children

in your classroom may have Individualized Education Plans (IEP) that
require specific accommodations and modifications. As part of the
process of an IEP, a school psychologist evaluates the child’s intellectual
functioning using a variety of intellectual and achievement tests. Once
the IEP meeting takes place, various providers (including possibly
speech therapy and occupational therapy) will also be present at the
meeting. For the purpose of this discussion, we focus specifically on the
role of a school psychologist and intelligence testing using a case study
from your textbook. In addition to using the case study as support for
your initial reply, read and include support from the articleIntelligence:
Foundations and Issues in Assessment(Gottfredson&Saklofske, 2009).
Before responding in this discussion, review the Week Five Instructor
Guidance page for additional information, resources, and support.
Case Study: Please refer to the case study in the Introduction section of
Chapter 10 of your textbook to review the case study for this week’s
discussion. After reading the case study and article, reflect on the
following in your initial reply:
1. a) Discuss the importance of intelligence testing and one of the
controversies discussed in the article and/or the course textbook.
2. b) Explain whether or not it would have been appropriate for Dr.
Williams to provide some hints to help the child during testing. Why or
why not?
3. c) Discuss whether or not you believe an intelligence test would
provide enough information to make a decision about Michael’s
educational placement. Why or why not? If not, what other information
should Dr. Williams gather?
4. d) Considering that Michael is a very young child, explain how
her age could factor into the decision in favor of or against placement
into a special education program.

5. e) Describe other factors (e.g., environmental, genetic, biological,
etc.) that may be contributing to Michael’s performance and IQ score
during testing (without mentioning any diagnoses).
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ECE 353 Week 5 Final Project Professional Development
Experience (2 PPT)
Professional Development Experience. Being an effective early
childhood professional requires more than a passion for teaching or
ability to work well with children. In the first five years of life, the most
critical skills are formed by creating synaptic connections that are key to
cognitive, social, physical, and emotional development. Because of their
developmental stage, the environment you provide as an early educator
will set the foundation for each child’s K- 12 learning experience and
beyond. However, as an early childhood professional, you will not work
in isolation. Other professionals contribute to service provided to this
population, including speech and language pathologists, occupational
therapists, school psychologists, and educational advocates. Therefore, it
is essential that as an early childhood professional you are able to
communicate effectively with other professionals.
Scenario: The principal from a local school district was impressed with
the proposal you wrote for him about the role families and communities

play in promoting optimal cognitive development. Based on your
proposal, they have offered you a spot as a key presenter at a district-
wide professional development workshop for teachers, where you will
share your knowledge regarding cognitive development. All of these
ideas will come together as you design your Professional Development
Experience project. Before starting your Final Project, you are
encouraged to view the Week Five Instructor Guidance for additional
information, resources, and support, including a deeper look at the
professionals you will work with in the field. Additionally, review the
Grading Rubric for this assignment to understand how you will be
evaluated and contact your instructor using the “Ask Your Instructor”
tab before the due date with questions.
In order to develop this comprehensive workshop for the targeted
professional development population, the principal has given you
specific talking points that must be addressed. You will use these talking
points to guide your creation of a presentation using PowerPoint or
Google Slides. In the slide notes section, please make sure to support the
information you have shared on each slide. Finally, make sure to include
a title and reference slide for your presentation.
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