For more course tutorials visit www.newtonhelp.com 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

1. ECE 353 Entire Course
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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 Theory/Nativist Approaches)

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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 Piagetian Theory/Nativist Approaches

3. Begins with M-S
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
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4. 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).

5. 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
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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

6. 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
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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

7. 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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8. ECE 353 Week 3 Assignment Role Of Families And The
Community
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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)

9. · Option 3: School-Aged (Ages 6-8)
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ECE 353 Week 3 Discussions 1 Cognitive And Conceptual
Development
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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.

10. 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
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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

11. 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
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12. 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.
4. 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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13. ECE 353 Week 4 Discussions 2 Relationships Between
Cognitive, Language, And Motor Development
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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

14. 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
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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

15. 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
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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

17. 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)
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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

18. 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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