Week 2 - Discussion 7 7 unread replies. 7 7 replies. Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Refer to the Discussion Forum Grading Rubric under the Settings icon above for guidance on how your discussion will be evaluated. Child and Adolescent Safety Statistics Prior to completing this discussion, please read chapters 5 and 6 in the textbook (Links to an external site.)Links to an external site. and review any relevant Instructor Guidance. You may be interested in viewing the interactive infographic within Module 6 to learn more about specific safety statistics. For this minimum 300 word post, you will analyze the major themes of Health and Well-Being, Family and Parenting, Education, Culture and Gender as factors influencing the domain of physical development, specifically safety. Think about and comment on how child and adolescent safety regulations have changed over the past few decades. Provide examples of new safety guidelines that did not exist either when you were growing up, or when your parents were growing up. Then, search the internet for credible sources and find other scholarly articles from the Ashford University Library (Links to an external site.)Links to an external site. website. Choose and report on three statistics specifically related to child and adolescent safety from this current decade (2010-present) within each of the three stages of infancy/toddlerhood, childhood, and adolescence. In other words, you will have one unique statistic for each of the three stages. Throughout your post, demonstrate a foundational knowledge of the children's developmental continuum, from conception, by addressing unique safety standards. See the example below: One statistic found on the Centers for Disease Control and Prevention Website states that, “Child safety seats reduce the risk of death in passenger cars by 71% for infants, and by 54% for toddlers ages 1 to 4 years.” (Centers for Disease Control and Prevention, 2013). Reference: Centers for Disease Control and Prevention. (2013). Injury prevention and control: Motor vehicle safety (Links to an external site.)Links to an external site.. Retrieved from: http://www.cdc.gov/MotorVehicleSafety/Child_Passenger_Safety/CPS-Factsheet.html Guided Response: Respond to at least two of your peers. In your responses, 1) consider how these safety statistics have changed over time and address how this may have impacted survival rates in our parents’ or grandparents’ generations. Then, 2) provide a different statistic than the one they found regarding the specific safety regulation addressed or address another change we have seen that neither your classmates nor you identified in your original post. Continue to monitor this discussion through 5:00 p.m. (Mountain Time) on Day 7 of this week. Your grade will re.

1. Week 2 - Discussion
7 7 unread replies. 7 7 replies.
Your initial discussion thread is due on Day 3 (Thursday) and
you have until Day 7 (Monday) to respond to your classmates.
Your grade will reflect both the quality of your initial post and
the depth of your responses. Refer to the Discussion Forum
Grading Rubric under the Settings icon above for guidance on
how your discussion will be evaluated.
Child and Adolescent Safety Statistics
Prior to completing this discussion, please read chapters 5 and 6
in the textbook (Links to an external site.)Links to an external
site. and review any relevant Instructor Guidance. You may be
interested in viewing the interactive infographic within Module
6 to learn more about specific safety statistics.
For this minimum 300 word post, you will analyze the major
themes of Health and Well-Being, Family and Parenting,
Education, Culture and Gender as factors influencing the
domain of physical development, specifically safety.
Think about and comment on how child and adolescent safety
regulations have changed over the past few decades.
Provide examples of new safety guidelines that did not exist
either when you were growing up, or when your parents were
growing up.
Then, search the internet for credible sources and find other
scholarly articles from the Ashford University Library (Links to
an external site.)Links to an external site. website.
Choose and report on three statistics specifically related to
child and adolescent safety from this current decade (2010-
present) within each of the three stages of infancy/toddlerhood,
childhood, and adolescence. In other words, you will have one

2. unique statistic for each of the three stages.
Throughout your post, demonstrate a foundational knowledge of
the children's developmental continuum, from conception, by
addressing unique safety standards. See the example below:
One statistic found on the Centers for Disease Control and
Prevention Website states that, “Child safety seats reduce the
risk of death in passenger cars by 71% for infants, and by 54%
for toddlers ages 1 to 4 years.” (Centers for Disease Control and
Prevention, 2013).
Reference:
Centers for Disease Control and Prevention. (2013). Injury
prevention and control: Motor vehicle safety (Links to an
external site.)Links to an external site.. Retrieved from:
http://www.cdc.gov/MotorVehicleSafety/Child_Passenger_Safet
y/CPS-Factsheet.html
Guided Response: Respond to at least two of your peers. In
your responses, 1) consider how these safety statistics have
changed over time and address how this may have impacted
survival rates in our parents’ or grandparents’ generations.
Then, 2) provide a different statistic than the one they found
regarding the specific safety regulation addressed or address
another change we have seen that neither your classmates nor
you identified in your original post. Continue to monitor this
discussion through 5:00 p.m. (Mountain Time) on Day 7 of this
week. Your grade will reflect both the quality of your initial
post and the depth of your responses.
WEEK 2 ASSIGNMENT
Physical Development Activities
This week we begin working on elements that will become part
of your final assignment: a Community Child Development
Center Proposal. If you have not already done so, go to the

3. week five assignment tab and thoroughly review the instructions
for creating the proposal. This week, you will be creating three
activities that will become part of the Infant Room, the Toddler
Room, and the Middle/Late Childhood Room of your center.
Prior to beginning this assignment, read Modules 4 and 5, the
Oswalt article (Links to an external site.)Links to an external
site., and watch the two assigned videos on physical
development: Physical Development; The First Five Years.
(2009) (Links to an external site.)Links to an external site. and
Physical Development; Ages 7 - 12. (2009) (Links to an
external site.)Links to an external site..
Physical development, especially in infancy and toddlerhood but
also into middle/late childhood, is primarily focused on the
development of fine and gross motor skills. But the milestones
and activities for each age group are very different. For
example, coloring or playing with clay would not be an
appropriate activity for an infant to improve fine motor skills,
but it would be for the early childhood room. And in middle/late
childhood, children are developing the muscle mass to greatly
improve their abilities to run and jump and play organized
games that would be not be appropriate for infants or toddlers.
There are lots of website aimed at both parents and educators
that describe activities to promote development. The activities
you select do not have to be complex, but they do need to be
age appropriate and grounded developmental theory. Focus on
the primary developmental tasks of each age period. For each
of the three activities, write a paragraph that addressed the
following:
Describe the activity in some detail (provide more than just the
name of the activity).
Describe the theory and/or research which supports the use of
this class or activity.
Identify how the activity enhances physical development. (Note

4. it might also promote cognitive, and/or socioemotional
development as well. For example, organized team-based
games not only promote physical development in middle/late
childhood but also promote psychosocial development by
teaching team work and fair play.)
Remember that this will be completed for an Infant Room, a
Toddler Room, and a Middle/Late Childhood Room.
The Physical Development Activities paper
Must be two to three double-spaced pages in length (not
including title and references pages) and formatted according to
APA style as outlined in the Ashford Writing Center (Links to
an external site.)Links to an external site..
Must include a separate title page with the following:
Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted
Must use at least one credible source in addition to the course
text. Be sure to integrate your sources (Links to an external
site.)Links to an external site. rather than simply inserting them.
The Scholarly, Peer Reviewed, and Other Credible
SourcesPreview the document table offers additional guidance
on appropriate source types. If you have questions about
whether a specific source is appropriate for this assignment,
please contact your instructor. Your instructor has the final say
about the appropriateness of a specific source for a particular
assignment.
Must document all sources in APA style, as outlined here (Links
to an external site.)Links to an external site. and here. (Links to
an external site.)Links to an external site.
Must include a separate reference page (Links to an external
site.)Links to an external site., formatted according to APA
style as outlined in the Ashford Writing Center.
Must be submitted to Grammarly

5. Gross Motor Skills Development
During middle childhood, children continue to build on and
improve gross motor skills; the large-scale body movement
skills such as walking and running that they first learned during
earlier developmental stages. In general, boys develop these
skills slightly faster than do girls, except for skills involving
balance and precise movements such as skipping, jumping and
hopping.
At this age, children run faster than previously possible, often
clocking more than eighteen feet per second. They can also
jump higher (on average between four and twelve inches off the
ground) and farther (on average, three to five feet or more).
These figures are average for children of this age range and will
not apply to individual children. No two children will develop
physical skills in exactly the same pattern or time frame.
Caregivers who have concerns about how their children's gross
motor skills are developing should consult with their
pediatrician.
Middle-Childhood-aged children also refine their control over
gross motor skills, learning to master where they hop, skip,
throw, and jump. They are able to gain this improved control
and coordination due to increases in their flexibility (e.g., their
range of movement in joints and muscles), balance, and agility
(e.g., their ability to change their body's position, which
requires a combination of balance, coordination, speed,
reflexes, and strength) Kids at this age also learn how to
synchronize the movement of their body's various parts,
allowing for the development of smoother, more coordinated
whole-body movement routines such as are needed for
participating in organized sports (e.g., throwing a football,

6. batting a baseball, or dribbling a basketball). Due to their
progress with regard to the growth and maturity of motor,
cognitive, and social skills, many children will now become
capable and competitive participants on sports teams.
Fine Motor Skills Development
Children in middle childhood also continue to hone their fine
motor skills which can be distinguish from gross motor skills in
that they require hand-eye coordination. In contrast to how
gross motor skills develop, girls tend to develop fine motor
skills slightly faster than do boys.
Specifically, middle-childhood-aged children show dramatic
improvements with regard to their printed handwriting and
ability to write in cursive letters (e.g., "script" forms of
handwriting). They also develop the ability to draw complex
and detailed pictures that for the first time begin to incorporate
depth cues (i.e., such as drawing farther away objects smaller)
and 3D elements. Often, children's artistic ability can truly
begin to shine during this stage as improved fine motor skills
and imagination combine.
During this stage, children also learn how to use their hands to
successfully accomplish manual activities other than drawing or
writing. For instance, they become capable of executing
complex detail-oriented craft projects involving beading,
sewing, scrap booking, building models, and good at using
simple tools such a hammer or a hand mixer (both under adult
supervision, we hope!). Learning to touch type becomes a
serious possibility at this time. Children also commonly become
quite skillful at playing complicated games involving hand-eye
coordination, including video and computer games.
Children's easy use of communications tools such as cell phones
and computers, which becomes possible as they master

7. increasingly complex fine motor skills, exposes them to a world
much larger and more complicated than they can possibly
imagine. Parents need to be aware of both the positive and
negative potential effects of allowing children of this age to
play video games and access the Internet. Please refer to our
article on Children and Media for further discussion of this
serious issue, including a clear explanation of the dangers and
opportunities associated with children's use of media and
strategies for protecting them from media's worst influences.
Previous Article Importance Of Healthy Lifestyles
WEEK 3 DISCUSSION
No unread replies. No replies.
Your initial discussion thread is due on Day 3 (Thursday) and
you have until Day 7 (Monday) to respond to your classmates.
Your grade will reflect both the quality of your initial post and
the depth of your responses. Refer to the Discussion Forum
Grading Rubric under the Settings icon above for guidance on
how your discussion will be evaluated.
Cognitive Development Activities
Prior to completing this discussion, read chapter 7, Piaget's
enduring contribution to developmental psychology, and On
major developments in preschoolers' imagination. Using
Piaget’s theory of cognitive development, you will continue to
build your Community Center Proposal by identifying an
activity and a toy for one of the rooms in your center that
promotes cognitive development. You can choose any of the
five rooms for this discussion, but the activity must be focused
on the cognitive milestones of your chosen age group and must
be clearly tied to Piaget’s theory. So your activity might be

8. focused on object permanence for infants, conservation,
transitivity, or decentering for middle childhood, or deductive
reasoning for adolescence. Then think about what kinds of
educational toys would promote cognitive development in this
age group and, again, tie the selected object to a specific
milestone. You must use at least one scholarly source in either
your activity or your toy entry. Here are two examples
providing you a model of how to approach this discussion and
how to build the elements of the rooms in your Community
Center.
EXAMPLE OF AN ACTIVITY:
Cognitive Development Activity for Infant Room: Peek-a-boo.
One of the activities we will incorporate into the infant room is
Peek-a-boo. This is a game where the caregiver hides himself
from the child (covering the child's eyes or hiding behind a
chair, etc.) and then appears again by uncovering the child's
eyes or coming out from behind the chair. Another variation of
this would be hiding a treasured object under a scarf and then
revealing it again. One of the milestones of the first year of life
is the development of object permanence. Object permanence
occurs when an infant grasps that something (an object, a
person) still exists even when the infant cannot see it. This is a
concept from Piaget's theory of cognitive development and is
one of the developmental tasks of the sensorimotor stage.
Newborns do not have a sense of permanence. When they
cannot see you, you do not exist for them. During the first year
of life, they slowing learn that objects and people continue to
exist even with they cannot be seen (Mossler, 2014). Playing
Peek-a-Boo is one way to foster the development of object
permanence. Infants usually delight in seeing someone appear
and then hide, only to reappear. This activity will support the
cognitive development domain and also the psychosocial
domain because of its interactive nature.
Mossler, R. (2nd ed.). (2014). Child and Adolescent

9. Development. San Diego, CA: Bridgepoint Education.
EXAMPLE OF A TOY OR OBJECT:
Cognitive Development Object for Adolescent Room: Board
Games involving strategy and problem solving.
In the Adolescent Room, we propose having a collection of
board games that require logical thinking and problem solving.
Adolescence is the beginning of more sophisticated thinking.
Children in this age group move from concrete operations to
what Piaget calls formal operations. They are becoming capable
of deductive and hypothetical reasoning (Mossler, 2014).
Games like chess, Battleship, and checkers all require players to
engage in this kind of thinking. Another game that can be used
is the game of CLUE. This game supports the development of
prepositional logic and requires players to think hypothetically
(Neller, Markov and Russell, 2006). These games will not only
promote cognitive development, but will further support
psychosocial development because of the required interactions.
Mossler, R. (2nd ed.). (2014). Child and Adolescent
Development. San Diego, CA: Bridgepoint Education.
Neller, T., Markov, Z., & Russell, I. (2006). Clue deduction:
Professor Plum teaches logic (Links to an external site.)Links to
an external site.. Retrieved from
http://cs.gettysburg.edu/~tneller/papers/flairs06.pdf
WEEK 3 assignment
Community Center Proposal Outline
Last week we began working on the creation of the Community
Child Development Center proposal by developing activities to
promote physical development. In this week’s discussion, you
have added to that by focusing on activities and toys that
promote cognitive development. In this assignment, you will
begin to create the overarching structure of your proposal. The

10. focus of this outline to is to present as clear a picture as
possible of your proposal so that you may receive feedback
which will guide you as you create your final project. Please
refer to the Final Project guidelines for more information on the
Final Project as you prepare the outline of your proposal. Using
the PSY 104 Community Center Proposal Template, you are to
identify all of the activities and objects for each of your five
rooms. Remember that you have already completed three
activities in week two, and your discussion this week will add
an additional activity and a toy. Be sure to incorporate those
elements into your outline! You do not have to flesh out the
details; the outline will just provide the blueprint for where you
are heading. Remember that each room must contain two
activities and one toy or object. Each room must address
physical, cognitive, and psychosocial development. In addition,
each room must address at least one theme. The outline can be
formatted in bulleted points like this:
Paragraph 1
Identify the activity (all you need here is the title of the
activity)
Identify the theory and/or research you will use to support the
use of this class or activity (i.e Piaget’s formal operations,
Erikson’s psychosocial development, etc) You only need to
identify it in the outline—not explain it yet
Identify which developmental domain(s) this activity supports
(physical, cognitive, and psychosocial)
Paragraph 2
Identify the activity (all you need here is the title of the
activity)
Identify the theory and/or research you will use to support the
use of this class or activity (i.e Piaget’s formal operations,
Erikson’s psychosocial development, etc) You only need to
identify it in the outline—not explain it yet

11. Identify which developmental domain(s) this activity supports
(physical, cognitive, and psychosocial)
Paragraph 3
Identify the item
Identify the theory and/or research you will use to support the
purchase of this item
Paragraph 4
Identify which theme(s) this room addresses: health and well-
being, families and parenting, education, culture, and gender.
Here are samples of how you might do that in your proposal.
The Community Child Development Center Proposal Outline
Must be three to four double-spaced pages in length (not
including title and references pages).
Must use at least one scholarly source in addition to the course
text.
The Scholarly, Peer Reviewed, and Other Credible
SourcesPreview the document table offers additional guidance
on appropriate source types. If you have questions about
whether a specific source is appropriate for this assignment,
please contact your instructor. Your instructor has the final say
about the appropriateness of a specific source for a particular
assignment.
Must include a separate title page (Links to an external
site.)Links to an external site. with the following:
Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted
Must include a separate reference page, (Links to an external
site.)Links to an external site. formatted according to APA style
as outlined in the Ashford Writing Center.