Consider the following scenariosSoon after her child’s birt.docx

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Consider the following scenarios: Soon after her child’s birth, Myra began to feel overwhelmed with the daily tasks of caring for her infant. Initially, Myra noticed that she felt listless, and soon she started forgetting to do caregiving tasks and things around the house. Picking up has become a chore she avoids, and changing the baby into pajamas at night has turned into an unwanted task. She knows that reading and talking to her baby is important, but she does not have the energy. Instead, she elects to place him in front of the TV. Often, her baby, who is now 4 months old, will gaze up at her face during feeding, and Myra will gaze out the window, wondering how she will find the energy just to get through the day. On the one hand, she feels she needs to change course somehow, but on the other, she is consumed with feelings of isolation and an inability to act. Jessie is also the parent of a 4-month-old. She is often tired but tries to keep on top of daily household and caregiving tasks, and her interactions with her infant son are a priority. She reads and sings to her son throughout the day and carefully follows the cues he gives her with his eyes—maintaining eye contact when his eyes seek her own, and lowering activity levels when his eyes look away. Although she certainly feels stressed at times, she tries to get enough sleep and frequently connects with her friends for input and advice. .

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Student Name: Date: Read the following case study and thoroughly and completely answer the questions that follow. Remember to use full sentences and cite sources to support any contentions that you make, using proper APA formatting. CASE STUDY: Mary is a 36-year-old stay-at-home mother of four children. She is starting to become a bit bored with staying home, having done that for the past 15 years. Prior to having children, Mary worked in a credit union and enjoyed her job. She especially liked the precision of number crunching. She has carried this characteristic into her housekeeping chores. She tries to keep her home spotless, even with four children. She cleans the two bathrooms every day, vacuums, dusts, picks up toys, and performs various and sundry cleaning chores. Clutter and messiness bother her, and she is almost neurotic about cleaning. She is a perfectionist and knows it. All of her friends agree, but she is able to laugh at this quirk and not take herself too seriously. Although maintaining a house with four children might seem overwhelming to others, Mary handles these chores fine and has time (sometimes while cleaning) to keep in close touch with her friends, especially with phone calls. Mary is continuously on the phone. Her friends are a very important part of her social support network, especially since she does not have coworkers with whom to interact and because her husband travels a lot for his job. Often, her friends seem more important to her than her spouse and she seems to have a better relationship with them than her husband. They describe her as being fiercely loyal, supportive, and talkative. They also know that she has a good heart. She is always willing to help another mom whose babysitter got sick by watching their child while she goes to work. If a friend is feeling overwhelmed about preparing for an upcoming party, she is willing to cook or bake something for them. You would never know from looking at her that Mary is such a warm and caring person. She actually looks a bit intimidating and angry, but that is just because her age is starting to show with somewhat deep lines between her eyes, which is mistaken for a frown. She is aware of this contradiction and is a bit self-conscious of her frown lines. Mary is also insecure about not having attended college. Many of her friends graduated from college. Some even have doctorate degrees, but Mary never did. She does not think of herself as unintelligent, but she sees herself as uneducated and defers to others with a better education. Her friends see her as very intelligent, and they encourage her to pursue at least an associate’s degree mainly so she will feel better about herself. Mary is considering this possibility. It is something that she has always wanted to do. In particular, she is thinking about getting an associate’s degree in legal business studies and becoming a legal assistant after all of her children are in middle school. They will be old.

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Snapshots: Behavior Disorders Video Transcript Eric Kelly: Eric Shawn “The Bullet” Robinson. He is busy. He is hyper, needless to say, but he is very intelligent, very receptive. He is like a four year old in a ten year old’s body. Eric’s challenges are family security basically. He is very insecure because of the history of our family in the last ten years. I am divorced and his father really hasn’t paid much interest in him and it has really hurt him. He kind of thinks that mom is always going to leave him too. The children’s center, I am not exaggerating at all, has made our life bearable and happy and full of love again, because before we came where, which was just four months ago, I feel kind of guilty saying it, but I have to because It’s the truth, I didn’t like my son. I couldn’t stand him. I couldn’t stand being around him for a long time. I could take him for about ten minutes. Every day he would ruin something in the house and I was about at my wits end when I came here. They have worked on with behavioral modification and slowed him down. The medication, he was on Ritalin and he has just come off of it which helped tremendously in the sense that it called him down enough and helped his attention span so that they could work with him on behavior concepts and the consequences of rights and wrongs and how to really verbalize and express himself. Rather than expressing himself physically. Douglas Goldsmith, PHD: When I first worked with Eric it was in order to give him a psychological evaluation to determine whether or not he was in fact appropriate for our day treatment setting and Eric was probably one of the most extremely hyper active children that I have ever tested. During the testing he was severely oppositional it was really difficult to get him to complete tasks. He would insist that he was not going to perform, jump up from the table, and walk away. He was extremely active child throughout the entire session. In this case there is clearly a biological aspect of Eric’s hyperactivity. There is some kind of chemical or neurological disturbance that is helping drive this child, but the psychological testing also showed us that he is also very conflicted about his parent’s separation and the social factors going on in his life. Eric attends our day treatment group for five days a week, three hours a day. In that setting we are helping him learn how to feel better about himself. That’s one of the things that Eric came in with was some very strong feelings that nobody likes him, that he is no good, and he would make those kinds of statement frequently to the therapists. One of the purposes of group then is to help him develop a more positive self-esteem by giving him positive feedback, helping him recognize his strengths. Lori Blickfeldt: Eric’s first day he was rather quiet and solemn. He watched other children play with interest, but made no attempt to join them. He would turn his back towards peers and adults if they app.

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Early Learning Center Portfolio SPED 293C Assignment Outline *For this assignment you will be creating an Early Learning Center. You must include young children with exceptional needs within your program. You may work in teams or individuals for this assignment.* The following outline is required for the Early Learning Center: Name of Center · Create a name for your center. (Ex. Bright Minds Early Learning Academy) Philosophy · What type of Early Learning philosophy will your center embrace? Please describe. (Ex. Waldorf, Montessori, Reggio, co-op, play-based, art infused, etc.) Mission Statement · What is the mission of your Early Learning Center? What are your goals? What is your target population? · You can create an inclusive center that includes students with exceptional needs, or it can be a center exclusively for young children with exceptional needs. · It can be a center for children 6 weeks to 5 years or just preschool age (4-5). · What is your target population? (Ex. lower SES, local community or college parents) Are you going to partner with a university, YMCA, or school district? Center Layout(Physical Layout) · Create a layout of your entire center with a visual and written description. · Please indicate the number of classrooms. · Indicate other types of rooms- sensory room, indoor gym/motor room, therapy room, cafeteria, offices, support staff rooms, etc. Staffing/Personnel · Indicate the number of staff required for your Early Learning Center. You do not have to include all indicated below, but those pertinent to your program. · Teachers · Teaching Assistants · Directors/Lead Staff · Support Staff: OT, PT, Speech Therapist, Counselor, or Nursing · Additional Staff: parent volunteers, fieldwork students Classroom Layout · Create a layout of one of your classrooms. · Indicate a carpet area, quiet area, various stations (i.e. blocks, dress up), table areas, etc. Classroom Management · Outline procedures for the learning center/classrooms: · Indicate 3-5 learning center/classroom rules · Acknowledgment system · Corrective consequence system Thematic Lesson Plan Outline · Using the thematic lesson plan outline provided to you, create a theme based lesson plan outline. Design at least 2activities in each of the eight designated topic areas. Please be prepared to formally share out your Early Learning Center with a PowerPoint. DUE: May 4th Sensory Activities for Early Childhood SPED 293C All preschool teachers, especially those working with children with exceptional needs, are using important techniques utilized by skilled Occupational Therapists. When a child stimulates their senses they are sending signals to their brain that helps to create and strengthen neural pathways important for: Motor Skills, Cognitive Development, Communication, Social and Emotional Skills, Functional Tasks, and the development of Sense of Self. Activity: You have just viewed a clip of an Occupational Therapist demonstrating some sensory activitie ...

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STUDIES The cases you are about to view all depict children aged 6. This is a transitional time in which learners can explore early childhood development and how it impacts middle childhood development. View all the case studies and select one as the focus of your assignment in unit 6. ROSA - DEVELOPMENT ACROSS CULTURES (IMMIGRANT) Rosa at age 6 is at the transition stage between early and middle childhood. Her family came to work in the U.S. as migrant workers when Rosa was a toddler. Her father had worked in the U.S. for an extended time previous to marrying Rosa's mother. As a family they continue to struggle economically. She lives with her extended family including her mother, father, maternal grandmother and two siblings. She did not participate in formal early childhood preschool experiences but was in the care of her maternal grandmother while her parents worked. Rosa has completed a year of all-day kindergarten in a southwestern state. Her family had previously made many moves, but has been in the same local area for more than a year. The primary language spoken at home is Spanish. Several issues have emerged as Rosa is making the transition to first grade. The kindergarten teacher completed a checklist/profile of Rosa's development in the areas of Cognitive, Language, Physical and Social Development. The results indicated that compared to expected development at age 6: · Rosa is not demonstrating cognitive development skills expected for her age. She struggles with early literacy concepts linked to reading and writing. · Rosa has the ability to "code-switch" in speaking Spanish or English based on the context of those in her environment. She converses with her grandmother and mother and father primarily in Spanish and with her teacher and classmates in English, although her father does speak with Rosa and her siblings in English as well as Spanish. · Rosa is small in stature. Her health history, including her prenatal records, does not indicate any significant issues. She is average in her gross and fine motor abilities. She is reluctant to engage in group physical activities. · Rosa is often observed playing near other children, immersed in her own activities. She does not appear to reach out to other children to become involved in their play. Her teacher describes her as slow to warm up in social situations. EMMA - DEVELOPMENT ACROSS FAMILY CONTEXTS (FOSTER CARE) Emma at age 6 is at the transition stage between early and middle childhood. She is bi-racial child whose mother is Caucasian and father, whom she has never met, is Filipino. Emma lived with her single mother until she was a toddler, when her maternal grandparents became her primary caregivers. This was a voluntary placement. There were no official reports of abuse or neglect on file; however the grandparents raised concerns that Emma was being neglected while in their adult daughter's care. They expressed a concern that Emma may have been left strapped into her high ch.

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