The document discusses observations of child development across four domains - social-emotional, cognitive, language, and physical. It describes interactions witnessed between children aged 3-5 that demonstrated skills in each domain, such as a boy helping another child in a wheelchair to show social-emotional development. The domains are interrelated, and examples are given of activities involving multiple domains, such as reading aloud developing language and cognitive skills. The author reflects on how the observations improved their understanding of child development.
Get your quality homework help now and stand out.Our professional writers are committed to excellence. We have trained the best scholars in different fields of study.Contact us now at http://www.essaysexperts.net/ and place your order at affordable price done within set deadlines.We always have someone online ready to answer all your queries and take your requests.
Our last forum will look at social development. Please answer th.docxjakeomoore75037
Our last forum will look at social development. Please answer the following three questions in your initial posting.
1-How is social learning linked to academic learning?
2-How are schools providing for social development for children?
3-What are notable issues on gender-role development in society today and how are we as a family and society reacting?
Emotional and Social Development in Early Childhood
The focus of this lesson is the emotional and social development in early childhood. It is critical that, during a child’s early years, he or she is exposed to great variety of experiences that contribute to healthy social and emotional growth. Furthermore, this lesson will focus on the ways in which children develop a sense of self. When children interact with peers, they also advance in their social skills and social development. Finally, being aware of the different roles that genetic and environmental influences play on gender-role development will lead to greater understanding of gender expectations for these young children.
TOPICS TO BE COVERED INCLUDE:
· The development of the aspects of the self
· Peer sociability
· Moral development
· Gender-role development
Development of Aspects of the Self
As children learn to talk and their language skills improve, they become more self-aware as seen in the ways in which they subjectively talk about themselves. As children become able to understand their
self-concept
‒ their attributes, attitudes, abilities, and qualities that make them unique ‒ they truly begin to develop a sense of self-awareness. This self-awareness has a profound impact on a child’s emotional and social life. Additionally,
self-esteem
is also affected by children’s awareness of self.
Self-Awareness
· RECOGNIZING SELF AS SEPARATE
·
SELF-AWARENESS GROWS
·
REFERRING TO SELF BY NAME
·
PREFERENCES AND EMOTIONS
In infancy children develop an awareness of their body. As children continue to age, they begin to understand that they are separate beings from others. For example, during late toddlerhood, children learn that they have different emotional states, different characteristics (physical and emotional) and different actions or responses from others.
Psychosocial Developmental Stages
This self-awareness development corresponds to the second stage of Erik Erikson’s Psychosocial Development. Click on the icons to read about the milestones for each stage.
Age
Erikson’s Stage
1 ½ to 3
Autonomy versus Shame and Doubt.
3 to 4
Initiative versus Guilt.
5
Superego
FREUD’S SUPEREGO
CONSCIOUS
PRIDE AND HAPPINESS
IF SUPEREGO IS OVERLY STRICT
SOME SHAME AND GUILT IS NEEDED
Self-Concept
Self-concept is the image that we hold about ourselves. These ideas or images stem from the beliefs that a child has about him or herself as well as how other individuals view that particular child. Self-concept is what children think about themselves, how they evaluate themselves, and perceives themselves.
.
Early Childhood Education Essay examples
Essay on The Children Are Our Future
Essay on Parents and their Children
Child Psychology Essay
Child Rearing Practices Essay
Essay about My Child
Parenting Essay
Essay on Raising a Child
Childrens Mental Health Essay
Essay on Child Development
How Children Learn Language Essay
Essay about Children: Tomorrow’s Future
Essay on Child Development
Childrens Behavior Essay
Essay on Child Safeguarding
Colleagues Responses
Colleagues responses
Assignment 4 8080 Part 2
. Interact with 3 colleagues and respond to them by sharing additional insights, comparing experiences, and posing questions that further promote dialogue. (Post to each colleague in 150 words.)
Colleague 1 response:
Posted by DeQuanda Cummings
Optimizing Brain Development
The first few years of a child’s life are critical for healthy brain development. Brain development begins during the prenatal period and continues through early childhood. Although the brain continues to develop into adulthood, the first eight years builds the foundation for learning and success (CDC, 2021). Brain development depends on many factors such as, prenatal care, experiences, and exposures to toxins and infections. “Nurturing and responsive care for the child’s body and mind is the key to supporting healthy brain development” (CDC, 2021). Positive and negative experiences help shape a child’s brain.
How the brain grows is highly affected by the child’/ s experiences with people and the world. Children depend on interactions with parents and their caregivers to be responsive to their needs. Children thrive in environments where they can explore and play in a safe environment. Their needs ought to be met and not neglected. They do not need to be exposed to stress. As a parent and/or caregiver to support healthy brain development you can constantly talk to the child, read to your child, meet their needs, and offer them a safe place to explore and play. Speaking and reading to children increase their language and communication skills. “Nurturing a child by understanding their needs and responding sensitively helps to protect children’s brains from stress” (CDC, 2021). Exposure to stress can negatively affect brain development. When children are at risk, it can cause them a delay in accomplishing developmental milestones. They will distrust people if their needs are not constantly being met.
This topic is important to me because in the school that I work at we have a high population of students who needs are not being met. When they get into the classroom, before I can teach them anything I have to meet their needs whether it be feeding them or giving them extra attention. I have even gone as far to buy clothes and shoes for students. This affected the students’ learning. They were usually the ones that were below grade level in the classroom. When having conversations with the parents, they want better for their children but did have the resources or just did not know.
I will need support from pediatricians, early childhood educators, and counselors to help inform parents and caregivers about the importance of brain development and optimizing brain development.
Reference
CDC. (2021, February 22). Early Brain Development and Health. Centers for Disease Control and Prevention. https://www.cdc.gov/ncbddd/childdeve ...
my professor ask me this question what should be answer(your resea.docxJinElias52
my professor ask me this question what should be answer(
your research does a very good job of explaining the topic and the changes in FASB. How did you plan to incorporate your reading from the Daniels, Radebaugh, and Sullivan text?
Daniels, J., Radebaugh, L., and Sullivan, D. (2015). International Business: Environments and Operations 15e. Upper Saddle River, NJ: Pearson Education, Inc. ISBN: 13:978-0-13-345723-0.
i want only answer this question
.
Get your quality homework help now and stand out.Our professional writers are committed to excellence. We have trained the best scholars in different fields of study.Contact us now at http://www.essaysexperts.net/ and place your order at affordable price done within set deadlines.We always have someone online ready to answer all your queries and take your requests.
Our last forum will look at social development. Please answer th.docxjakeomoore75037
Our last forum will look at social development. Please answer the following three questions in your initial posting.
1-How is social learning linked to academic learning?
2-How are schools providing for social development for children?
3-What are notable issues on gender-role development in society today and how are we as a family and society reacting?
Emotional and Social Development in Early Childhood
The focus of this lesson is the emotional and social development in early childhood. It is critical that, during a child’s early years, he or she is exposed to great variety of experiences that contribute to healthy social and emotional growth. Furthermore, this lesson will focus on the ways in which children develop a sense of self. When children interact with peers, they also advance in their social skills and social development. Finally, being aware of the different roles that genetic and environmental influences play on gender-role development will lead to greater understanding of gender expectations for these young children.
TOPICS TO BE COVERED INCLUDE:
· The development of the aspects of the self
· Peer sociability
· Moral development
· Gender-role development
Development of Aspects of the Self
As children learn to talk and their language skills improve, they become more self-aware as seen in the ways in which they subjectively talk about themselves. As children become able to understand their
self-concept
‒ their attributes, attitudes, abilities, and qualities that make them unique ‒ they truly begin to develop a sense of self-awareness. This self-awareness has a profound impact on a child’s emotional and social life. Additionally,
self-esteem
is also affected by children’s awareness of self.
Self-Awareness
· RECOGNIZING SELF AS SEPARATE
·
SELF-AWARENESS GROWS
·
REFERRING TO SELF BY NAME
·
PREFERENCES AND EMOTIONS
In infancy children develop an awareness of their body. As children continue to age, they begin to understand that they are separate beings from others. For example, during late toddlerhood, children learn that they have different emotional states, different characteristics (physical and emotional) and different actions or responses from others.
Psychosocial Developmental Stages
This self-awareness development corresponds to the second stage of Erik Erikson’s Psychosocial Development. Click on the icons to read about the milestones for each stage.
Age
Erikson’s Stage
1 ½ to 3
Autonomy versus Shame and Doubt.
3 to 4
Initiative versus Guilt.
5
Superego
FREUD’S SUPEREGO
CONSCIOUS
PRIDE AND HAPPINESS
IF SUPEREGO IS OVERLY STRICT
SOME SHAME AND GUILT IS NEEDED
Self-Concept
Self-concept is the image that we hold about ourselves. These ideas or images stem from the beliefs that a child has about him or herself as well as how other individuals view that particular child. Self-concept is what children think about themselves, how they evaluate themselves, and perceives themselves.
.
Early Childhood Education Essay examples
Essay on The Children Are Our Future
Essay on Parents and their Children
Child Psychology Essay
Child Rearing Practices Essay
Essay about My Child
Parenting Essay
Essay on Raising a Child
Childrens Mental Health Essay
Essay on Child Development
How Children Learn Language Essay
Essay about Children: Tomorrow’s Future
Essay on Child Development
Childrens Behavior Essay
Essay on Child Safeguarding
Colleagues Responses
Colleagues responses
Assignment 4 8080 Part 2
. Interact with 3 colleagues and respond to them by sharing additional insights, comparing experiences, and posing questions that further promote dialogue. (Post to each colleague in 150 words.)
Colleague 1 response:
Posted by DeQuanda Cummings
Optimizing Brain Development
The first few years of a child’s life are critical for healthy brain development. Brain development begins during the prenatal period and continues through early childhood. Although the brain continues to develop into adulthood, the first eight years builds the foundation for learning and success (CDC, 2021). Brain development depends on many factors such as, prenatal care, experiences, and exposures to toxins and infections. “Nurturing and responsive care for the child’s body and mind is the key to supporting healthy brain development” (CDC, 2021). Positive and negative experiences help shape a child’s brain.
How the brain grows is highly affected by the child’/ s experiences with people and the world. Children depend on interactions with parents and their caregivers to be responsive to their needs. Children thrive in environments where they can explore and play in a safe environment. Their needs ought to be met and not neglected. They do not need to be exposed to stress. As a parent and/or caregiver to support healthy brain development you can constantly talk to the child, read to your child, meet their needs, and offer them a safe place to explore and play. Speaking and reading to children increase their language and communication skills. “Nurturing a child by understanding their needs and responding sensitively helps to protect children’s brains from stress” (CDC, 2021). Exposure to stress can negatively affect brain development. When children are at risk, it can cause them a delay in accomplishing developmental milestones. They will distrust people if their needs are not constantly being met.
This topic is important to me because in the school that I work at we have a high population of students who needs are not being met. When they get into the classroom, before I can teach them anything I have to meet their needs whether it be feeding them or giving them extra attention. I have even gone as far to buy clothes and shoes for students. This affected the students’ learning. They were usually the ones that were below grade level in the classroom. When having conversations with the parents, they want better for their children but did have the resources or just did not know.
I will need support from pediatricians, early childhood educators, and counselors to help inform parents and caregivers about the importance of brain development and optimizing brain development.
Reference
CDC. (2021, February 22). Early Brain Development and Health. Centers for Disease Control and Prevention. https://www.cdc.gov/ncbddd/childdeve ...
my professor ask me this question what should be answer(your resea.docxJinElias52
my professor ask me this question what should be answer(
your research does a very good job of explaining the topic and the changes in FASB. How did you plan to incorporate your reading from the Daniels, Radebaugh, and Sullivan text?
Daniels, J., Radebaugh, L., and Sullivan, D. (2015). International Business: Environments and Operations 15e. Upper Saddle River, NJ: Pearson Education, Inc. ISBN: 13:978-0-13-345723-0.
i want only answer this question
.
My assignment is to create a 12-page argumentativepersuasive rese.docxJinElias52
My assignment is to create a 12-page argumentative/persuasive research paper given one of the following option:
Argue for or against a business decision, organizational plan, business philosophy, policy decision, or concept related to the class. On Corporate Social Responsibility
.
Myths in Neolithic Cultures Around the Globe Please respond to th.docxJinElias52
Myths in Neolithic Cultures Around the Globe"
Please respond to the following,
using sources under the Explore heading as the basis of your response
:
Describe the functions of ancient myths, using examples from two (2) different neolithic cultures, and comment on whether myth is inherently fictional. Using modern examples, discuss ways modern belief systems, secular or religious, function for modern cultures in a similar fashion.
Explore
Neolithic societies and myths
Chapter 1 (pp. 6-8. 18-23, 29), myths in prehistory and early cultures
Ancient myths in regions around the globe at
http://www.windows2universe.org/mythology/worldmap_new.html
and
http://www.pantheon.org/areas/mythology/
.
.
Myths in Neolithic Cultures Around the GlobePlease respond to .docxJinElias52
"Myths in Neolithic Cultures Around the Globe"
Please respond to the following,
using sources under the Explore heading as the basis of your response
:
Describe the functions of ancient myths, using examples from two (2) different neolithic cultures, and comment on whether myth is inherently fictional. Using modern examples, discuss ways modern belief systems, secular or religious, function for modern cultures in a similar fashion.
Explore
Neolithic societies and myths
Ancient myths in regions around the globe at
http://www.windows2universe.org/mythology/worldmap_new.html
and
http://www.pantheon.org/areas/mythology/
.
.
Mycobacterium tuberculosisYou must review the contents of your n.docxJinElias52
Mycobacterium tuberculosis
You must review the contents of your news article and discuss what type of microorganism it is, if the organism is in nature or is used in industry or causes disease. If it causes disease you must discuss transmission, increasing incidence, factors contributing to the spread of the organism, lab culturing, etc.
300-400 words
.
My TopicI would like to do my case application on Helen Keller’s.docxJinElias52
My Topic:
"I would like to do my case application on Helen Keller’s fight with learning disability. I chose Helen Keller because she is one of the most important personality and the first person without hearing or sight to earn a BA. Her story is narrated in the movie “The Miracle Worker.”
For additional details, please refer to the Milestone Two Rubric document and the Final Project Document in the Assignment Guidelines and Rubrics section of the course.
.
My topic is the terms a Congress person serves and debate on adding .docxJinElias52
My topic is the terms a Congress person serves and debate on adding limitations to how long a person can be in Congress.
The Pros and Cons of the unlimited terms in congress
Do members of congress to support position people of the state they represent therefore should be able to change and if it will benefit.
How to Add limitations on the term served by congress
Follow the directions below for the completion of the Annotated Bibliography assignment for Unit II.
Purpose: The purpose of the annotated bibliography is to summarize the sources that you have gathered to support your research proposal project. These summaries help you to think about the complex arguments presented in your sources. Description: In this assignment, you will create an annotated bibliography consisting of seven sources. Each entry will consist of a reference list citation, a summary of the source’s information, and a one-sentence assessment. Each annotation should be between 150 to 200 words. If an entry is shorter than 150 words, it is likely you have not fully developed your summary, and this lack of development can severely impact your grade for this assignment.
.
My topic is anywhere, anytime information work, which means tele-wor.docxJinElias52
My topic is anywhere, anytime information work, which means tele-work, and we choose ( AT&T toggle)
I've done all the questions but i need more detail , deep answers .
1- write an introduction about ( anywhere, anytime information work) in details and conclusion about the company and application
2-write a brief explanation about the company it self ( AT&T)
3- plagiarism not accepted
4- use simple words
5- make it 12 or 11 pages
.
My topic for module-2 reaction paper was on news, data, and other me.docxJinElias52
My topic for module-2 reaction paper was on news, data, and other media means of delivering information to the public. When gathering all the information and reflecting on my personal experience when watching, reading or listening to the news outlets was very addicting. To see news clips from the wars past or deployments after the fact was real-time history for most of us (me), yet our families, friends and other members not physically at that location waiting to hear something can be very overwhelming. My question is the methods and absorbing of news
: Are citizens informed about terrorism and is it overwhelming?
.
My Topic for the paper I would like to do my case application on He.docxJinElias52
My Topic for the paper: I would like to do my case application on Helen Keller’s fight with learning disability. I chose Helen Keller because she is one of the most important personality and the first person without hearing or sight to earn a BA. Her story is narrated in the movie “The Miracle Worker.”
.
n a 2 page paper, written in APA format using proper spellinggramma.docxJinElias52
n a 2 page paper, written in APA format using proper spelling/grammar, address the following:
Briefly explain Piaget's and Erikson's theories of development. Who had a better theory of human development: Erikson or Piaget? Please offer detail to explain your choice.
What tips would you give to someone who has just suffered a major loss, now that you know the stages of grief?
.
My research proposal is on fall prevention WRTG 394 s.docxJinElias52
My research proposal is on fall prevention
WRTG 394 students,
Your next writing assignment will be a
memo to your instructor for the final report.
Steps to Take in Completing this Assignment:
•
Identify the decision-maker or group of decision-makers to whom you will write your final report
• Describe the specific problem you are attempting to address.
• Prepare some primary research for your report.
• Write a memo to your instructor using the template provided below.
The Role of this Assignment for your Research Report:
This assignment is designed to help you put together the final paper in WRTG 394.
Remember, your final paper in WRTG 394 will be a report in which you do the following:
•
define a problem in your workplace or community persuasively and accurately
•
propose a solution or solutions to the problem or issue
Previous assignments in the class pointed out some sample topics for the report:
• a report to your manager at work suggesting that more teleworking options be given to employees at your workplace
• a report to your supervisor at work suggesting that email be used less frequently for communication and that another application be used to improve communication.
• a report to your manager at work suggesting that your office become paperless
• a report to the board of directors at your townhouse community to argue that the playground area in your community should be renovated
• a report to the manager of your unit at work noting that recycling facilities in the workplace should be improved
For writing assignment #2, you completed a background and synthesis of the literature on your topic.
For this writing assignment, you are going to identify the specific needs in your workplace or community that will be identified for your final report.
Examples of Primary Research for Specific Topics:
•
If you write a report to your manager at work suggesting that more teleworking options be given to employees at your workplace, you cannot simply prepare a report on teleworking. You must show that teleworking will
solve a specific problem or problems in your organization
.
•
If you write a a report to your supervisor at work suggesting that email be used less frequently for communication and that another application be used to improve communication, you cannot simply prepare a report on the benefits of social media in the workplace. You must
show that your specific office has problems in communicating by email and indicate the benefits of using alternative communication systems for your workplace environment
.
•
If you write a report to your manager at work suggesting that your office become paperless, you cannot simply prepare a report on the benefits of a paperless office. You must
show that your specific office can go paperless and indicate the benefits of your specific office going paperless
.
•
If you write a report to the board of directo.
My portion of the group assignment Must be done by Wednesday even.docxJinElias52
My portion of the group assignment:
Must be done by Wednesday evening
•
EFE Matrix; -
•
SWOT (TOWS) analysis; -
•
IFE Matrix; -
•
A list of alternative strategies, giving advantages and disadvantages for each; -
Walt Disney Company, p. 441, Case 8 (photos of pages upladed)
.
my project is about construcation houses for poor poeple in Denver .docxJinElias52
my project is about construcation houses for poor poeple in Denver
It is 30 pages
produce a 10 knowledge area project notebook enhancing one team members individual project. Assign different team members individual knowledge areas and refine the notebook to demonstrate synergy.
.
my name is abdullah aljedanii am from saudi arabia i graduate fr.docxJinElias52
my name is abdullah aljedani
i am from saudi arabia
i graduate from DHBAN high school 2013
i went to USA to ST
UDY ENGLISH LANGUAGE AND APLLLAY FOR UNIVERSITY
I WANT TO APLLY IN CIVIL ENIGINEERING
I NEED LETTER FOR THE UNIVERSITY EXPLAIN EHAT I DID AFTER HIGH SCHOOL
500 WORD
24 HOURS
.
My hypothesis Being disconnected from social media (texting, Facebo.docxJinElias52
My hypothesis: Being disconnected from social media (texting, Facebook, cell phone use, etc) causes stress in teenagers.
It is my belief partly based on observation (I teach HS students) that we have created a society where even the slightest communication is cause for a teenager’s engagement with his/her electronic device. Being constantly connected to others, or at least knowing that is an option appears to give them some peace of mind and perhaps helps them feel less alone. This worries me because I fear they will be unable to engage in experiences on their own without that constant connection to others. This behavior doesn’t allow for self-reflection, meditation, or other important moments designed to focus the attention inward. In other words, a fear of being alone. On the other hand, teenagers can reach out to others as never before, which is great in many cases.
I would choose the Experimental Research method for the following experiment, being careful to adhere to its two components: 1) that there is a random assignment of participants. I would stress that this should be a double-blind experiment so I do not influence its outcome; and 2) a manipulation of an independent variable.
My experiment: After taking a base level of stress indicators (heart rate, blood pressure, brain waves, perspiration levels, etc) I would randomly assign two separate groups of HS students to spend 2 days camping in the wilderness. I would set up several exciting events to take place such as river rafting, hunting, building a shelter for the night, etc. One group would have their cell phones with them (assuming there is a cell phone connection in this remote area), the second group would not. The first group could contact whomever they chose during the events and during a down time say, at night. The second group would not have cell phones to be able to do this. I would somehow monitor both group’s stress levels while out in the wilderness.
Summary: Because I would want to avoid the Correlation/Causation Fallacy, I would need to not know which students were which in this experiment. And I foresee some challenges that might not be avoidable and might skew this idea. There could be variables such as a student who is naturally highly stressed in the wilderness and his anxiety could spike giving my experiment the expected result but for the wrong reason. Not to mention the difficulty of setting up this experiment in the first place.
Personal note: Thinking about this idea has caused me to think in a more scientific way about the results of all experiments I learn about. The Correlation/Causation issue is one I fall victim to a lot. I like to think that I am an objective observer, but so far in this course, I am not so sure of that anymore. At the same time that I hate to have my thinking challenged in this way, I also feel excited that I am thinking on a deeper level than I ever have.
How would you select the groups at random? Would you use a number system? Perha.
My group is the Los Angeles Rams. We are looking to be sponsors with.docxJinElias52
My group is the Los Angeles Rams. We are looking to be sponsors with Dunkin' Donuts.Attached is an example of the Portland Timbers and a sponsorship with Chevrolet. On the bottom of the excel document you can see there are 4 different tabs. The tabs I need done are Research and Activity.
Thank you.
.
My Captain does not answer, his lips are pale and still;My father .docxJinElias52
My Captain does not answer, his lips are pale and still;
My father does not feel my arm, he has no pulse nor will;
The ship is anchor'd safe and sound, its voyage closed and done;
From fearful trip, the victor ship, comes in with object won;
Exult, O shores, and ring, O bells!
But I, with mournful tread,
Walk the deck my Captain lies,
Fallen cold and dead.
Examine the imagery in the stanza in bold. What is the significance of the two different images?
The speaker does not feel the joy everyone else is experiencing.
The speaker does not feel the misery everyone else is experiencing.
The speaker does not want anyone to know how unhappy he truly is.
The speaker does not want anyone to know how happy he truly is.
.
My character is Phoenix Jackson from the story A Worn PathMLA Form.docxJinElias52
My character is Phoenix Jackson from the story A Worn Path
MLA Format. 1200 words
Must have
Identify the type of character it is dealing with (A single character could be two or thres types.
Describe the character
Discuss the conflict in the story particularly in regards to the character's place in it.
Due tomorrow by 3pm
.
My assignment is to write an original essay of four to fivr parargra.docxJinElias52
My assignment is to write an original essay of four to fivr parargraphs describing a person I admire. My chocie is Lional Messi he is a famous soccer player. I need a hook in the introduction and three body paragraphs. First paragraphs about his childhoods secound paragraphs about join Barcalona fc third parargraph about change of the soccer history and a conclusion. I needed for secound English language person I don't want to too perfect.
.
My assignment format is as follows; 2500 words, 20 references .docxJinElias52
My assignment format is as follows;
2500 words
, 20 references from journals, articles that is reliable. I need to have 2 OD Consultant's Tool Kid (attached as photos)
1) Introduction
2) Case Study background, briefly explain (photos attached for the case study 2 pages)
3) Identify current status & desired status
4) Identify issues organisation is;
- Root cause
- Symptom
5) Recoomendations/ Intervention (use theoridical models, concept, theories to support)
6) Conclusion
.
My assignment is to create a 12-page argumentativepersuasive rese.docxJinElias52
My assignment is to create a 12-page argumentative/persuasive research paper given one of the following option:
Argue for or against a business decision, organizational plan, business philosophy, policy decision, or concept related to the class. On Corporate Social Responsibility
.
Myths in Neolithic Cultures Around the Globe Please respond to th.docxJinElias52
Myths in Neolithic Cultures Around the Globe"
Please respond to the following,
using sources under the Explore heading as the basis of your response
:
Describe the functions of ancient myths, using examples from two (2) different neolithic cultures, and comment on whether myth is inherently fictional. Using modern examples, discuss ways modern belief systems, secular or religious, function for modern cultures in a similar fashion.
Explore
Neolithic societies and myths
Chapter 1 (pp. 6-8. 18-23, 29), myths in prehistory and early cultures
Ancient myths in regions around the globe at
http://www.windows2universe.org/mythology/worldmap_new.html
and
http://www.pantheon.org/areas/mythology/
.
.
Myths in Neolithic Cultures Around the GlobePlease respond to .docxJinElias52
"Myths in Neolithic Cultures Around the Globe"
Please respond to the following,
using sources under the Explore heading as the basis of your response
:
Describe the functions of ancient myths, using examples from two (2) different neolithic cultures, and comment on whether myth is inherently fictional. Using modern examples, discuss ways modern belief systems, secular or religious, function for modern cultures in a similar fashion.
Explore
Neolithic societies and myths
Ancient myths in regions around the globe at
http://www.windows2universe.org/mythology/worldmap_new.html
and
http://www.pantheon.org/areas/mythology/
.
.
Mycobacterium tuberculosisYou must review the contents of your n.docxJinElias52
Mycobacterium tuberculosis
You must review the contents of your news article and discuss what type of microorganism it is, if the organism is in nature or is used in industry or causes disease. If it causes disease you must discuss transmission, increasing incidence, factors contributing to the spread of the organism, lab culturing, etc.
300-400 words
.
My TopicI would like to do my case application on Helen Keller’s.docxJinElias52
My Topic:
"I would like to do my case application on Helen Keller’s fight with learning disability. I chose Helen Keller because she is one of the most important personality and the first person without hearing or sight to earn a BA. Her story is narrated in the movie “The Miracle Worker.”
For additional details, please refer to the Milestone Two Rubric document and the Final Project Document in the Assignment Guidelines and Rubrics section of the course.
.
My topic is the terms a Congress person serves and debate on adding .docxJinElias52
My topic is the terms a Congress person serves and debate on adding limitations to how long a person can be in Congress.
The Pros and Cons of the unlimited terms in congress
Do members of congress to support position people of the state they represent therefore should be able to change and if it will benefit.
How to Add limitations on the term served by congress
Follow the directions below for the completion of the Annotated Bibliography assignment for Unit II.
Purpose: The purpose of the annotated bibliography is to summarize the sources that you have gathered to support your research proposal project. These summaries help you to think about the complex arguments presented in your sources. Description: In this assignment, you will create an annotated bibliography consisting of seven sources. Each entry will consist of a reference list citation, a summary of the source’s information, and a one-sentence assessment. Each annotation should be between 150 to 200 words. If an entry is shorter than 150 words, it is likely you have not fully developed your summary, and this lack of development can severely impact your grade for this assignment.
.
My topic is anywhere, anytime information work, which means tele-wor.docxJinElias52
My topic is anywhere, anytime information work, which means tele-work, and we choose ( AT&T toggle)
I've done all the questions but i need more detail , deep answers .
1- write an introduction about ( anywhere, anytime information work) in details and conclusion about the company and application
2-write a brief explanation about the company it self ( AT&T)
3- plagiarism not accepted
4- use simple words
5- make it 12 or 11 pages
.
My topic for module-2 reaction paper was on news, data, and other me.docxJinElias52
My topic for module-2 reaction paper was on news, data, and other media means of delivering information to the public. When gathering all the information and reflecting on my personal experience when watching, reading or listening to the news outlets was very addicting. To see news clips from the wars past or deployments after the fact was real-time history for most of us (me), yet our families, friends and other members not physically at that location waiting to hear something can be very overwhelming. My question is the methods and absorbing of news
: Are citizens informed about terrorism and is it overwhelming?
.
My Topic for the paper I would like to do my case application on He.docxJinElias52
My Topic for the paper: I would like to do my case application on Helen Keller’s fight with learning disability. I chose Helen Keller because she is one of the most important personality and the first person without hearing or sight to earn a BA. Her story is narrated in the movie “The Miracle Worker.”
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n a 2 page paper, written in APA format using proper spellinggramma.docxJinElias52
n a 2 page paper, written in APA format using proper spelling/grammar, address the following:
Briefly explain Piaget's and Erikson's theories of development. Who had a better theory of human development: Erikson or Piaget? Please offer detail to explain your choice.
What tips would you give to someone who has just suffered a major loss, now that you know the stages of grief?
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My research proposal is on fall prevention WRTG 394 s.docxJinElias52
My research proposal is on fall prevention
WRTG 394 students,
Your next writing assignment will be a
memo to your instructor for the final report.
Steps to Take in Completing this Assignment:
•
Identify the decision-maker or group of decision-makers to whom you will write your final report
• Describe the specific problem you are attempting to address.
• Prepare some primary research for your report.
• Write a memo to your instructor using the template provided below.
The Role of this Assignment for your Research Report:
This assignment is designed to help you put together the final paper in WRTG 394.
Remember, your final paper in WRTG 394 will be a report in which you do the following:
•
define a problem in your workplace or community persuasively and accurately
•
propose a solution or solutions to the problem or issue
Previous assignments in the class pointed out some sample topics for the report:
• a report to your manager at work suggesting that more teleworking options be given to employees at your workplace
• a report to your supervisor at work suggesting that email be used less frequently for communication and that another application be used to improve communication.
• a report to your manager at work suggesting that your office become paperless
• a report to the board of directors at your townhouse community to argue that the playground area in your community should be renovated
• a report to the manager of your unit at work noting that recycling facilities in the workplace should be improved
For writing assignment #2, you completed a background and synthesis of the literature on your topic.
For this writing assignment, you are going to identify the specific needs in your workplace or community that will be identified for your final report.
Examples of Primary Research for Specific Topics:
•
If you write a report to your manager at work suggesting that more teleworking options be given to employees at your workplace, you cannot simply prepare a report on teleworking. You must show that teleworking will
solve a specific problem or problems in your organization
.
•
If you write a a report to your supervisor at work suggesting that email be used less frequently for communication and that another application be used to improve communication, you cannot simply prepare a report on the benefits of social media in the workplace. You must
show that your specific office has problems in communicating by email and indicate the benefits of using alternative communication systems for your workplace environment
.
•
If you write a report to your manager at work suggesting that your office become paperless, you cannot simply prepare a report on the benefits of a paperless office. You must
show that your specific office can go paperless and indicate the benefits of your specific office going paperless
.
•
If you write a report to the board of directo.
My portion of the group assignment Must be done by Wednesday even.docxJinElias52
My portion of the group assignment:
Must be done by Wednesday evening
•
EFE Matrix; -
•
SWOT (TOWS) analysis; -
•
IFE Matrix; -
•
A list of alternative strategies, giving advantages and disadvantages for each; -
Walt Disney Company, p. 441, Case 8 (photos of pages upladed)
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my project is about construcation houses for poor poeple in Denver .docxJinElias52
my project is about construcation houses for poor poeple in Denver
It is 30 pages
produce a 10 knowledge area project notebook enhancing one team members individual project. Assign different team members individual knowledge areas and refine the notebook to demonstrate synergy.
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my name is abdullah aljedanii am from saudi arabia i graduate fr.docxJinElias52
my name is abdullah aljedani
i am from saudi arabia
i graduate from DHBAN high school 2013
i went to USA to ST
UDY ENGLISH LANGUAGE AND APLLLAY FOR UNIVERSITY
I WANT TO APLLY IN CIVIL ENIGINEERING
I NEED LETTER FOR THE UNIVERSITY EXPLAIN EHAT I DID AFTER HIGH SCHOOL
500 WORD
24 HOURS
.
My hypothesis Being disconnected from social media (texting, Facebo.docxJinElias52
My hypothesis: Being disconnected from social media (texting, Facebook, cell phone use, etc) causes stress in teenagers.
It is my belief partly based on observation (I teach HS students) that we have created a society where even the slightest communication is cause for a teenager’s engagement with his/her electronic device. Being constantly connected to others, or at least knowing that is an option appears to give them some peace of mind and perhaps helps them feel less alone. This worries me because I fear they will be unable to engage in experiences on their own without that constant connection to others. This behavior doesn’t allow for self-reflection, meditation, or other important moments designed to focus the attention inward. In other words, a fear of being alone. On the other hand, teenagers can reach out to others as never before, which is great in many cases.
I would choose the Experimental Research method for the following experiment, being careful to adhere to its two components: 1) that there is a random assignment of participants. I would stress that this should be a double-blind experiment so I do not influence its outcome; and 2) a manipulation of an independent variable.
My experiment: After taking a base level of stress indicators (heart rate, blood pressure, brain waves, perspiration levels, etc) I would randomly assign two separate groups of HS students to spend 2 days camping in the wilderness. I would set up several exciting events to take place such as river rafting, hunting, building a shelter for the night, etc. One group would have their cell phones with them (assuming there is a cell phone connection in this remote area), the second group would not. The first group could contact whomever they chose during the events and during a down time say, at night. The second group would not have cell phones to be able to do this. I would somehow monitor both group’s stress levels while out in the wilderness.
Summary: Because I would want to avoid the Correlation/Causation Fallacy, I would need to not know which students were which in this experiment. And I foresee some challenges that might not be avoidable and might skew this idea. There could be variables such as a student who is naturally highly stressed in the wilderness and his anxiety could spike giving my experiment the expected result but for the wrong reason. Not to mention the difficulty of setting up this experiment in the first place.
Personal note: Thinking about this idea has caused me to think in a more scientific way about the results of all experiments I learn about. The Correlation/Causation issue is one I fall victim to a lot. I like to think that I am an objective observer, but so far in this course, I am not so sure of that anymore. At the same time that I hate to have my thinking challenged in this way, I also feel excited that I am thinking on a deeper level than I ever have.
How would you select the groups at random? Would you use a number system? Perha.
My group is the Los Angeles Rams. We are looking to be sponsors with.docxJinElias52
My group is the Los Angeles Rams. We are looking to be sponsors with Dunkin' Donuts.Attached is an example of the Portland Timbers and a sponsorship with Chevrolet. On the bottom of the excel document you can see there are 4 different tabs. The tabs I need done are Research and Activity.
Thank you.
.
My Captain does not answer, his lips are pale and still;My father .docxJinElias52
My Captain does not answer, his lips are pale and still;
My father does not feel my arm, he has no pulse nor will;
The ship is anchor'd safe and sound, its voyage closed and done;
From fearful trip, the victor ship, comes in with object won;
Exult, O shores, and ring, O bells!
But I, with mournful tread,
Walk the deck my Captain lies,
Fallen cold and dead.
Examine the imagery in the stanza in bold. What is the significance of the two different images?
The speaker does not feel the joy everyone else is experiencing.
The speaker does not feel the misery everyone else is experiencing.
The speaker does not want anyone to know how unhappy he truly is.
The speaker does not want anyone to know how happy he truly is.
.
My character is Phoenix Jackson from the story A Worn PathMLA Form.docxJinElias52
My character is Phoenix Jackson from the story A Worn Path
MLA Format. 1200 words
Must have
Identify the type of character it is dealing with (A single character could be two or thres types.
Describe the character
Discuss the conflict in the story particularly in regards to the character's place in it.
Due tomorrow by 3pm
.
My assignment is to write an original essay of four to fivr parargra.docxJinElias52
My assignment is to write an original essay of four to fivr parargraphs describing a person I admire. My chocie is Lional Messi he is a famous soccer player. I need a hook in the introduction and three body paragraphs. First paragraphs about his childhoods secound paragraphs about join Barcalona fc third parargraph about change of the soccer history and a conclusion. I needed for secound English language person I don't want to too perfect.
.
My assignment format is as follows; 2500 words, 20 references .docxJinElias52
My assignment format is as follows;
2500 words
, 20 references from journals, articles that is reliable. I need to have 2 OD Consultant's Tool Kid (attached as photos)
1) Introduction
2) Case Study background, briefly explain (photos attached for the case study 2 pages)
3) Identify current status & desired status
4) Identify issues organisation is;
- Root cause
- Symptom
5) Recoomendations/ Intervention (use theoridical models, concept, theories to support)
6) Conclusion
.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Home assignment II on Spectroscopy 2024 Answers.pdf
CHILD DEVELOPMENT OBSERVATION AND REFLECTIONAngel Winslow
1. CHILD DEVELOPMENT: OBSERVATION AND REFLECTION
Angel Winslow
Module 2 Assignment 1
“Child Development: Observation and Reflection”
Date Due: June 21, 2021
The goal is to provide descriptive anecdotes for each
developmental domain direct observation of children aged 3 to
5. This will also provide descriptions of the observed children's
developmental domains and their interrelationships. This
research will also include a comment based on the observation
experience on how the experience affected my decisions on how
to do child observations, problems encountered, and techniques
used when obtaining data.Social-emotional
Preschool-aged children are developing skills that will help
them connect with others in the social-emotional developmental
domain. These abilities will enable them to become more
conscious of how to engage with people and reap the benefits of
social support in developing and functioning healthily. Children
benefit from favorable long-term interactions with adults
because they foster healthy social and emotional development
(California Dept. of Ed., 2015c). It is in this domain, children
begin to delve deeply into their own and others' emotions. In the
video, a boy is shown assisting another wheelchair-bound boy;
this is evidence of this child's awareness of others' feelings and
his ability to form and maintain friendships (Laureate Educ.,
2015b).Cognitive
Early childhood cognitive development occurs when children
engage with their surroundings and other individuals. "When
children are healthy, emotionally comfortable, and socially
attached, their cognitive development is enhanced." Cause and
effect are included in cognitive growth to help solve problems,
2. make predictions, and understand how their action affects others
(California Dept. of Ed., 2015a). Children learn through seeing,
listening, and doing, and as they become older, their cognitive
growth grows in these areas. Children begin to solve issues by
playing with objects, mimicking others, and employing trial and
error through their cognitive development. Children's cognitive
development will be enhanced if we connect with them and
provide the opportunity to solve problems and engage with
people and their environment. One of the children in the video
was working in this developmental area to figure out how to
turn the toy. Another illustration of children's cognitive growth
occurred when the girls in the video sat for a lengthy period
while listening to the caregiver read a book. Children at this age
are more active learners and have longer attention spans during
cognitive development (Cherry, 2019).Language
Language is one of the most important developmental areas
during the preschool years. "Beyond simply connecting with the
outside world, language development in the formative years of
ages 3 to 5 is crucial for a child's healthy intellectual and social
development" (Murphy, 2017). Language awareness, phonemic
mindfulness (letter clues), spoken and written language are all
part of this developmental area. Children have many language
experiences throughout the preschool years; they grasp
sentences, makeup phrases for words they don't know, identify
rhyming words, and organize sounds and words into meaning
(Anthony, 2019). The capacity to read is directly related to a
child's linguistic development. Children learn letters and the
sounds they produce and listen to skills between the ages of
three and five, understand what is spoken to them, and follow
verbal orders (Murphy, 2017). The video shows children
speaking in entire phrases to one another and their carers. The
children in the film were observed efficiently expressing their
opinions through their language development. A group of girls
sat and listened to a caregiver read a book aloud in one scene;
by sitting and listening to the caregiver read, these children
expanded their vocabulary, which will help them strengthen
3. their language and reading skills.
Physical.
Physical growth and development include changes in size and
strength and the result of fine and gross motor abilities.
Nutrition and health have a substantial impact on a child's
physical development (Fraser-Thill, 2019). Hand-eye
coordination, puzzles, writing utensils, riding a tricycle, and
climbing are among preschoolers' activities to develop and
enhance their fine and gross motor abilities. The majority of the
children were involved in some physical development during the
video. A girl was shown writing with a marker in one scene,
which is an example of developing fine and gross motor
abilities. Children are seen riding tricycles, climbing on
playground equipment, and playing with blocks and puzzles
throughout the film (Laureate Educ., 2015b).
The interrelationship between Domains.
A young child is seen reading a book to her caregiver in the
video. Children use all four developmental domains as they
learn to read. Because reading is a kind of communication, the
language domain is readily visible. The child reading the book
is engaging in cognitive growth by comprehending the written
words. She is also engaging in physical developme nt by using
her finger to trace the words and turn the book's pages. "The
social emotional domain is also involved in reading, both in
terms of an individual's willingness to persevere and take risks
in acquiring a new skill and in terms of an individual's capacity
to relate to and comprehend the motivations of book characters
” (Fravel, 2013, para. 12).
The children playing with the trucks together in the film is
another example of how the developmental domains are
interconnected. Moving the toy trucks allows the kids to work
on their physical development. Because the kids are playing
together, they are also engaging in social and emotional
activities. To play together, the youngsters must be able to
communicate with one another. The children use their language
development to communicate successfully as they play together.
4. When children are permitted to connect and speak with other
children, they can build on their social, emotional, cognitive,
and physical development.
A caregiver was seen in the video loading a boy who uses a
wheelchair onto the back of a tricycle for a young girl to ride.
While the boy was riding, the caregiver gave the girl explicit
directions on how quickly she should cycle. The physical,
cognitive, social, and emotional developmental domains were
all linked in this scene. The girl demonstrated physical growth
as she turned the tricycle's pedals and manipulated the grips to
steer the tricycle. By showing empathy for the disabled kid and
forming a relationship with him, the girl also set an example in
the social and emotional sphere. During this moment, the girl
was also engaged in the cognitive developmental domain by
listening to and following the caregiver's directions on how
quickly to ride the tricycle.Reflection
The data obtained during the observations assist me in my work
as an educator by allowing me to understand better how children
advance through developmental domains as they mature. The
information acquired from the observations and the method
utilized to perform them aided my capacity to perform
observations by giving me specific examples in the first video
segment, which depicted infants passing through each
developmental stage. The second video allowed me to apply
what I learned in the first video while observing preschool -aged
children.
Observing the children in the media segments raised several
issues about the children's home lives and gender. Keeping the
preschool-aged children, I saw that the girls engaged in more
pretend play, whereas the boys' play concentrated around
objects. While watching the video of the infants, I noticed sure
newborns that appeared to be behind their peers in terms of
development; this made me wonder how much engagement these
youngsters received at home.
Knowing something about the children's home environment,
such as whether they come from a home with two parents, if
5. they have siblings, if they live in poverty if they live in a
stress-free environment, and how much interaction they get with
other children and adults, would be beneficial when observi ng
them. This information would help determine whether children
are developing differently than their peers of the same age.
Parents could be asked to fill out questionnaires that ask them
these questions, or interviews with the parents might be
conducted to help acquire this information.
The data acquired during the observations broadened my
understanding of children's development and learning, as well
as the interactions between developmental domains. I
discovered that every child, regardless of age, learns and grows
differently and achieves distinct milestones. Infants'
developmental domains develop and grow slower, but as they
grow and become more active and independent, their skills
improve, and each part develops more. Every child learns and
develops at their own pace, but there are some developmental
milestones that each child must reach by a particular age. Each
developmental domain is interconnected and, to grow and
develop, relies on the others. While each age group has its own
set of milestones, the developmental domains are linked
together to help them achieve each one. If one developmental
domain is weak, it can affect the others.
What I'm learning about early life is exemplified by the
observations made. I've discovered that play is a vital aspec t for
children of all ages and benefits their academic performance.
The findings from the video segments supported the idea that
play is important for children's development in the areas of
social and emotional, cognitive, language, and physical
development. I also learned the value of the caregiver in
assisting a child's development and providing the support that a
child requires.
Children's developmental domains are interconnected and serve
as markers of a child's ability to achieve. It is possible to ass ess
whether a child is developmentally behind, on track, or
advanced by seeing them. Observations aid in the tracking of a
6. child's development in each developmental domain.
References
Anthony, M. (2019). Language and literacy development in 3-5-
year olds. Retrieved from,
https://www.scholastic.com/parents/family-life/social-
emotional-learning/ developmentmilestones/language-and-
literacy-development-3-5-year-olds.html.
California Department of Education. (2015a). Cognitive
development domain. Retrieved from
http://www.cde.ca.gov/sp/cd/re/itf09cogdev.asp
California Department of Education. (2015b). Perceptual and
motor development domain.
Retrieved from
http://www.cde.ca.gov/sp/cd/re/itf09percmotdev.asp
California Department of Education. (2015c). Social-emotional
developmental domain. Retrieved from
http://www.cde.ca.gov/sp/cd/re/itf09socemodev.asp
Cherry, K. (2019). Cognitive development milestones. Retrieved
from,https://www.verywellmind.com/cognitive-developmental-
milestones-2795109
Fraser-Thill, R. (2019). Domains in human development.
Retrieved from, https://www.verywellfamily.com/definition-of-
domain-3288323.
Laureate Education (Producer). (2015b). Child development:
Preschool children [Video file].
Baltimore, MD: Author.
CHILD DEVELOPMENT: OBSERVATION AND REFLECTION
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Murphy, P. (2017). Early development in children ages 3-5.
7. Retrieved from, https://healthfully.com/160473-early-language-
development-in-children-ages-3-5.html
%64
SafeAssign Originality Report
EDPD-8080-1/EDDD-8080-1/EDSD-7080-1-QTR-Term-wks-1-
thru-11-(… • Assignment 1 - Module 2
%64Total Score: High riskAngel Winslow
Submission UUID: 6e9295b3-07af-ecc5-b5f7-f3309cb8e0bb
Total Number of Reports
1
Highest Match
64 %
MD2Assign1 WinslowA.docx
Average Match
64 %
Submitted on
06/20/21
08:59 PM CDT
Average Word Count
1,757
Highest: MD2Assign1 WinslowA.docx
%64Attachment 1
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View Originality Report - Old Design
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CHILD DEVELOPMENT: OBSERVATION AND REFLECTION
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CHILD DEVELOPMENT: OBSERVATION AND REFLECTION
Angel Winslow Module 2 Assignment 1 “Child Development:
Observation and Reflection” Date Due: June 21, 2021
9. The goal is to provide descriptive anecdotes for each
developmental domain direct observation of children aged 3 to
5. This will also provide descriptions of the ob-
served children's developmental domains and their
interrelationships. This research will also include a comment
based on the observation experience on how the ex-
perience affected my decisions on how to do child observations,
problems encountered, and techniques used when obtaining
data. Social-emotional
Preschool-aged children are developing skills that will help
them connect with others in the social-emotional developmental
domain. These abilities will enable
them to become more conscious of how to engage with people
and reap the benefits of social support in developing and
functioning healthily. Children benefit from
favorable long-term interactions with adults because they foster
healthy social and emotional development (California Dept. of
Ed., 2015c). It is in this domain,
children begin to delve deeply into their own and others'
emotions. In the video, a boy is shown assisting another
wheelchair-bound boy; this is evidence of this child's
awareness of others' feelings and his ability to form and
maintain friendships (Laureate Educ., 2015b). Cognitive
Early childhood cognitive development occurs when children
engage with their surroundings and other individuals. "When
children are healthy, emotionally comfort-
able, and socially attached, their cognitive development is
enhanced." Cause and effect are included in cognitive growth to
help solve problems, make predic-
tions, and understand how their action affects others (California
10. Dept. of Ed., 2015a). Children learn through seeing, listening,
and doing, and as they be-
come older, their cognitive growth grows in these areas.
Children begin to solve issues by playing with objects,
mimicking others, and employing trial and error
through their cognitive development. Children's cognitive
development will be enhanced if we connect with them and
provide the opportunity to solve problems and
engage with people and their environment. One of the children
in the video was working in this developmental area to figure
out how to turn the toy. Another
illustration of children's cognitive growth occurred when the
girls in the video sat for a lengthy period while listening to the
caregiver read a book. Children at this
age are more active learners and have longer attention spans
during cognitive development (Cherry, 2019). Language
Language is one of the most important developmental areas
during the preschool years. "Beyond simply connecting with the
outside world, language develop-
ment in the formative years of ages 3 to 5 is crucial for a child's
healthy intellectual and social development" (Murphy, 2017).
Language awareness, phonemic mindful-
ness (letter clues), spoken and written language are all part of
this developmental area. Children have many language
experiences throughout the preschool years;
they grasp sentences, makeup phrases for words they don't
know, identify rhyming words, and organize sounds and words
into meaning (Anthony, 2019). The
capacity to read is directly related to a child's linguistic
11. development. Children learn letters and the sounds they produce
and listen to skills between the ages of three
and five, understand what is spoken to them, and follow verbal
orders (Murphy, 2017). The video shows children speaking in
entire phrases to one another and their
carers. The children in the film were observed efficiently
expressing their opinions through their language development.
A group of girls sat and listened to a care-
giver read a book aloud in one scene; by sitting and listening to
the caregiver read, these children expanded their vocabulary,
which will help them strengthen their
language and reading skills. Physical. Physical growth and
development include changes in size and strength and the result
of fine and gross motor abilities. Nu-
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Source Matches (39)
trition and health have a substantial impact on a child's physical
development (Fraser-Thill, 2019). Hand-eye coordination,
puzzles, writing utensils, riding a tricycle,
and climbing are among preschoolers' activities to develop and
enhance their fine and gross motor abilities. The majority of the
children were involved in some
physical development during the video. A girl was shown
writing with a marker in one scene, which is an example of
developing fine and gross motor abilities. Chil-
dren are seen riding tricycles, climbing on playground
equipment, and playing with blocks and puzzles throughout the
film (Laureate Educ., 2015b). The interrela-
tionship between Domains. A young child is seen reading a
book to her caregiver in the video. Children use all four
developmental domains as they learn to
read. Because reading is a kind of communication, the language
domain is readily visible. The child reading the book is
engaging in cognitive growth by comprehend-
ing the written words.
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She is also engaging in physical development by using her
finger to trace the words and turn the book's pages. "The social
emotional domain is also involved in
reading, both in terms of an individual's willingness to
persevere and take risks in acquiring a new skill and in terms of
an individual's capacity to relate to and com-
prehend the motivations of book characters ” (Fravel, 2013,
para. 12). The children playing with the trucks together in the
film is another example of how the de-
velopmental domains are interconnected. Moving the toy trucks
allows the kids to work on their physical development. Because
the kids are playing together, they
are also engaging in social and emotional activities. To play
together, the youngsters must be able to communicate with one
another. The children use their
language development to communicate successfully as they play
together. When children are permitted to connect and speak with
other children, they can build on
their social, emotional, cognitive, and physical development. A
caregiver was seen in the video loading a boy who uses a
wheelchair onto the back of a tricycle for a
young girl to ride. While the boy was riding, the caregiver gave
the girl explicit directions on how quickly she should cycle. The
physical, cognitive, social, and
emotional developmental domains were all linked in this scene.
The girl demonstrated physical growth as she turned the
tricycle's pedals and manipulated the grips
14. to steer the tricycle. By showing empathy for the disabled kid
and forming a relationship with him, the girl also set an
example in the social and emotional
sphere. During this moment, the girl was also engaged in the
cognitive-developmental domain by listening to and following
the caregiver's directions on how quickly
to ride the tricycle. Reflection
The data obtained during the observations assist me in my work
as an educator by allowing me to understand better how children
advance through develop-
mental domains as they mature. The information acquired from
the observations and the method utilized to perform them aided
my capacity to perform observa-
tions by giving me specific examples in the first video segment,
which depicted infants passing through each developmental
stage. The second video allowed me
to apply what I learned in the first video while observing
preschool-aged children. Observing the children in the media
segments raised several issues about the
children's home lives and gender. Keeping the preschool-aged
children, I saw that the girls engaged in more pretend play,
whereas the boys' play concentrated
around objects. While watching the video of the infants, I
noticed sure newborns that appeared to be behind their peers in
terms of development; this made me
wonder how much engagement these youngsters received at
home. Knowing something about the children's home
environment, such as whether they come from a
home with two parents, if they have siblings, if they live in
poverty if they live in a stress-free environment, and how much
interaction they get with other children and
15. adults, would be beneficial when observing them. This
information would help determine whether children are
developing differently than their peers of the same
age. Parents could be asked to fill out questionnaires that ask
them these questions, or interviews with the parents might be
conducted to help acquire this in-
formation. The data acquired during the observations broadened
my understanding of children's development and learning, as
well as the interactions between de-
velopmental domains. I discovered that every child, regardless
of age, learns and grows differently and achieves distinct
milestones. Infants' developmental do-
mains develop and grow slower, but as they grow and become
more active and independent, their skills improve, and each part
develops more. Every child learns and
develops at their own pace, but there are some developmental
milestones that each child must reach by a particular age. Each
developmental domain is interconnec-
ted and, to grow and develop, relies on the others. While each
age group has its own set of milestones, the developmental
domains are linked together to help them
achieve each one. If one developmental domain is weak, it can
affect the others. What I'm learning about early life is
exemplified by the observations made. I've
discovered that play is a vital aspect for children of all ages and
benefits their academic performance. The findings from the
video segments supported the idea that
play is important for children's development in the areas of
social and emotional, cognitive, language, and physical
development.I also learned the value of the care-
giver in assisting a child's development and providing the
support that a child requires. Children's developmental domains
are interconnected and serve as markers
16. of a child's ability to achieve. It is possible to assess whether a
child is developmentally behind, on track, or advanced by
seeing them. Observations aid in the tracking
of a child's development in each developmental domain.
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References
Anthony, M. (2019). Language and literacy development in 3-5-
year olds. Retrieved from,
https://www.scholastic.com/parents/family-life/social-
emotional-
learning/developmentmilestones/language-and-literacy-
development-3-5-year-olds.html. California Department of
17. Education. (2015a). Cognitive development
domain. Retrieved from
http://www.cde.ca.gov/sp/cd/re/itf09cogdev.asp California
Department of Education. (2015b). Perceptual and motor
development
domain. Retrieved from
http://www.cde.ca.gov/sp/cd/re/itf09percmotdev.asp
California Department of Education. (2015c). Social-emotional
developmental domain. Retrieved from
http://www.cde.ca.gov/sp/cd/re/itf09socemodev.asp
Cherry, K. (2019). Cognitive development milestones. Retrieved
from,https://www.verywellmind.com/cognitive-developmental-
milestones-2795109
Fraser-Thill, R. (2019). Domains in human development.
Retrieved from, https://www.verywellfamily.com/definition-of-
domain-3288323. Laureate Edu-
cation (Producer). (2015b). Child development: Preschool
children [Video file]. Baltimore, MD: Author. Murphy, P.
(2017). Early development in children ages
3-5. Retrieved from, https://healthfully.com/160473-early-
language-development-in-children-ages-3-5.html
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OBSERVATION AND REFLECTION 1
Original source
OBSERVATION AND REFLECTION 1
19. 2
Student paper
OBSERVATION AND REFLECTION
Original source
Observation and Reflection
2
Student paper
Observation and Reflection” Date Due:
Original source
Observation and Reflection
3
Student paper
Preschool-aged children are developing skills that will help
them connect with others in
the social-emotional developmental domain.
Original source
Within the social-emotional developmental domain, preschool-
aged children are building
skills that will help them connect with people around them
3
20. Student paper
of Ed., 2015c).
Original source
of Ed., 2015c)
3
Student paper
Cause and effect are included in cognitive growth to help solve
problems, make predic-
tions, and understand how their action affects others (California
Dept.
Original source
Cognitive development incorporates cause and effect to help
solve problems, make pre-
dictions, and understand how their behavior can impact others
(California Dept
2
Student paper
of Ed., 2015a).
Original source
of Ed., 2015a)
3
21. Student paper
Children learn through seeing, listening, and doing, and as they
become older, their cog-
nitive growth grows in these areas. Children begin to solve
issues by playing with objects,
mimicking others, and employing trial and error through their
cognitive development.
Original source
Children learn by watching, listening, and doing, cognitive
development builds on these
areas as a child grows During cognitive development children
begin to use various means
to solve problems by playing with objects, imitating others, and
using trial and error
3
Student paper
One of the children in the video was working in this
developmental area to figure out how
to turn the toy.
Original source
One child in the video was working in this developmental
domain by working with the toy
in order to figure out how to make it turn
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Children at this age are more active learners and have longer
attention spans during cog-
nitive development (Cherry, 2019).
Original source
During cognitive development, children at this age are more
active learners and have
longer attention spans (Cherry, 2019)
3
Student paper
Language is one of the most important developmental areas
during the preschool years.
"Beyond simply connecting with the outside world, language
23. development in the format-
ive years of ages 3 to 5 is crucial for a child's healthy
intellectual and social development"
Original source
Language is one of the most important developmental domains
during the preschool age
period “Beyond simply being a means of communication with
the external world, a child’s
normal intellectual and social development depends on the
building of language skills in
the formative years of ages 3 through 5” (Murphy, 2017, para
3
Student paper
they grasp sentences, makeup phrases for words they don't
know, identify rhyming
words, and organize sounds and words into meaning (Anthony,
2019).
Original source
they understand sentences, create phrases for words that they
don’t know, they recog-
nize rhyming words, and have the ability to sort sounds and
words into meaning (An-
thony, 2019)
3
Student paper
Physical growth and development include changes in size and
24. strength and the result of
fine and gross motor abilities. Nutrition and health have a
substantial impact on a child's
physical development (Fraser-Thill, 2019).
Original source
Physical development includes physical changes, growing in
size and strength, and the
development of fine and gross motor skills The physical
developmental domain is greatly
influenced by a child’s nutrition and health (Fraser-Thill, 2019)
3
Student paper
The majority of the children were involved in some physical
development during the
video. A girl was shown writing with a marker in one scene,
which is an example of devel-
oping fine and gross motor abilities. Children are seen riding
tricycles, climbing on play-
ground equipment, and playing with blocks and puzzles
throughout the film (Laureate
Educ., 2015b).
Original source
During the video, the majority of the children were engaged in
one form of physical de-
velopment or another In one scene, a girl was shown writing
with a marker which is an
example of building fine and gross motor skills Throughout the
video children are seen
riding tricycles, climbing on playground equipment, playing
25. with blocks, and puzzles
(Laureate Educ., 2015b)
2
Student paper
The interrelationship between Domains.
Original source
Interrelationship between Domains
3
Student paper
A young child is seen reading a book to her caregiver in the
video. Children use all four
developmental domains as they learn to read.
Original source
During the video, a girl is shown reading a book to her
caregiver When children are learn-
ing to read, they are using all four developmental domains
3
Student paper
"The social emotional domain is also involved in reading, both
in terms of an individual's
willingness to persevere and take risks in acquiring a new skill
and in terms of an
individual's capacity to relate to and comprehend the
26. motivations of book characters ”
(Fravel, 2013, para.
Original source
“Reading also involves the social/emotional domain both in an
individual’s ability to per-
severe and take risks learning a new skill and in the individual’s
ability to relate to and un-
derstand book characters’ motivations” (Fravel, 2013, para
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The children playing with the trucks together in the film is
another example of how the
developmental domains are interconnected.
27. Original source
Another example of how the developmental domains are
interrelated that is shown in
the video is the scene of the children playing with the trucks
together
2
Student paper
To play together, the youngsters must be able to communicate
with one another.
Original source
The children have to be able to interact with one another to play
together
3
Student paper
The children use their language development to communicate
successfully as they play
together. When children are permitted to connect and speak with
other children, they can
build on their social, emotional, cognitive, and physical
development. A caregiver was
seen in the video loading a boy who uses a wheelchair onto the
back of a tricycle for a
young girl to ride. While the boy was riding, the caregiver gave
the girl explicit directions
on how quickly she should cycle.
28. Original source
As the children play together, they are using their language
development to communicate
effectively Children can build upon and have healthy social and
emotional, cognitive, and
physical development when they are allowed to interact and
communicate with other
children During the video, a caregiver was shown placing a
wheelchair-bound boy on the
back of a tricycle for a little girl to ride him The caregiver gave
the girl specific instructions
on how fast to pedal while the boy was riding
2
Student paper
The physical, cognitive, social, and emotional developmental
domains were all linked in
this scene.
Original source
The social and emotional, cognitive, language, as well as
physical developmental do-
mains, were all interrelated in this specific scene
3
Student paper
By showing empathy for the disabled kid and forming a
relationship with him, the girl
also set an example in the social and emotional sphere.
29. Original source
The girl was also providing an example of the social and
emotional domain by showing
empathy toward the disabled boy and making a relationship with
him
3
Student paper
The data obtained during the observations assist me in my work
as an educator by allow-
ing me to understand better how children advance through
developmental domains as
they mature.
Original source
The data gathered during the observations support my role as an
educator by helping me
have a deeper understanding of how children progress through
the developmental do-
mains as they grow
3
Student paper
The second video allowed me to apply what I learned in the first
video while observing
preschool-aged children.
Original source
The second video segment allowed me to use the knowledge that
30. was gained from the
first video and implement it while observing the preschool -aged
children
3
Student paper
this made me wonder how much engagement these youngsters
received at home. Know-
ing something about the children's home environment, such as
whether they come from
a home with two parents, if they have siblings, if they live in
poverty if they live in a stress-
free environment, and how much interaction they get with other
children and adults,
would be beneficial when observing them.
Original source
this made me wonder how much interaction these children were
getting at home Things
that would help while observing children would be to have some
background knowledge
on their home environment, including if they are from a home of
two parents, if they
have siblings, do they in poverty, do they live in a stress-free
environment, how much in-
teraction do they get with other children and adults
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Parents could be asked to fill out questionnaires that ask them
these questions, or inter-
views with the parents might be conducted to help acquire this
information. The data ac-
quired during the observations broadened my understanding of
children's development
and learning, as well as the interactions between developmental
domains. I discovered
that every child, regardless of age, learns and grows differently
and achieves distinct
milestones.
Original source
Strategies that could be used to help gather this information
would be to have parents fill
out surveys that would ask them these types of questions or to
conduct interviews with
the parents The data obtained during the observations deepened
my understanding of
32. children’s development and learning and the interrelationship
between developmental
domains I learned that every child, in every age group, learns
and grows differently and
reach certain milestones
3
Student paper
developmental domains develop and grow slower, but as they
grow and become more
active and independent, their skills improve, and each part
develops more. Every child
learns and develops at their own pace, but there are some
developmental milestones
that each child must reach by a particular age. Each
developmental domain is intercon-
nected and, to grow and develop, relies on the others.
Original source
Infants develop and grow their developmental domains more
slowly, but as they grow
and become more active and independent their skills strengthen
and each domain devel-
ops more Every child learns and grows differently and in their
own time, but there are
certain milestones that each child hits by a certain age Each
developmental domain is in-
terrelated and depends on the other to grow and develop
3
Student paper
33. If one developmental domain is weak, it can affect the others.
Original source
If one developmental domain is not strong enough it can impact
the others
2
Student paper
Language and literacy development in 3-5-year olds. Retrieved
from,
https://www.scholastic.com/parents/family-life/social-
emotional-
learning/developmentmilestones/language-and-literacy-
development-3-5-year-olds.html.
California Department of Education.
Original source
Language and literacy development in 3-5-year olds Retrieved
from,
https://www.scholastic.com/parents/family-life/social-
emotional-learning/development-
milestones/language-and-literacy-development-3-5-year-
olds.html California Department
of Education
2
Student paper
Cognitive development domain.
Original source
34. Cognitive development domain
4
Student paper
Retrieved from http://www.cde.ca.gov/sp/cd/re/itf09co gdev.asp
California Department of
Education.
Original source
Retrieved from http://www.cde.ca.gov/sp/cd/re/itf09cogdev.asp
California Department of
Education
2
Student paper
Perceptual and motor development domain. Retrieved from
http://www.cde.ca.gov/sp/cd/re/itf09percmotdev.asp California
Department of Education.
Original source
Perceptual and motor development domain Retrieved from
http://www.cde.ca.gov/sp/cd/re/itf09percmotdev.asp California
Department of Education
2
Student paper
Social-emotional developmental domain. Retrieved from
35. http://www.cde.ca.gov/sp/cd/re/itf09socemodev.asp
Original source
Social-emotional developmental domain Retrieved from
http://www.cde.ca.gov/sp/cd/re/itf09socemodev.asp
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Cognitive development milestones. Retrieved
from,https://www.verywellmind.com/cognitive-developmental-
milestones-2795109
Original source
Cognitive development milestones Retrieved from,
https://www.verywellmind.com/cognitive-developmental-
milestones-2795109
3
36. Student paper
Fraser-Thill, R.
Original source
Fraser-Thill, R
3
Student paper
Domains in human development. Retrieved from,
https://www.verywellfamily.com/definition-of-domain-3288323.
Original source
Domains in human development Retrieved from,
https://www.verywellfamily.com/definition-of-domain-3288323
2
Student paper
Laureate Education (Producer).
Original source
Laureate Education (Producer)
2
Student paper
Preschool children [Video file].
37. Original source
Preschool children [Video file]
2
Student paper
Early development in children ages 3-5. Retrieved from,
https://healthfully.com/160473-
early-language-development-in-children-ages-3-5.html
Original source
Early development in children ages 3-5 Retrieved from,
https://healthfully.com/160473-
early-language-development-in-children-ages-3-5.html
38. Child Development: Infants and Toddlers
Child Development: Infants and Toddlers
Program Transcript
NARRATOR: In this video, center director Mo Kelly and
educational video host
Jane Schall observe, reflect on, and discuss infants and toddler
development.
Together with them, you will observe unscripted situations,
focusing on the
developmental continuum, individual needs and growth, and the
overlap of the
biosocial, cognitive, and psychosocial developmental domains.
JANE SCHALL: Mo, thank you so much for having us at
your center today.
Really, it's just delightful. We've been able to see child
development anywhere
from three months old all the way through 10 years. We've
been in different
classrooms. We've watched all kinds of interactions. And I'm
just so excited to
look at the tape. I think today we're going to start with the
three--month--old to the
eight--months--old. So we're looking at very young infants. We
want to make sure,
as I always remind myself, that we don't assume anything
about their
39. development. We're here to observe what they're doing, and to
hopefully get
some insight into why or where they are developmentally, but
to remember that
this is just a slice of time in their lives. And I know with
infants, or even older
children, their development, or the way their development
looks, can depend on if
they're hungry or not, if they're feeling comfortable or not, if
they're missing their
close family member or not. So we'll keep that in mind as we
look. I know you'd
want me to do that.
MO KELLY: Absolutely.
JANE SCHALL: And we have to be mindful of the fact that
children develop
differently at different times. So let's start with the three-
-month--old to the eight--
month--olds. And is there anything you'd like us to remember
as we look at this
age group?
MO KELLY: Well, I think in all age groups, children need and
require individual
attention, but boy, especially in our youngest children. So I
think the one key is
that children need adults who are looking after them, who are
making
relationships with them. We use a primary caregiving system
here. So certainly
having a primary caregiver, and having somebody who they're
building a solid
relationship with.
41. Child Development: Infants and Toddlers
So here what we have is, we have one of our young infants. He
is engaged with
a toy. And he's reaching towards the toy. And he's also using
his legs to hold the
toy. And one of the things you notice in there is, he sees his
hands at one point.
So this is where he's really learning that he can control this,
that this is the very
beginning part of that.
JANE SCHALL: I can see that it's physical development,
because he's physically
using his muscles. It's cognitive development because he's
reaching for
something that he wants. So those different domains of
development are working
together.
MO KELLY: Absolutely. What we saw there is, boy, another
thing, that the
language is really emerging. The sound is emerging. And she
was experimenting
there with her voice. And you heard it kind of rise.
JANE SCHALL: I also notice that she was looking at another
baby.
MO KELLY: Yes.
JANE SCHALL: You know, so that there was contact. There
was, this is another
42. person outside of myself.
MO KELLY: Absolutely. And you'll notice that sometimes they
don't maybe pay
much attention to each other, but they do, they do at times
look at each other and
notice each other.
JANE SCHALL: And have an awareness.
MO KELLY: And have a definite awareness.
JANE SCHALL: What comes to mind when I see this is that
you're never too
young for early literacy. And developmentally, this child can
enjoy sharing a
book.
MO KELLY: Absolutely. You know, and books are alive in any
infant room, and
any room with children, but certainly in the infant room. Lots
of reading. And this
one is actually---- it looks like she's even engaged in the
pages.
JANE SCHALL: And so what we've got now is cognitive
development, language
development, and social--emotional, because it's a social-
-emotional experience
as she shares this with her caregiver.
MO KELLY: Absolutely.
[SINGING]
JANE SCHALL: Well, something important just happened.
44. MO KELLY: Nope.
JANE SCHALL: No one rolled her over. So because no one
rolled her over and
she's doing this herself, what's happening inside of her, do we
think?
MO KELLY: Wow. What's happening is that real sense of
accomplishment that
she is in control, that she controls her body and that, yeah,
that's exciting.
JANE SCHALL: I remember seeing a child roll over for the
very first time and she
just looked up like, "I did it. I did this."
MO KELLY: Yes.
JANE SCHALL: So we're building self--esteem and feelings
of self--worth and
competence.
MO KELLY: Absolutely. Let's talk a little bit about tummy
time, because it goes
along here. One of the things that, during this age group, you
want to make sure
that you have children on their tummies, that they have an
opportunity to explore
on their tummies. Many children don't like being on their
tummies. They're not
used to being on their tummies. But that really helps them to
build a lot of skills. It
helps them to learn more control of their bodies.
JANE SCHALL: Interesting.
46. Child Development: Infants and Toddlers
the things that you notice a lot, like you mentioned, is that
they do like looking up
the lights. They'll stare for a long time at different things. I
think it's just part of
them coming into themselves, and just being a part of their
world.
JANE SCHALL: And being grounded, I think, and developing
from there.
MO KELLY: Absolutely.
JANE SCHALL: It's hard to leave this age group.
47. MO KELLY: I know.
JANE SCHALL: Because to me it's just such a fascinating time
in children's lives.
But we're going to move on----
MO KELLY: OK.
JANE SCHALL: ----into our next age group, which is the 12-
-month--olds to 18--
month--olds. These are our older infants. And they're just
learning to walk. They're
at varying degrees of learning to walk. And it seems to me
also, I've seen
toddlers this age moving to music. And we've got kids who
are practicing their
grasping and scribbling. So physical development is a real big
deal right now.
MO KELLY: Absolutely.
JANE SCHALL: So socially and emotionally we're looking at
kids who are kind of
initiating some of their own play. Maybe playing a little by
themselves. And I
seem to remember children having very, very intense feelings
48. about people they
love.
MO KELLY: Absolutely.
JANE SCHALL: And how about cognitively what's happening
and language--wise.
Some emergent language.
MO KELLY: Oh, the language is just really emerging right
now. And they're really
understanding simple things that are being told to them. You
know, simple
directions. You want to wash your hands.
JANE SCHALL: Oh, yeah.
MO KELLY: And things like that. So they're really responding
to those things.
JANE SCHALL: OK, well, let's look at the tape, and see what
we see----
MO KELLY: OK.
50. JANE SCHALL: Now we see this child, and he's just really
full of power, isn't he?
MO KELLY: He is.
JANE SCHALL: ----making noises, he's---- it reminds me of a
child who's just cause--
and--effect, you know, he's trying to see, this is what I can do
and this is what
happens.
MO KELLY: And he's discovering that he's in control of that.
He's discovered----
JANE SCHALL: Yes.
MO KELLY: ----that he's making that noise.
JANE SCHALL: Mm--hm.
MO KELLY: Now if we watch, there's another little boy
coming over there. And
another thing that happens a lot in this age group is, they
imitate each other.
51. JANE SCHALL: Oh, sure.
MO KELLY: So we'll see him imitate the behavior that he just
saw.
FEMALE SPEAKER: Can you help him?
CHILD SPEAKER: No.
MO KELLY: There.
CHILD SPEAKER: It's mine. The boat.
FEMALE SPEAKER: You like that boat, huh?
MO KELLY: Another thing we see, if you notice with that
child who went back to
their caregiver, a lot of times children at this age, they want
to venture out and
they will venture out a little bit, but they usually go back and
make a connection----
JANE SCHALL: So----
53. JANE SCHALL: Then it's like, OK, let's go back and be
secure.
MO KELLY: We're going to go a little bit, but we might come
back and touch
base a little bit. You'll notice that a lot in this age group.
FEMALE SPEAKER: Are you ready to wash hands? Do you
want to wash
hands? Want to wash? Wash? Can you say "wash?"
CHILD SPEAKER: Yeah?
FEMALE SPEAKER: Wash?
JANE SCHALL: So it looks to me like this child has been
brave, and ventured
forth pretty far away from his primary caregiver. And he's
gone to the door. Is
there something about that door that's important?
MO KELLY: There absolutely is. You know, one of the things
that this age group--
-- they really like routines. And this is about the time of day
when they go to wash
their hands. And so he is showing that he's ready to wash his
hands by going
over there. And then when you heard the teacher ask if that's
what he wanted to
do, he responded. He knew exactly what that was.
JANE SCHALL: We can hear her saying "wash, wash." And I
thought I heard him
go, "Yes?" So he certainly was responding. There's emergent
language.
55. Child Development: Infants and Toddlers
We see children walk as early as maybe nine or 10 months
and as late as 15 to
16 months, all well within the developmental milestones.
JANE SCHALL: And all by themselves.
MO KELLY: And all by themselves.
JANE SCHALL: So that they have that feeling of
accomplishments, rather than
an adult holding them up----
MO KELLY: Absolutely.
56. JANE SCHALL: ----or moving their feet.
FEMALE SPEAKER: Pretty necklace. Good job.
JANE SCHALL: Now, I saw this little girl be very silent and
observant. The
teacher put something on her---- the links---- and there wasn't a
lot of interaction.
She seemed to be more looking around the room at what was
going on, than
involved in the interaction between---- with her caregiver or
with other children. Is
that something worrisome or abnormal? Or what do you think?
MO KELLY: Well, one of the things I know with that child, is
that child is fairly
new to the group. And so she's really just getting to know the
group. And so she's
standing out towards the outside of the group. But notice she
wasn't getting very
far from a caregiver. But what was interesting is the
caregiver used a toy or
material to help, maybe, bring her into the group. And it looked
like it was
working, because she seemed to move closer after she had the
necklace on.
JANE SCHALL: That gave her some security.
MO KELLY: Yeah.
JANE SCHALL: And it also then, it would seem to me,
socially and emotionally,
she needed time. She needs time just to get to know her space,
and feel
grounded, and be observant. And no one was forcing her to
58. Child Development: Infants and Toddlers
JANE SCHALL: Mm--hm. You know it seems to me, there's so
many things we
can observe in every age group. And we've tried to point out
just a few of them.
And so now, we've looked at our 12 month to 18 months. And
we're going to
proceed to another set of children who are 19 months through
36 months. That's
quite a span.
MO KELLY: Wow. Yes.
JANE SCHALL: OK. So we've got kind of older toddlers,
almost preschoolers.
MO KELLY: Sure.
JANE SCHALL: Let's talk about what they're doing, what their
development is
like physically, and social--emotionally, and cognitively,
knowing there's quite a
span in there and many differences.
MO KELLY: Absolutely. Well, one of the things is, physically
they're really coming
into their bodies now. And they're really starting to use their
bodies. They love to
climb in this age. And they're beginning to dress themselves
and try things on.
And so that's a real exciting time.
Now, social--emotionally, it's an exciting time, because they're
in and out of play
with one another. And they also are starting to show empathy,
60. Child Development: Infants and Toddlers
JANE SCHALL: So not only do they want to role play, but
they're able to put
those costumes or those clothes on.
MO KELLY: And they've added some language to it. You see
them talking on cell
phones.
JANE SCHALL: Right.
MO KELLY: And so they're really imitating, you know,
behavior that they see.
61. And you'll see a lot of pretend eating, and sometimes in this
age group you'll see
them holding books and reading, like maybe an adult reads to
them. So we see a
lot of imitation.
JANE SCHALL: OK. Let's look at the tape and see what we
see. So here we see
children very involved with puzzles. Now, puzzles are
cognitive. Also physical,
because you've got to have some fine motor coordination, and
eye--hand
coordination, to be able to do the pieces. But what I'm noticing
is the amount of
time they're spending doing the puzzles.
MO KELLY: Isn't that amazing?
JANE SCHALL: And I don't think that we would have seen
this in any of the age
groups that we've looked at so far.
MO KELLY: You are so right. They're now able to spend longer
periods of time
engaging in activity. And you'll also see---- and they will take
materials and use
them in different ways. So for example, he's taking the puzzle,
but he's actually
using it. He's playing with it and making it meaningful to
himself.
JANE SCHALL: So he's moved from concrete to abstract
thinking.
MO KELLY: You got it.
63. Child Development: Infants and Toddlers
And it's just them being who they want to be, and exploring
roles in their own
ways.
MO KELLY: Yes.
FEMALE SPEAKER: Where does it go? Do you see an igloo?
JANE SCHALL: We see a child painting here. Tell me about
children this age,
and creative expression and painting, and developmentally
what's happening
with her.
MO KELLY: Well, this is such a great time for them to be
exposed to paint, and
markers, and crayons, and all those type of things, so they can
experiment with it
and use it any way they'd like. And so what she's doing here
is, she's able to
continue to put as much paint as she wants on there. And you
know, many times
you can do it on an easel. You can do it on a table. And that just
even changes
64. the experience for them.
JANE SCHALL: I noticed that. Because it's her experience.
She's reflecting as
she paints. And she's very involved with that particular
painting. It's not
somebody else's idea of what art needs to look like. As well,
there is motor skills
involved.
MO KELLY: Oh, yes.
JANE SCHALL: She's using fine motor skills. And to some
extent, as her brush
strokes get bigger, she's using gross motor skills as well.
MO KELLY: Yes. All those interchangeable.
JANE SCHALL: Yes.
[INTERPOSING VOICES]
MO KELLY: This little boy has decided to take off his shoes
and socks, and to
put on some shoes that he found in the classroom. He did it all
by himself, which
is a huge accomplishment. And now he is walking around in
the shoes.
JANE SCHALL: And he has to balance.
MO KELLY: Yes.
JANE SCHALL: Because they're high heels.
MO KELLY: And notice, too, we have---- he's got some floor,
66. MO KELLY: You know, we talked about problem solving in
the beginning. And
wow, this is what we're seeing here, is a little girl who is
trying to figure out---- it
looks like that piece has fallen. And she's trying to figure out
how to put it back on
there.
JANE SCHALL: She's really trying to do it by herself. It
hasn't upset her. She
hasn't called for an adult. She's just trying and trying again,
and trying a few
different ways.
[INTERPOSING VOICES]
FEMALE SPEAKER: Be careful. You okay?
MO KELLY: Part of venturing out and getting more
independent, sometimes they
fall. Sometimes they get hurt, which is what we saw here. And
you see the
primary caregiver, you know, really, just a little bit of comfort.
Making sure that
he's safe. Just give him a little bit of comfort, so he's able to
move on.
JANE SCHALL: And he can kind of collect himself. And the
sky didn't fall.
MO KELLY: That's right.
67. JANE SCHALL: And he can go on back into the play on his
own time.
[INTERPOSING VOICES]
FEMALE SPEAKER: Want my hand? One, two, three, jump!
Whoa, good!
JANE SCHALL: Risk taking and physical development.
MO KELLY: Yes.
JANE SCHALL: So both of those are important to comment on
their
development. And also then the little boy who's watching, I
see?
MO KELLY: Yeah, there's a little boy. He's watching what's
going on here. What
we're seeing here is, we're seeing some children that are
wanting to try this.
They're wanting to get up. They're wanting to jump. And this
other little boy is just
watching. He's not so sure that that's what he wants to do. But
69. JANE SCHALL: And then I see, we had a little child with
language say, "Bye--
bye." She was done. And we can see some of the boys are
jumping off.
FEMALE SPEAKER: Are you ready? Jump! Good. Do you
want to go? Your turn.
Get ready, go! Do it again!
JANE SCHALL: And then all of the sudden, our boy who was
needing to
observe, or allowed the time to observe, developmentally, he
was then allowed to
do it himself at his own time. And that feeling again of
accomplishment appeared
in competency, "I can do this."
MO KELLY: And notice that he was so competent that he did it
over and over
again, which is another thing we see at this age. Once they
grasp a concept, they
want to practice it. We practiced that quite a few times.
JANE SCHALL: So we're seeing the overlap between physical
development and
social--emotional development. More cognitive. He thought
about it, he did it
physically and then socially, emotionally, it registered with
him. You know, "I can
do this." So as we look at this age group, we've seen physical
development,
social--emotional development, cognitive development. We've
seen them overlap.
We've seen a million examples. And I have the feeling, if we
stayed in this room
we'd see a million more.