Early Childhood
Developmental Task of
Early Childhood
• Initiative vs. guilt
• Children use their (boundless) energy and
developing motor skills and interests to
take the initiative in trying new things
• Develop sense of purpose
• Key
• Self-regulation. Must learn self-control
Self-Regulation in Early
Childhood
What is Self-Regulation?
• Processes where we manage or modify our
thoughts, emotions, and behaviors
What is Self-Regulation?
• Processes where we manage or modify our
thoughts, emotions, and behaviors
• Many different types of self-regulation
• Emotional, attentional, behavioral, cognitive (thinking,
concentrating, working memory)
‘To Do, or Not to Do’
• Sometimes self-regulation is framed in terms of
• Don’t regulation
• Stop ourselves from doing something that we want to do
• Do regulation
• Do something that we don’t really want to do
Examples of Practicing Self-
Regulation
• Don’t regulation
• Not hitting, not taking someone’s toy, not yelling or
running inside
• Not running away in store
• Do regulation:
• Cleaning up, eating vegetables, going to sleep
Why is Self-Regulation Important?
• https://www.youtube.com/watch?v=QX_oy9614HQ
https://www.youtube.com/watch?v=QX_oy9614HQ
Why is Self-Regulation Important?
• What did you observe the children do to not eat
the marshmallow?
• Why might this ability to ‘delay gratification’ be
important?
Why is Self-Regulation Important?
• Good self-regulationà Self-control or disciplined
behavior; lower impulsivity
• Aids social development
• Need for healthy social relationships, prosocial behavior
• Need for learning in school
Why is Self-Regulation Hard?
• Motivational system develops first
• Impulses are powerful and present at birth
• Energizes us to ‘approach’ (yum; curiosity) or ‘avoid’ (yuck)
• Includes emotions, fight/flight response
• Self-regulation system takes more time to develop
• Region of brain (prefrontal cortex; PFC) associated with self-
regulation develops more slowly
• The immature PFC is no match for impulses
Where Does Good Self-Regulation
‘Come From’?
• Self-regulation is a “muscle” that we can
exercise
• Practice – repeatedly over time – builds self-
regulation
• Eventually it is internalized and happens without
effort
What Influences the Development
of Self-Regulation?
• Biology (e.g., temperament)
• Parents
• Love: Child wants to comply
• Structure: Rules, limits are clear, consistent
• Autonomy support: Appropriate choices given
• Cognitive factors (e.g., memory)
• Nutrition
• Self-regulation takes energy (you need glucose)
External and Internal Regulation
As we develop,
External regulation à internal regulation
• External regulation = Structure!
• External: Coming from outside the child
• Adults assist in regulating behavior
• Internal regulation
• Child internalizes rules and can do it
themselves
• Still need structure, reminders
Studying Self-Regulation in Early
Childhood ...
This document discusses a session on child development theories and their application to early years education. It covers several key topics:
- An overview of the session's agenda, including discussions of child development theories, how these link to assessment, and the importance of observation.
- Discussions of several theories of child development, including genetic, socio-cultural, cognitive, and humanist theories. Specific theorists mentioned include Piaget, Vygotsky, Bandura, Maslow, and Bruner.
- The importance of understanding child development for informing teaching practices and styles. Observation and ongoing formative assessment are also discussed as being integral to effective early years education.
Self-regulation skills are important for children's academic and personal success. These skills include sensory regulation, attention regulation, emotional regulation, and impulse control. Both nature and nurture influence children's abilities to self-regulate. Teachers can support self-regulation by creating supportive classrooms, modeling behaviors, and helping children develop coping strategies for handling difficult experiences. When challenges occur, teachers should seek to understand triggers, help children problem-solve, and reflect on their own responses to build children's self-awareness and social emotional skills.
This document discusses emotional intelligence and emotion coaching. It defines emotional intelligence as the ability to identify and understand one's own emotions, use emotions during social interactions, use emotional awareness to solve problems, deal with frustration, control how emotions are expressed, and keep distress from overwhelming thinking. Emotion coaching is described as a parenting technique where parents accept children's emotions, use emotional moments to teach life lessons, build trust, and help children develop strategies to handle ups and downs. The benefits of emotion coaching include helping children regulate emotions, problem solve, focus attention, and have healthier relationships.
This document discusses managing challenging behaviors in early childhood education settings. It emphasizes using the teaching pyramid model to promote positive behaviors through supportive relationships and preventative strategies. For children exhibiting challenging behaviors, the document recommends collecting observational data to understand the triggers and functions of behaviors before developing individualized intervention plans implemented consistently across settings and with family involvement. Effective plans address the underlying reasons for behaviors and teach replacement skills rather than punishing.
This document provides guidance on effective discipline strategies for parents. It discusses the importance of self-care for parents, techniques for managing stress like deep breathing, and spending time with others. Regarding discipline, the document outlines four common reasons children misbehave, the importance of discipline, different parenting styles, basic principles like using praise and rewards, and strategies for specific issues like defiance, homework, and following instructions. Discipline is meant to teach children guidelines and build positive relationships.
‘I have found it
really useful to help
children to understand
their emotions and how to
deal with them in a
positive way’.
‘It has helped me to
understand the child’s
perspective better and
respond in a more
constructive way’.
‘I have noticed a
reduction in
challenging
behaviour and
improvements in
relationships’.
‘It has helped me to
reflect on my own
reactions and responses
to children’s emotions’.
‘It has helped me to
understand the child
better and build a
stronger relationship’.
‘I feel more confident
in my ability to handle
emotional situations
constructively’.
Developmental psychology focuses on how humans change throughout the lifespan. There are distinct phases of intellectual and personality development according to stage theories, while continuity theories view development as a gradual, continuous process. Physical and psychological development are interrelated, as physical maturity influences psychological abilities. Prenatal factors like nutrition, stress, and teratogens can impact lifelong health and intelligence. Infants are born with immature senses and reflex behaviors that develop over time. Temperament and the quality of attachment to caregivers also influence social and personality growth. Language acquisition follows stages from babbling to first words to sentences. Development proceeds through childhood, adolescence, and adulthood with changing physical, cognitive, emotional, and social characteristics and needs at each
This document discusses a session on child development theories and their application to early years education. It covers several key topics:
- An overview of the session's agenda, including discussions of child development theories, how these link to assessment, and the importance of observation.
- Discussions of several theories of child development, including genetic, socio-cultural, cognitive, and humanist theories. Specific theorists mentioned include Piaget, Vygotsky, Bandura, Maslow, and Bruner.
- The importance of understanding child development for informing teaching practices and styles. Observation and ongoing formative assessment are also discussed as being integral to effective early years education.
Self-regulation skills are important for children's academic and personal success. These skills include sensory regulation, attention regulation, emotional regulation, and impulse control. Both nature and nurture influence children's abilities to self-regulate. Teachers can support self-regulation by creating supportive classrooms, modeling behaviors, and helping children develop coping strategies for handling difficult experiences. When challenges occur, teachers should seek to understand triggers, help children problem-solve, and reflect on their own responses to build children's self-awareness and social emotional skills.
This document discusses emotional intelligence and emotion coaching. It defines emotional intelligence as the ability to identify and understand one's own emotions, use emotions during social interactions, use emotional awareness to solve problems, deal with frustration, control how emotions are expressed, and keep distress from overwhelming thinking. Emotion coaching is described as a parenting technique where parents accept children's emotions, use emotional moments to teach life lessons, build trust, and help children develop strategies to handle ups and downs. The benefits of emotion coaching include helping children regulate emotions, problem solve, focus attention, and have healthier relationships.
This document discusses managing challenging behaviors in early childhood education settings. It emphasizes using the teaching pyramid model to promote positive behaviors through supportive relationships and preventative strategies. For children exhibiting challenging behaviors, the document recommends collecting observational data to understand the triggers and functions of behaviors before developing individualized intervention plans implemented consistently across settings and with family involvement. Effective plans address the underlying reasons for behaviors and teach replacement skills rather than punishing.
This document provides guidance on effective discipline strategies for parents. It discusses the importance of self-care for parents, techniques for managing stress like deep breathing, and spending time with others. Regarding discipline, the document outlines four common reasons children misbehave, the importance of discipline, different parenting styles, basic principles like using praise and rewards, and strategies for specific issues like defiance, homework, and following instructions. Discipline is meant to teach children guidelines and build positive relationships.
‘I have found it
really useful to help
children to understand
their emotions and how to
deal with them in a
positive way’.
‘It has helped me to
understand the child’s
perspective better and
respond in a more
constructive way’.
‘I have noticed a
reduction in
challenging
behaviour and
improvements in
relationships’.
‘It has helped me to
reflect on my own
reactions and responses
to children’s emotions’.
‘It has helped me to
understand the child
better and build a
stronger relationship’.
‘I feel more confident
in my ability to handle
emotional situations
constructively’.
Developmental psychology focuses on how humans change throughout the lifespan. There are distinct phases of intellectual and personality development according to stage theories, while continuity theories view development as a gradual, continuous process. Physical and psychological development are interrelated, as physical maturity influences psychological abilities. Prenatal factors like nutrition, stress, and teratogens can impact lifelong health and intelligence. Infants are born with immature senses and reflex behaviors that develop over time. Temperament and the quality of attachment to caregivers also influence social and personality growth. Language acquisition follows stages from babbling to first words to sentences. Development proceeds through childhood, adolescence, and adulthood with changing physical, cognitive, emotional, and social characteristics and needs at each
This document provides an overview of topics discussed in a human development psychology class, including:
1. A review of social psychology experiments and key terms, as well as a discussion of community psychology principles.
2. An exploration of various aspects of human development such as physical, cognitive, socioemotional, and moral development across the lifespan. Milestones, theories, and influential researchers are discussed.
3. Additional topics of interest are highlighted like the influence of family and peers on development.
The document aims to both review past material and introduce new areas of human development to students. A wide range of developmental perspectives and issues are concisely summarized.
This document discusses trauma-informed approaches for paraeducators working with students. It notes that trauma is very common among school-aged children and often results in behavioral issues. A trauma-informed approach focuses on predictability, safe relationships, and providing opportunities for students to regulate their emotions and behaviors. Key aspects of this approach include understanding how trauma impacts brain development and the stress response, building student resilience through supportive relationships and teaching coping skills, and creating a calm, predictable classroom environment where students feel safe and are able to manage their emotions with the help of educators.
This document summarizes key aspects of autonomy from a chapter on fostering autonomy in children. It discusses three main components of autonomy: wonder, confidence, and motivation. It provides examples of how to support the development of autonomy through choice, problem-solving opportunities, long-term projects, and a child-centered approach. The document emphasizes balancing safety with allowing children to explore, try new things, and find their own solutions.
Individualized and developmentally appropriate guidance 2blantoncd
This document discusses individualized and developmentally appropriate guidance for children's social and emotional development. It emphasizes understanding each child's unique strengths, weaknesses, temperament, and experiences. When addressing challenging behaviors, we must consider whether the child lacks knowledge, skills, or motivation before intervening. Functional analyses of behaviors can identify triggers and consequences to guide interventions that teach skills rather than punishments. The goal is supporting each child's social-emotional growth through observation, screening, and developmentally appropriate guidance.
Childhood Human Growth and Development IHS Unit 6RHSHealthScience
This document discusses human growth and development in early childhood from ages 1.5 to 6 years old. It covers the physical, cognitive, psychosocial, and social developments that occur during this period. Key developments include refining of motor skills, expansion of language abilities, emergence of moral reasoning and social skills through play, and establishing independence. Theories from Piaget, Erikson, and Kohlberg are referenced to explain cognitive and socioemotional milestones. Parenting styles and their influence are also covered.
Inclusion and supporting learners with SENdringl01
This document discusses strategies for supporting learners with special educational needs (SEN) in mainstream classrooms. It covers national policies on SEN, the graduated approach of assess-plan-do-review, involving specialists, requesting Education, Health and Care plans, the Disability Discrimination Act, and mental health issues in schools. Specific strategies are provided for difficulties with literacy, numeracy, autism spectrum disorder, ADHD, dyslexia, attachment issues, and complex learning needs. The importance of understanding individual learners, pupil-centered planning, and developing nurturing classroom environments is emphasized.
Individualized and developmentally appropriate guidanceblantoncd
This document discusses how to provide individualized and developmentally appropriate guidance to children. It emphasizes understanding each child's unique strengths, weaknesses, temperament, and experiences. When addressing challenging behaviors, one must consider whether the child lacks knowledge, skills, or motivation before intervening. Functional analyses of behaviors can identify triggers, the behaviors themselves, and maintaining consequences to guide intervention strategies. Developmental screenings and assessments also help understand each child's needs. The goal is guiding social-emotional development in a sensitive, non-judgmental manner.
This document discusses strategies for promoting positive behavior in early childhood classrooms. It emphasizes building strong relationships with children through positive interactions like greeting them, praising their accomplishments, and showing interest in their lives. Classrooms should be designed to engage children through well-organized learning centers and visual schedules and routines. Challenging behaviors are addressed by focusing on teaching appropriate skills, monitoring children, and giving positive attention and feedback. The goal is to help children feel successful and supported.
A presentation occupational therapy students about incorporating Social Emotional Learning into High Schools. Pertinent topics include: occupational therapy, mental health, schools, high schools.
This document provides an overview of key topics in psychology including:
- The basics and history of psychology including major theorists like Wundt, James, Freud, and Skinner.
- Sensation and perception processes like the sensory modalities and Gestalt principles.
- Memory including the three processes of encoding, storage, and retrieval as well as the different memory systems.
- Personality development theories including Freud's psychosexual stages, Erikson's psychosocial stages, and defense mechanisms.
- Learning theories such as classical and operant conditioning pioneered by Pavlov and Skinner as well as social learning theory.
This document summarizes major counseling theories and psychoanalytic counseling. It describes counseling theory as an approach or technique used by counselors to deal with clients. Theories provide a philosophical framework to advise clients and aim to change abnormal or unsatisfactory behavior. Counseling theories are classified as directive vs. nondirective, insight-oriented vs. action-oriented, and affective vs. cognitive vs. behavioral. Major theories discussed are psychoanalytic, behavioral, cognitive-behavioral, and humanistic. Psychoanalytic counseling developed by Freud focuses on unconscious factors influencing behavior. It views personality as determined by unconscious forces and developing through psychosexual stages in early childhood. The document outlines Freud's structures of personality and defense mechanisms used by the ego to
Child Psychology is important for the development of child behaviour
#childpsychology #childbehaviour #behaviouralpedodontics #theoriesofchildpsychology #behaviourmanagement #behaviourofchildindentalclinic #freudspsychodynamictheory
#conscioussedation #modelling #behaviouralmodelling
This document discusses social-emotional development and the reflective process. It covers topics like early childhood mental health, developmentally appropriate practices, reflective listening, and self-regulation. The document provides examples of children like Cherese and Joshua and strategies for helping children develop social and emotional skills through reflection, communication, empathy, and sense of community. It emphasizes the importance of the adult's role in intentionally modeling positive behaviors and using reflection to understand children and address behavioral issues.
I had to make a Newsletter for Actively Listening to your child to Parents that would have children in my classroom. Tell me what you think! How'd I do? Did I catch your attention & keep you interested?
The document discusses social emotional skills in early childhood. It covers environmental characteristics that support social emotional learning including developmentally appropriate materials. It also discusses children's temperament, parenting styles, developing self-esteem, teachable social emotional skills, and strategies teachers can use including children's literature, scripted stories, and mindfulness. Authoritative parenting is linked to better outcomes while permissive and uninvolved styles are less ideal. Activities, associations, and praise can boost self-esteem.
Presentation by Hunter Institute of Mental Health Projects Coordinator Ellen Newman for Thrive 2016, weaving wellness and wellbeing conference. This presentation is about mental health literacy and strategies for supporting children’s mental health and wellbeing.
The document discusses Conscious Discipline, a program that addresses the emotional intelligence of adults and children. It teaches adults to self-regulate so they can then teach children to do the same. This helps children move from physical or verbal aggression to using problem-solving skills. The document then provides examples of skills teachers can use when a child is in the survival, emotional, or executive state. These include noticing, assertiveness, routines, composure, rituals, encouragement, jobs, empathy, choices, and consequences. Finally, it discusses four brain-smart principles: the brain seeks patterns, exercise benefits the brain, outside connections build inside connections, and the brain functions best when safe.
This document summarizes a training session on positive behavior management strategies for teachers. The session discussed how childhood stress and trauma can impact brain development and behavior. Various models of behavior were presented, including behavioral, humanistic, ecological, biological, systemic, social, and cognitive models. Teachers were given examples of strategies under each model and an activity to reflect on personal experiences with strong emotions and behavior. As homework, teachers were asked to analyze factors influencing behavior in two specific students using the theories covered.
1. Students learn best when the learning environment is supportive, promotes independence and self-motivation, and reflects students' diverse needs, backgrounds and interests.
2. Students are challenged to develop deep thinking and application when given appropriate support.
3. Effective assessment practices are integrated with teaching and learning, and learning connects strongly to real-world communities and practices.
. According to your textbook, Contrary to a popular misconception.docxmadlynplamondon
According to a cross-cultural study of 186 societies, attitudes toward homosexuality vary significantly across cultures. Only 31% of societies studied stigmatized homosexual behavior, while 38% viewed it as a normal developmental phase for youth and 18% accepted committed same-sex relationships as an alternative form of marriage. The historical stigmatization of homosexuality in America is a product of enculturation rather than universal moral values.
-How did artwork produced in America from 1945 to 1960 compare to ar.docxmadlynplamondon
Post-World War II American art differed from European art by embracing abstract expressionism through artists like Jackson Pollock and his drip paintings, while European art focused more on figurative styles. Pollock's painting Number 1, 1950 (Lavender Mist) used dripped and splattered oil paint on canvas in 1950, as did Willem de Kooning's Woman I in 1952, showing the abstract expressionist movement in America. European art of the time included Alberto Giacometti's figurative sculpture Woman of Venice II from 1956.
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This document provides an overview of topics discussed in a human development psychology class, including:
1. A review of social psychology experiments and key terms, as well as a discussion of community psychology principles.
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3. Additional topics of interest are highlighted like the influence of family and peers on development.
The document aims to both review past material and introduce new areas of human development to students. A wide range of developmental perspectives and issues are concisely summarized.
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This document summarizes key aspects of autonomy from a chapter on fostering autonomy in children. It discusses three main components of autonomy: wonder, confidence, and motivation. It provides examples of how to support the development of autonomy through choice, problem-solving opportunities, long-term projects, and a child-centered approach. The document emphasizes balancing safety with allowing children to explore, try new things, and find their own solutions.
Individualized and developmentally appropriate guidance 2blantoncd
This document discusses individualized and developmentally appropriate guidance for children's social and emotional development. It emphasizes understanding each child's unique strengths, weaknesses, temperament, and experiences. When addressing challenging behaviors, we must consider whether the child lacks knowledge, skills, or motivation before intervening. Functional analyses of behaviors can identify triggers and consequences to guide interventions that teach skills rather than punishments. The goal is supporting each child's social-emotional growth through observation, screening, and developmentally appropriate guidance.
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Inclusion and supporting learners with SENdringl01
This document discusses strategies for supporting learners with special educational needs (SEN) in mainstream classrooms. It covers national policies on SEN, the graduated approach of assess-plan-do-review, involving specialists, requesting Education, Health and Care plans, the Disability Discrimination Act, and mental health issues in schools. Specific strategies are provided for difficulties with literacy, numeracy, autism spectrum disorder, ADHD, dyslexia, attachment issues, and complex learning needs. The importance of understanding individual learners, pupil-centered planning, and developing nurturing classroom environments is emphasized.
Individualized and developmentally appropriate guidanceblantoncd
This document discusses how to provide individualized and developmentally appropriate guidance to children. It emphasizes understanding each child's unique strengths, weaknesses, temperament, and experiences. When addressing challenging behaviors, one must consider whether the child lacks knowledge, skills, or motivation before intervening. Functional analyses of behaviors can identify triggers, the behaviors themselves, and maintaining consequences to guide intervention strategies. Developmental screenings and assessments also help understand each child's needs. The goal is guiding social-emotional development in a sensitive, non-judgmental manner.
This document discusses strategies for promoting positive behavior in early childhood classrooms. It emphasizes building strong relationships with children through positive interactions like greeting them, praising their accomplishments, and showing interest in their lives. Classrooms should be designed to engage children through well-organized learning centers and visual schedules and routines. Challenging behaviors are addressed by focusing on teaching appropriate skills, monitoring children, and giving positive attention and feedback. The goal is to help children feel successful and supported.
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- The basics and history of psychology including major theorists like Wundt, James, Freud, and Skinner.
- Sensation and perception processes like the sensory modalities and Gestalt principles.
- Memory including the three processes of encoding, storage, and retrieval as well as the different memory systems.
- Personality development theories including Freud's psychosexual stages, Erikson's psychosocial stages, and defense mechanisms.
- Learning theories such as classical and operant conditioning pioneered by Pavlov and Skinner as well as social learning theory.
This document summarizes major counseling theories and psychoanalytic counseling. It describes counseling theory as an approach or technique used by counselors to deal with clients. Theories provide a philosophical framework to advise clients and aim to change abnormal or unsatisfactory behavior. Counseling theories are classified as directive vs. nondirective, insight-oriented vs. action-oriented, and affective vs. cognitive vs. behavioral. Major theories discussed are psychoanalytic, behavioral, cognitive-behavioral, and humanistic. Psychoanalytic counseling developed by Freud focuses on unconscious factors influencing behavior. It views personality as determined by unconscious forces and developing through psychosexual stages in early childhood. The document outlines Freud's structures of personality and defense mechanisms used by the ego to
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This document discusses social-emotional development and the reflective process. It covers topics like early childhood mental health, developmentally appropriate practices, reflective listening, and self-regulation. The document provides examples of children like Cherese and Joshua and strategies for helping children develop social and emotional skills through reflection, communication, empathy, and sense of community. It emphasizes the importance of the adult's role in intentionally modeling positive behaviors and using reflection to understand children and address behavioral issues.
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EDU 571 Week 3 Target of Program Evaluation Plan, Part 1 -
Target of Program Evaluation Plan, Part 1
Assignment 1 is the first part of a five-part project to plan the various elements of a program evaluation for education. Select a program target from your school district, workplace, (e.g., business training program) or your university (where you are a student). For you to gain the most from the assignment, you should select a program that you are interested in, would like to see evaluated, and are able to obtain information about. (Possible programs include: student assessment, teacher assessment, pay for student achievement, new teacher or employee training, online classrooms, anti-bullying, gender equity for girls in math and science, school to work, retention of at-risk students, and schools of choice (charter schools), etc.). As you develop the entire plan, gather information, and receive feedback from your professor (or others), you should revise and refine each part of the project. Think of your professor as your project evaluator and supervisor who will help guide you so that you produce an outstanding, well-developed evaluation plan for the stakeholders.
Write a 1000 words paper in which you:
1. Describe three (3) elements of a worthy object for program evaluation - its type, the department administrating it, and target population.
2. Describe the program's history, primary purpose(s), and / or expected outcomes.
3. Explain three (3) reasons for selecting the program (e.g., program's value or lack of it, issues surrounding it, age, relevance, cost, impact on students, etc.).
4. Discuss three (3) advantages of evaluating the program at this time.
5. Discuss two (2) major constraints in conducting an evaluation on this program and a method of addressing them.
6. Use at least three (3) peer-reviewed academic resources in this assignment. Note: Wikipedia and many Websites do not qualify as academic resources. Peer-reviewed academic resources refer to articles and scholarly journals that are reviewe.
. What were the causes of World War II Explain how and why the Unit.docxmadlynplamondon
. What were the causes of World War II? Explain how and why the United States got involved in the war. Discuss the U.S. home front. How did women and minorities respond to the war? Explain the war in North Africa and Europe. Discuss the Allied invasion of Normandy on June 6, 1944. What was Adolf Hitler’s “final solution,” and what were the consequences of the Holocaust? How did the Allies end the war in Europe? Discuss the war in the Pacific. What proved to be an effective U.S. strategy in the Pacific? Analyze Harry Truman’s controversial decision to drop the atomic bombs on Japan. What were the consequences of World War II?
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. Complete the prewriting for the progress reportPrewriting p.docxmadlynplamondon
. Complete the prewriting for the progress report:
Prewriting prepares you to write and helps you organize your ideas.
You may print the lesson and jot notes for yourself on the paper, or you may write notes on your own.
You do not have to submit prewriting for any points, but don't skip this important step!
2. Complete a draft of the progress report:
Remember to use the memo format style in typing this progress report.
This report should be two or more pages when you are completed.
The draft will be much shorter than your final report.
Follow a logical structure: introduction, what is finished, what is underway, what is left to do, and a conclusion.
Use specifics such as dates, proper names, numbers, costs, etc.
Include one or more visuals may such as pictures, graphs, charts, tables, etc.
.
-in Filomena by Roberta Fernandez the author refers to the Mexican r.docxmadlynplamondon
-in Filomena by Roberta Fernandez the author refers to the Mexican rituals for the day of the dead how is this celebration portrayed in the story?
-in "La doctora Barr" how does Mary Helen Ponce describe the traditional way Mexican-American women prepared for a childbirth in their community?
-how does Nilda feel about Sophies's presence in her home?
-how is bilingualism used in the story "Filomena"? Support your opinions with examples from the story
-describe the incident with the vanilla ice cream . Why was it so upsetting for Nilda?
.
-Write about a violent religious event in history.(Ex. Muslim ex.docxmadlynplamondon
-Write about a violent religious event in history.
(Ex. Muslim extremist acts in history, or the Christian crusades, etc.)
-Write about belief/reasoning/justification those certain people believe their actions have and affects of...
-(Identity)They're view of the world and themselves. Is it rationale or is it a problem. Why?
5-pages minimum
4-scholarly sources min. 2 of 4 book sources Need Dec. 2nd by 9pm.
.
-This project is an opportunity to demonstrate the ability to analyz.docxmadlynplamondon
-This project is an opportunity to demonstrate the ability to analyze and write about music with clarity and purpose. Assume the role of a reviewer/critic who is applying for a job writing a music column for a progressive weblog catering to readers who on average have at least a bachelor's degree and are concerned with issues of justice and equality
-The CD reviewed is one that will allow reflection about how music can provide people the opportunity to imagine the lives and experiences of others different from oneself. Questions to guide reflection while listening should include:
1. Who are the peoples performing the music or who is the music about?
2.What type of life is presented through the music's lyrics and musical sound?
3.What themes or issues are presented by the music?
4. How do the various musical selections relate to each other?
5.What can be learned about people by listening to this CD?
6.Why should other people listen to this music?
-A list of CDs is available for this assignment. CDs may be downloaded for a fee from a preferred site.
-The review will need to include:
1.CD title, artist, genre, release date, etc
2.Background information about the artist or artists for those who may not be familiar.
-The review should be between 800 and 1000 words.
-Conventions of good writing (e.g., correct grammar, spelling, appropriate use of quotations, unctuation) should be observed throughout this project. Moreover, it is important to consider the audience and write in a style that is appropriate. Quotations or information from a primary or secondary source should be cited correctly using APA, Turabian, or MLA.
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-7 Three men are trapped in a cave with no hope of rescue and no foo.docxmadlynplamondon
Judge A belongs to the legal positivist school of thought. He bases his decision solely on statutory law and case precedents interpreting the law, without considering other factors.
Judge B belongs to the natural law school of thought. He believes the laws of nature apply in extraordinary situations where people are cut off from civilization, rather than man-made laws.
Judge C belongs to the sociological jurisprudence school of thought. She bases her decision on a scientific survey of the community's beliefs, rather than just statutory law or precedent.
-1. Are the three main elements of compensation systems—internal.docxmadlynplamondon
-1.
Are the three main elements of compensation systems—internal consistency, market competitiveness, and recognizing employee contributions—equally important, or do you believe that they differ in importance? If different, which do you believe is most important? Least important? Give your rationale.
use 1 online reference and
Martocchio, J. (2017). Strategic Compensation: A human resource management approach (9th ed.). Upper Saddle River, NJ: Pearson.
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- What are the key differences between national health service (.docxmadlynplamondon
- What are the key differences between national health service (NHS) and national health insurance (NHI) systems?
- How do NHI and NHS systems compare with the health care system in the United States?
- How do most countries with similar levels per capita income differ from and resemble the United States with respect to provider payments, coordination of care, workforce and information technology, and health system performance?
Cite at least 2 peer reviewed journal/article. Write in APA format
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--Describe and analyze the ways in which Alfons Heck’s participation.docxmadlynplamondon
Alfons Heck participated in the Hitler Youth and Nazi culture as a child, which helped shape his sense of purpose and identity. In his memoir "A Child of Hitler", written many decades later, Heck reflects on his experiences and how the acts of writing and reflection allowed him to craft a new identity in the present. Students are asked to analyze how Heck's participation in the Hitler Youth influenced his identity, and how writing his memoir also impacted his identity later in life, in a 2-4 page paper with citations.
------ Watch an online speechpresentation of 20 minutes or lo.docxmadlynplamondon
------
Watch an online speech/presentation of 20 minutes or longer.
( please cite the presentation you would use)
Write a speech analysis essay of
2-3 pages
I: List the speaker, date, location, & topic, and describe the audience. Describe each of these elements and analyze the effect that each of these elements had on the speaker and/or speech.
II: Describe and analyze the effectiveness of each part of the speaker's introduction (attention getter, revelation of topic, statement of credibility, statement of central idea, preview of main points).
III: Summarize each of the speaker's main points. What pattern of organization did the speaker utilize? Was this effective? Why or why not?
IV: Describe and analyze the effectiveness of the evidence/supporting material that the speaker used.
V: Describe and analyze the effectiveness of the speaker's language.
VI: Describe and analyze the effectiveness of the speaker's delivery.
VII: Describe and analyze the effectiveness of each part of the speaker's conclusion.
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) Florida National UniversityNursing DepartmentBSN.docxmadlynplamondon
)
Florida National University
Nursing Department
BSN Program
NUR 4636-Community Health Nursing
Prof. Eddie Cruz, RN MSN
Please choose one infectious disease or communicable disease and present a 1,000 words essay including the follow;
Name of the disease including agents that cause Infectious/Communicable Disease, the mode of contamination or how it is spread.
The modes of prevention applying the three levels of prevention with at least one example of each one.
Prevalence and control of the condition according to the Center for Disease Control and Prevention (CDC) including morbidity and mortality.
Implications of the disease in the community and the role of the community health nurse in the control and prevention of the disease.
The essay must be presented in a Word Document, APA format, Arial 12 font attached to the forum in the tab of the Discussion Question title “Infections/Communicable disease essay” and in the assignment tab under the exercise title “SafeAssign infectious/communicable disease”. A minimum of 3 references no older than 5 years must be used. If you use any reference from any website make sure they are reliable sites such as CDC, NIH, Institute of Medicine, etc.
There is a rubric attached to the assignment for your guidance.
Below please see the definitions of infectious disease and communicable disease. They are similar but differ in some characteristics.
Infectious diseases
are disorders caused by organisms — such as bacteria, viruses, fungi or parasites. Many organisms live in and on our bodies. They're normally harmless or even helpful. But under certain conditions, some organisms may cause
disease
. Some
infectious diseases
can be passed from person to person.
Communicable
, or infectious
diseases
, are caused by microorganisms such as bacteria, viruses, parasites and fungi that can be spread, directly or indirectly, from one person to another. Some are transmitted through bites from insects while others are caused by ingesting contaminated food or water.
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- Please answer question 2 at the end of the case.- cita.docxmadlynplamondon
- Please answer
question 2
at the end of the case.
- citations and references in
IEEE
style
( at least two)
- your answer should be in regards to the case
+
regarding the question itself.
Do it twice ( two different copies)
.
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.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
Assessment and Planning in Educational technology.pptx
Early ChildhoodDevelopmental Task of Early Childhood.docx
1. Early Childhood
Developmental Task of
Early Childhood
• Initiative vs. guilt
• Children use their (boundless) energy and
developing motor skills and interests to
take the initiative in trying new things
• Develop sense of purpose
• Key
• Self-regulation. Must learn self-control
Self-Regulation in Early
Childhood
What is Self-Regulation?
• Processes where we manage or modify our
thoughts, emotions, and behaviors
2. What is Self-Regulation?
• Processes where we manage or modify our
thoughts, emotions, and behaviors
• Many different types of self-regulation
• Emotional, attentional, behavioral, cognitive (thinking,
concentrating, working memory)
‘To Do, or Not to Do’
• Sometimes self-regulation is framed in terms of
• Don’t regulation
• Stop ourselves from doing something that we want to do
• Do regulation
• Do something that we don’t really want to do
Examples of Practicing Self-
Regulation
• Don’t regulation
• Not hitting, not taking someone’s toy, not yelling or
running inside
• Not running away in store
• Do regulation:
• Cleaning up, eating vegetables, going to sleep
3. Why is Self-Regulation Important?
• https://www.youtube.com/watch?v=QX_oy9614HQ
https://www.youtube.com/watch?v=QX_oy9614HQ
Why is Self-Regulation Important?
• What did you observe the children do to not eat
the marshmallow?
• Why might this ability to ‘delay gratification’ be
important?
Why is Self-Regulation Important?
• Good self-regulationà Self-control or disciplined
behavior; lower impulsivity
• Aids social development
• Need for healthy social relationships, prosocial behavior
• Need for learning in school
Why is Self-Regulation Hard?
• Motivational system develops first
• Impulses are powerful and present at birth
4. • Energizes us to ‘approach’ (yum; curiosity) or ‘avoid’ (yuck)
• Includes emotions, fight/flight response
• Self-regulation system takes more time to develop
• Region of brain (prefrontal cortex; PFC) associated with self-
regulation develops more slowly
• The immature PFC is no match for impulses
Where Does Good Self-Regulation
‘Come From’?
• Self-regulation is a “muscle” that we can
exercise
• Practice – repeatedly over time – builds self-
regulation
• Eventually it is internalized and happens without
effort
What Influences the Development
of Self-Regulation?
• Biology (e.g., temperament)
• Parents
• Love: Child wants to comply
• Structure: Rules, limits are clear, consistent
• Autonomy support: Appropriate choices given
• Cognitive factors (e.g., memory)
5. • Nutrition
• Self-regulation takes energy (you need glucose)
External and Internal Regulation
As we develop,
External regulation à internal regulation
• External regulation = Structure!
• External: Coming from outside the child
• Adults assist in regulating behavior
• Internal regulation
• Child internalizes rules and can do it
themselves
• Still need structure, reminders
Studying Self-Regulation in Early
Childhood
• Observe compliance, delay-of-gratification
behaviors (emerge ~12-18 months)
• Compliance. Going along (or not) with ‘Do’ and ‘Don’t’
commands
High Level of Support Less Support Low Level of Support
Hands-on assistance
Environmental cues
6. Verbal reminders
Direct supervision
Environmental cues
No prompting, no
assistance
Environmental cues
TIME à
6
Internalization
Emotion Regulation: What are
Emotions?
• https://www.youtube.com/watch?v=xNY0AAUtH3g
https://www.youtube.com/watch?v=xNY0AAUtH3g
Emotion Regulation: What are
Emotions?
• Rapid appraisals of situations
• Functions:
• Give us important information about a situation
• Energize behaviors
• Communicate to others
What is Emotion Regulation?
• A type of self-regulation where we (consciously or
7. unconsciously) modify our emotions and/or their
expression
Development of Emotion Regulation
• Emotion regulation develops over 1st year with
caregiver guidance
• Infants are able to express but not control emotions
• By early childhood, we’ve begun learning how to
• Down regulate (calm down extreme emotions)
• Up regulate (cheer up or comfort self)
Why is Emotion Regulation
Important?
• Social consequences
• We can act out emotions in socially appropriate ways
(e.g., meltdown vs. proper expression)
• Allows us to succeed in social environments
• We can get along with friends, peers
Why is Emotion Regulation
Important?
• Cognitive consequences
• Without regulation, emotions can impair learning and
academic achievement
8. Teaching Children Emotion
Regulation
• Very young children don’t know what emotions are
or what they mean – can be scary and confusing
• Adults can ‘emotionally coach’ children to
recognize emotions, what they mean, and how to
act
Teaching Children Emotion
Regulation
• Help children learn to recognize emotions by
pointing them out
• Help them to see cause of emotion
• “Your sister took your toy, did that make you feel sad or
mad?”
• Accept children’s negative emotions
• Tendency is to avoid/fix/get rid of negative emotions
• Better to help children identify and manage them in
healthy ways
Learning to Regulate Emotions:
The RULER Intervention
10. start kindergarten
approximately 2 years
behind their peers
Example: The 30 Million Word
Gap
Why Does ‘School Readiness’ Matter?
• An unsuccessful kindergarten transition and first
year is a strong predictor of
• Academic disengagement, disruption, withdrawal
• Drop-out, irresponsible and deviant behavior
• Long-term adverse outcomes (e.g., unemployment)
A
Solution
: Early Childhood Education
• Research shows that this gap can be closed by
providing early educational opportunities to
children
11. • Early childhood education (ECE) is any formal
educational program that children participate in
before entering kindergarten
• The goal of ECE is to prepare child for a successful
transition into kindergarten
Early Childhood Education
• A high-quality ECE classroom is ‘child-centered’
• Attuned to child's developmental needs
• ‘Child-centered’ classrooms are evidence-based
• Scaffolds learning…
• Develop secure stable relationships…
• Offers appropriate…
• Structure
• Autonomy support
• Responsiveness
12. Early Childhood Education
• A high-quality ECE classroom is ‘child-centered’
• Attuned to child's developmental needs
• ‘Child-centered’ classrooms are evidence-based
• Scaffolds learning… Vygotsky and ZPD
• Develop secure stable relationships… attachment theory
• Offers appropriate… parenting dimensions
• Structure
• Autonomy support
• Responsiveness
Immediate Benefits of ECE
• Skills for learning
• Skills for socializing (experiences with teachers,
peers)
• Time to adjust to new context
13. • Become familiar with structures (routines, rules,
expectations) of school setting
Long-Term Benefits of ECE
• Reduces (or closes) achievement gap for
disadvantaged children
• Reduces many of the adverse consequences of
poverty on child developmental outcomes
Long-Term Benefits of ECE
Economic benefits
• Early intervention programs represent
$2-$16 ‘return on investment’
• Ex: Special and remedial education,
grade retention, high school graduation
rate, crime and incarceration,
14. employment, earned income (Mervis, 2011)
Ramey & Ramey, 2004; Mashburn, 2014
Early Childhood Education
Early Childhood Education
• https://www.youtube.com/watch?v=NNgp1_B-6c8
https://www.youtube.com/watch?v=NNgp1_B-6c8
Meta-Theories
Handout:
15. • Sets of assumptions about human nature and
development
What is a Meta-Theory?
• What we look for
• The questions we ask
• The methods we use
• How we interpret
research findings
Meta-Theories
Important because they affect:
1. Human nature
17. Meta-Theoretical Assumptions
2. Nature and/or nurture
• Nature: heredity, genes, maturational processes
• Nurture: environment, experience, learning
Meta-Theoretical Assumptions
3. Active and/or passive
• Passive participants reacting to external forces?
• Active in choosing/shaping development?
Meta-Theoretical Assumptions
4. Stability and/or change
• Stable: early characteristics persist; early
experiences have permanent effects
18. • Malleable: individuals change in response to
experience
Meta-Theoretical Assumptions
5. Continuity and/or discontinuity
• Quantitative: gradual, incremental
• Qualitative: abrupt, fundamental changes
Meta-Theoretical Assumptions
6. Universal and/or context-specific
• Universal: everyone develops the same way
• Context-specific: development depends on
contexts (e.g., history, culture)
19. Four Meta-Theories
Maturational Mechanistic
Organismic Contextual
Supplemental Reading:
What is a Model?
• A metaphor used to represent reality
• We use it to structure our understanding of
something
• Each meta-theory has a model associated with it
20. • Model: “Plant”
Maturational Meta-Theory
• Human nature:
• Genetic – good or bad
• Nature and/or nurture:
• Nature
• Active and/or passive:
• Passive
• Stability and/or change:
• Stability
• Continuous and/or discontinuous:
• Depends on genetic program
• Universal and/or context-specific:
• Universal
Maturational Meta-Theory
22. • Context-specific
Mechanistic Meta-Theory
• Model: “Butterfly”
Organismic Meta-Theory
• Human nature:
• Good
• Nature and/or nurture:
• Nature
• Active and/or passive:
• Active
• Stability and/or change:
• Change
• Continuous and/or discontinuous:
23. • Discontinuous
• Universal and/or context-specific:
• Universal
Organismic Meta-Theory
• Model: “Tennis match”
Contextual Meta-Theory
• Human nature:
• Both
• Nature and/or nurture:
• Both
• Active and/or passive:
• Active
• Stability and/or change:
24. • Both
• Continuous and/or discontinuous:
• Both
• Universal and/or context-specific:
• Both
Contextual Meta-Theory
Linking Meta-Theories to Theories
Linking Meta-Theories to Theories
• Ethological theory (John Bowlby)
• Handout: “Development is the product
of biologically-based… programs shaped
by human genetic and evolutionary
25. history.”
Linking Meta-Theories to Theories
• Human nature: Depends (on genetics)
• Nature and/or nurture: Nature
• Active and/or passive: Passive
• Stability and/or change: Depends (on genetics)
• Continuity and/or discontinuity: Depends (on
genetics)
• Universal and/or context-specific: Universal
Organismic Maturational Mechanistic Contextual
• Learning theory (B. F. Skinner)
• Handout: “Development is the product
of learning from the consequences of
26. ones’ behavior through operant
conditioning.”
Linking Meta-Theories to Theories
• Human nature: Blank
• Nature and/or nurture: Nurture
• Active and/or passive: Passive
• Stability and/or change: Stability
• Continuity and/or discontinuity: Continuity
• Universal and/or context-specific: Context-
specific
Linking Meta-Theories to Theories
Organismic Maturational Mechanistic Contextual
• Cognitive development theory (Jean
27. Piaget)
• Handout: “Development proceeds
through four stages of cognitive
development.”
Linking Meta-Theories to Theories
• Human nature: Good
• Nature and/or nurture: Nature
• Active and/or passive: Active
• Stability and/or change: Change
• Continuity and/or discontinuity: Discontinuity
• Universal and/or context-specific: Universal
Linking Meta-Theories to Theories
Organismic Maturational Mechanistic Contextual
• Bio-ecological systems theory
(Urie Bronfenbrenner)
28. • Handout: “Development is the
result of reciprocal social
interactions between an active
person and their social partners
in a series of nested contexts.”
Linking Meta-Theories to Theories
• Human nature: Good
• Nature and/or nurture: Both
• Active and/or passive: Active
• Stability and/or change: Both
• Continuity and/or discontinuity: Both
• Universal and/or context-specific: Both
Linking Meta-Theories to Theories
Organismic Maturational Mechanistic Contextual
29. Paper 1:
Reflective
Assessment
Paper 1: Three Parts
1. Me and my development
2. Me and my meta-theory
3. Integrating theories, meta-theories, and
assumptions
Part 1: Me and My Development
1. Who has had a significant influence on your own
30. development?
• Talk about 2-3 people
• Give specific examples
2. Whose development have you influenced?
• 1 person: Give a specific example
Part 2: Me and My Meta-Theory
• For each of the 6 meta-theoretical assumptions
• State your opinion (i.e., people are active, not passive)
and give a specific example that supports your
experience
• There are some framing questions to help structure
your thinking and writing
31. Part 3: Integrating Theories,
Meta-Theories, and Assumptions
3.1 Theories liked/disliked
• Choose 2 theories: one liked, one disliked
• Name and define each theory in your own words
• Explain what you like/dislike about it
• Tip: Book may be especially helpful here
• p. 3 of textbook covers ‘theories’
• pp. 12-20 covers multiple theories you could use
• Theories also listed on meta-theories handout
Part 3: Integrating Theories,
Meta-Theories, and Assumptions
3.2 What is my meta-theory?
32. • What do your preferences on theories tell you about your
meta-
theoretical preferences?
• Connect your preferences to a meta-theory
• “What I like about Piaget’s theory of cognitive development is
that
the individual is active in affecting their own development.”
• “What I dislike about ethological theory is that it says nature
is
running the show and I think nurture plays a role.”
• All things considered, which meta-theory do you like/dislike
the
most?
Submitting the Paper
• Submit online via D2L in
• Word document (.doc, .docx file)
33. • PDF (.pdf file)
• To submit paper or view rubric, go to Activities à
Assignments à Paper 1
• Late papers: 10% deduction per day for 7 days
Grading Rubric
Questions?
Identifying Your Assumptions
• Please work alone or with a partner
• Start identifying your assumptions
• Work through the 6 assumptions listed in Part 2 of the
34. Paper 1 Assignment
• Don’t have to go through in order
• Can brainstorm examples
• The point is not to convince or sway your partner; it
is to identify your own assumptions
• Please raise your hand if you have any questions
Big Picture Themes in
Developmental Psychology
Supplemental Reading:
1. Optimal development involves the whole person
over time
2. Development is promoted through person-
centered contexts and interactions
35. 3. People have characteristics that they ‘carry’ with
them into a dynamic present
4. Development occurs through reciprocal
interactions
5. All people face developmental tasks
6. There are many pathways to optimal development
Six ‘Big Picture’ Themes:
1. Optimal development involves the whole person
over time
• Optimal = ‘Best case scenario’ (person is healthy,
thriving, resilient)
Big Picture Themes
36. 2. Development is promoted through person-
centered contexts and interactions
• This means that the environment(s) and the people in it
are attuned to the needs of the developing person
• Examples
• Child-centered parenting
• Student-centered classrooms
Big Picture Themes
3. People have characteristics that they ‘carry’ with
them into a dynamic present
• Individual carries ’suitcase’ of assets and vulnerabilities
• Present consists of multiple interacting contexts
Big Picture Themes
37. 4. Development occurs through reciprocal
interactions between
• An active developing individual
• An active changing context
Big Picture Themes
5. All people face developmental tasks
• We all go through the same basic
developmental stages
• Stages are culturally and historically
relative
Big Picture Themes
6. There are many pathways to optimal
development
38. • Remarkable capacity for change, recovery, repair
Big Picture Themes
Questions?
Unit 1 Review
• Defined development
• What is development, what develops, when do we
develop, what influences development?
• Compared traditional vs. lifespan views
• 7 propositions of lifespan development
• Examined meta-theories
• 6 assumptions
• 4 meta-theories
• What is your meta-theory? (Paper 1)
39. • Discussed 6 big picture themes
Unit 4: Family
Parenting
Divorce
Child Maltreatment
Parenting
Introduction to Parenting
• Dimensions of
parenting
• Styles of parenting
• Systems view of
40. parenting
What Do Children Need?
Skinner, Johnson, & Snyder, 2005
• Examined studies on parenting
dimensions, behaviors beginning in
1940’s
• Identified core caregiving dimensions
Three dimensions of parenting
• Love vs. rejection
• Structure vs. chaos
• Autonomy support vs. coercion
Rejection
Structure
41. Chaos Coercion
Love Autonomy
What Children Need: Love
• Love dimension
• Responsiveness, warmth, affection
• Time spent together, involvement
• Encouragement, praise
• Hostility, rejection dimension
• Lack of affection, cold
• Harshly critical
• Derision, ridicule, contempt
What Children Need: Love
• Why is love important?
• Worthy of love. Communicates you are a
42. good person
• Trust. World is a good, safe place; you can
trust others
• Social competence. Enjoy interacting with
others; do so skillfully
• Belongingness. Feeling like we are
accepted and part of a group(s)
What Children Need: Structure
• Structure dimension
• Clear, firm rules, follow-through,
consistency
• High expectations, demandingness (age-
appropriate)
• Guidance, supervision
• Chaos dimension
43. • Lax rules, inconsistency
• Indulgence, no follow-through
• Lack of supervision
What Children Need: Structure
• Why do children need structure, limits?
• Most important: Develop self-control
• Rules (especially in lieu of self-control)
keeps child and others safe
• Learn to get along with others, not act
impulsively or selfishly (managing impulses
is form of self-control)
What Children Need: Autonomy
• Autonomy dimension
• Freedom to make decisions
• Encourage independence, individuality
44. • Respect, trust
• Coercion dimension
• Rigidity, pressure, control
• Use of threats, manipulation
What Children Need: Autonomy
• Why is autonomy important?
• Learn to communicate actual preferences, desires
• Make own mistakes and learn from them
• Learn to take initiative, how to make decisions
• Develop own goals, agenda, interests, passions
• Learn own strengths, limits
• Take ownership
Styles of Parenting
Maccoby & Martin, 1983
1. Authoritative
2. Authoritarian
45. 3. Neglectful
4. Overprotective
5. Permissive/indulgent
Styles of Parenting: Authoritative
1. Love. High/attuned
• Responsive, loving, affectionate
2. Structure. High/attuned
• High expectations, appropriate
rules/limits
3. Autonomy. High/attuned
• Appropriate space for choice;
explanations
Styles of Parenting: Neglectful
47. inconsistent or non-existent; little or
no supervision
3. Autonomy. High/not attuned
• (Too much) freedom
Styles of Parenting: Overprotective
1. Love. High/not attuned
• Conditional love; warm, affectionate
2. Structure. High/not attuned
• Inappropriately high limits
3. Autonomy. Low/not attuned
• Intrusive guidance; parent makes decisions
Styles of Parenting: Authoritarian
1. Love. Low/not attuned
• Cold, insensitive, distant; unavailable
48. 2. Structure. High/not attuned
• Overly harsh, punitive
3. Autonomy. Low/not attuned
• Coercive; little/no choice or freedom
Is There Only One Right Way to
Parent?
• Nope - there are many ways
• Not this black and white: Parents likely shift
between or draw upon different parenting styles
Parenting Style Activity
Character Description Parenting Style(s)
Loving and caring;
many rules and
parental guidance;
little room for
49. independence
Reserved, distant
affection; high
expectations and many
rules; little room for
self-exploration
Parenting Style Activity
Character Description Parenting Style(s)
Loving and caring;
many rules and
parental guidance;
little room for
independence
Overprotective
Reserved, distant
affection; high
expectations and many
rules; little room for
self-exploration
50. Parenting Style Activity
Character Description Parenting Style(s)
Loving and caring;
many rules and
parental guidance;
little room for
independence
Overprotective
Reserved, distant
affection; high
expectations and many
rules; little room for
self-exploration
Authoritarian
Parenting Style Activity
51. Character Description Parenting Style(s)
Easy affection;
reasonable and
explained expectations;
appropriate space for
exploration and
discovery
Carefree expressions of
love; few enforced or
consistent rules; some
support for self-
expression
Parenting Style Activity
Character Description Parenting Style(s)
Easy affection;
reasonable and
explained expectations;
appropriate space for
exploration and
discovery
52. Authoritative
Carefree expressions of
love; few enforced or
consistent rules; some
support for self-
expression
Parenting Style Activity
Character Description Parenting Style(s)
Easy affection;
reasonable and
explained expectations;
appropriate space for
exploration and
discovery
Authoritative
Carefree expressions of
love; few enforced or
53. consistent rules; some
support for self-
expression
Indulgent
Parenting Style Activity
Character Description Parenting Style(s)
Manipulative displays
of affection; strict
enforcement of a single
rule; uninterested in
development of self
Loving affection; high
expectations and strict
rules; limited
allowance for
independence
Parenting Style Activity
54. Character Description Parenting Style(s)
Manipulative displays
of affection; strict
enforcement of a single
rule; uninterested in
development of self
Overprotective;
neglectful
Loving affection; high
expectations and strict
rules; limited
allowance for
independence
Parenting Style Activity
Character Description Parenting Style(s)
Manipulative displays
of affection; strict
enforcement of a single
55. rule; uninterested in
development of self
Overprotective;
neglectful
Loving affection; high
expectations and strict
rules; limited
allowance for
independence
Authoritative;
authoritarian
Potential Long-Term
Consequences
• Most promising outcomes: Authoritative
• Independent, resilient, confident
• Warm, friendly, ‘happy’ (high positive/low negative
affect)
• More skillful in relationships with friends, parents
56. • Less risk of behavioral issues
Potential Long-Term
Consequences
• Highest risk for maladaptive outcomes: Neglectful
• Poorer management of emotions, behaviors; more
aggressive, hostile, impulsive
• Inhibited, withdrawn; lower social competence
• Adolescence: Higher risk of behavioral issues
Potential Long-Term
Consequences
• Indulgent parenting
• Self-centered, aimless, irresponsible
• Low independence, achievement
• Overprotective parenting
• Low independence, self-confidence; other-directed
• Immature; not ready for real world
• Adolescence: Resistance, rebellion
57. Potential Long-Term
Consequences
• Authoritarian parenting
• Low independence; other-directed
• Higher anxiety, fearfulness; higher unhappiness
• Lower social competence
• Aggression/bullying
A Note on Variation
• Significant variation in effects of parenting styles
• Effects vary by culture, ethnicity, other contexts
• Example: Authoritarian style predicts higher
academic achievement in Asian- and African-
American youth than authoritative parenting
Developmental Systems View of
58. Parenting
Developmental Systems View of
Parenting
Transactional Model
Developmental Systems View of
Parenting
Transactional Model Over Time
Developmental Systems View of
Parenting
Transactional Model Over Time
59. Transactional Model Over Time & Embedded in
Multiple Contexts
Developmental Systems View of
Parenting
Parent
Child
Parent
Parent
Child
Parent
Extended Family
Society
60. Developmental Systems View of
Parenting
Summary: Developmental Systems
View of Parenting
1. Parenting is transactional
2. Parenting ‘style’ may develop, change over time
3. Co-parent relationship influences child
4. Parenting shaped by many higher-order systems
5. Extended family is also part of system
6. Biggest risk factor for poor parenting: Poverty
Divorce
Marital Conflict
• Healthy, skillful conflict is okay (and going to
happen)
61. • Harmful forms of conflict: Arguing, fighting, yelling
• Very hard on children - ESPECIALLY young children
• Enormous amount of data on this
• Results are conclusive enough to view this as a subtle
form of abuse/family violence
What is Divorce?
• Divorce. Legal ending of marriage
• United States has highest divorce rate in world
• Rates increased sharply from 1960 to 1985
• 45% of marriages end in divorce; half involve children
• 67% of divorcees remarry
Divorce is a Process of Change
• Divorce is not a single event; it is a series of
complex (and stressful) events
• Begins with conflict
• Both partners have practical and emotional difficulties
62. • Psychological stress = Less psychological resources
• Short-term costs: High
• Long-term costs: It depends
How Does Divorce Affect
Children?
IT DEPENDS
• Many factors influence how a child adapts to
divorce
• Child’s characteristics, parent’s characteristics, social
supports, etc.
• Nature of relationship between separated parents
Short-Term Consequences
Short-term is rough on children
• Loss of a parent/parenting unit
• Conflict between parents
• Change in income, resources, supports
63. • Significant changes, disruptions
• Patterns, routines change
Berk, 2014, p. 274-276
Short-Term Consequences
• Parenting styles may change
• May become harsh, inconsistent
• May become lax, inconsistent
• Children react to these changes, disruptions with
anger, frustration, distress
Short-Term Consequences
Variations by child characteristics
• Gender differences:
• Harder for males (remarriage harder for females)
• Males à externalizing behaviors
• Females à internalizing behaviors
64. Short-Term Consequences
Variation by child characteristics
• Age differences:
• Younger children often blame
themselves
• Older children may rally; at risk for
being overwhelmed
• Temperament differences:
• ‘Easy’ children: Less likely to be
targets of parent’s anger
• ‘Difficult’ children: More often target
of parent’s anger
Long-Term Consequences
65. Children are typically resilient to divorce
• Children generally recover well
• There can be lingering (small) effects
• Lower school achievement
• Psychological issues (internalizing/externalizing)
• Effects often persist well into adulthood
• Unclear if effects are due to divorce or events leading to
divorce
Long-Term Consequences
Parental
conflict
à Divorce à
Long-term
effects
No parental
conflict
66. à No divorce à
Long-term
effects
Long-Term Consequences
Parental
conflict
à Divorce à
Long-term
effects
Parental
conflict
à No divorce à
Long-term
effects
67. No parental
conflict
à No divorce à
Long-term
effects
Factors That Influence Effects
1. Adequate financial support
2. Adequate parenting by the custodial parent
3. Adequate parenting by the non-custodial parent
Factors That Influence Effects
4. Additional social supports
• Children: friends, support-groups
• Parents: friends, family
68. 5. Minimize additional stressors
• Other stressors include moving, changing schools, losing
contact with grandparents, etc.
Factors That Influence Effects
6. Quality of the child’s relationship with the non-
custodial parent
• NOT the causal factor: Instead, it’s a marker for
• Less parental conflict
• More co-parenting
• Healthy child-parent relationship (before divorce)
• Financial support
• Maturity
Child Maltreatment
69. Introduction
• Child maltreatment. “Behavior toward a
child which is
• (a) outside the norms of conduct, and
• (b) entails a substantial risk of causing
physical or emotional harm.
• Behaviors...consist of
• Actions and omissions,
• Ones that are are intentional and ones that
are unintentional.”
(Child Trends, 2016, p. 8)
Definitions
• Child abuse. “Words or overt actions that cause
harm, potential harm, or threat of harm.” (CDC, 2016)
• Physical abuse
• Sexual abuse
70. • Emotional/psychological abuse
• Child neglect. “Failure to provide needs or to
protect from harm or potential harm.” (CDC, 2016)
• Physical, emotional, medical, educational neglect
• Inadequate supervision
• Exposure to violent environments
Definitions
• Physical abuse. Assaults (such as kicking, biting, shaking,
punching, or stabbing) that inflict physical injury
• Emotional abuse. Acts that could cause serious mental or
behavioral disorders, including social isolation, repeated
unreasonable demands, ridicule, humiliation, intimidation,
or terrorizing
• Sexual abuse. “Any completed or attempted
(noncompleted) sexual act, sexual contact with, or
exploitation (i.e., noncontact sexual interaction) of a child by
a caregiver.” (CDC, 2008)
71. Berk, 2014, p. 220
Rates of Maltreatment
• 3.8 million maltreatment allegations were
investigated
• 686,000 were substantiated
• 78% neglect
• 18% physical abuse
• 9% sexual abuse
• 81.5% of maltreated children were abused by
parent(s)
Child Trends, 2016
Rates of Maltreatment
Maltreatment Differences by Age
72. Risk Factors for Maltreatment
• 1950’s: Psychopathology (nature)
• 1970’s: Circumstances (e.g., poverty; nurture)
• Current model: Complex interplay of child,
caregiver, and social factors
• Child characteristics
• Parent characteristics
• Community
• Culture
Risk Factors for Maltreatment
Child characteristics
• Child is premature, sick, or temperamentally
difficult
• Child has other physical, cognitive, or emotional
73. issues
Risk Factors for Maltreatment
Parent characteristics
• Self-regulation issues (e.g., struggle with impulse
control)
• Lack of knowledge of child, child development
• Biased thinking about child, their behaviors
• Baby’s crying attributed to bad disposition
• Toddler’s disobedience attributed to stubbornness, lack
of discipline
• Substance abuse
Risk Factors for Maltreatment
Community characteristics
• Social isolation (lack ‘lifeline’ to others; no one to
74. turn to)
• Unstable/unsafe, poorly resourced neighborhoods
Risk Factors for Maltreatment
“Low-income, low education (less than a high school
diploma), unemployment, alcohol and drug use,
overcrowded living conditions, frequent moves, and
extreme household disorganization are common in
abusive homes.” (Wekerle et al., 2007; Wulczyn, 2009; as cited
in Berk, 2012, p. 220)
Poverty
• Poverty. A state of being poor
• Lack of money à less access to resources
• Strongest predictor of child maltreatment (~ 80% of
reported cases occur within poverty context)
75. • Represents a unique combination of multiple risk
factors
• High stress, lack of sleep (e.g., working multiple jobs)
• Less access to medical, educational, social resources
• Communities are less safe
• … And many more
“The Environment of Childhood
Poverty” Evans (2004)
“Poor children confront widespread environmental inequities.
Compared with their economically advantaged counterparts,
they
are exposed to more family turmoil, violence, separation from
their
families, instability, and chaotic households. Poor children
experience less social support, and their parents are less
responsive and more authoritarian. Low-income children are
read
to relatively infrequently, watch more TV, and have less access
to
books and computers. Low-income parents are less involved in
their children’s school activities. The air and water poor
children
76. consume are more polluted. Their homes are more crowded,
noisier, and of lower quality. Low-income neighborhoods are
more
dangerous, offer poorer municipal services, and suffer greater
physical deterioration. Predominantly low-income schools and
day
care are inferior. The accumulation of multiple environmental
risks
rather than singular risk exposure may be an especially
pathogenic
aspect of childhood poverty.”
Child Neglect
• Child neglect. “Failure to provide needs or to
protect from harm or potential harm.” (CDC, 2016)
• Physical, emotional, medical, educational neglect
• Inadequate supervision
• Exposure to violent environments
Video: The Science of Neglect
77. • https://www.youtube.com/watch?v=bF3j5UVCSCA
https://www.youtube.com/watch?v=bF3j5UVCSCA
Overview of Consequences
• Children are harmed by
1. Actions. The things they experience in an
abusive/neglectful environment
2. Omissions. The things an abusive/neglectful
environment prevents them from experiencing
Consequences
Impairs physical, cognitive development
• Physical development
• Affects nervous system, immune systems
• Calibrates stress response system to be over/under-
78. active
• Cognitive development
• Affects self-concept, academic motivation
• Affects memory, self-regulation skills involved in learning
Consequences
Impairs emotional, social development
• Emotional development
• Affects emotional self-regulation skills
• Depression, anxiety, aggression, other behavioral issues
• Social development
• Social skills: Not learning healthy ways to interact
• Affects the way we perceive and interpret others’
behaviors, which affects own behaviors
Consequences
79. Long-term risk for
• Anxiety, depression, other psychological disorders
• Poorer social skills, difficulty relating to others
Consequences
Long-term risk for
• Impaired cognitive development
• Executive functioning (working memory, attention, etc.)
• Poor school motivation and performance
• Aggression, violence
• Substance abuse (self-medicating?), eating disorders
• Suicidality and self-harm
• Delinquency, violent crime
Consequences
• Many effects of abuse/neglect are stored physiologically in
the body/brain
• https://www.youtube.com/watch?v=95ovIJ3dsNk
80. • “How childhood trauma affects health across a lifetime”:
Nadine Burke Harris, M.D.
https://www.youtube.com/watch?v=95ovIJ3dsNk
Interventions
• Provision of personal and community resources in
the form of social support, instrumental support,
education
• Ex: Provide parents with knowledge and actionable
skills
• Social skills, specific parenting skills
• Child development education
• Counseling and social services
• Reduce stigma of seeking help
Interventions
81. • Parents Anonymous
• For parents who have abused children: Daily group
meetings, daily phone calls, regular home visits
• Teach parenting skills; reduces social isolation
• Healthy Families America
• Identifies at-risk families at birth
• 3 years of home visitation
• Improves neglect rates; with cognitive component,
improves abuse rates
Berk, 2014, p. 221-222
Unit 4: Family Review
• Parenting
• Love, structure,
autonomy support
• Five parenting styles
• Long-term
82. consequences
• Systems critique
• Divorce
• Definition
• Short- and long-term
consequences
• Variations and
influences
• Child Maltreatment
• Risk factors
• Poverty
• Consequences
• Interventions
1
Option 2: Promoting Development
83. 1. Introduction
→ Briefly (~3-5 sentences) describe what your paper will be
about.
5 pts,
~1
paragraph.
2. Describe topic
Summarize the topic, including each of the underlined portions
(listed below) for your chosen topic.
→ Describe whose development you want to promote. Describe
the context in which you want to
promote or optimize development (e.g., home, school). And
explain why you think it is important to
promote development in that context.
40 pts total,
~2+ pages.
84. 3. Apply three concepts from class/textbook
Pick three key concepts from class that relate to your topic and
explore them in more depth.
→ 5 pts . Name and correctly define the concept, in your own
words. Cite your source.
→ 5 pts . Explain how the concept relates to your overall topic
and why it matters.
→ 5 pts . Discuss how the concept can be used to describe
development (what develops), explain
development (why it develops), and/or optimize development
(promote healthy development) in
your topic.
Example. You might use your knowledge about the concepts of
mindsets to consider how to
communicate with young children such that they develop a
growth mindset rather than a fixed mindset;
what impacts might this have on their development?
Example concepts: Self-regulation, mindsets, maternal stress
and nutrition, poverty, attachment,
parenting dimensions, parenting styles, internal working
85. models, peer influences, divorce, child
neglect, theory of mind, early childhood education, teacher
expectancy effects, intelligence, gender
identity development, play, vocational development; any theory
covered in class or in your book (e.g.,
Erikson’s psychosocial theory of development; Piaget’s theory
of cognitive development).
45 pts (15
points per
concept)
~2+ pages.
4. Connect to meta-theoretical assumptions
How do meta-theories and their corresponding assumptions
inform your topic? Pick at least two meta-
theoretical assumptions (e.g., nature and/or nurture; active
and/or passive; stability and/or change;
universal and/or context specific) and explore them in more
depth.
5 pts. Name and correctly define the assumption. Cite your
source.
86. 5 pts. Explain how the assumption relates to something that
came up in your topic and why the
assumption is/was important in that situation (e.g. did your
topic describe continuous or
discontinuous development? How did that impact your topic?).
5 pts. Describe how something that came up in your topic might
have been different with a different
viewpoint/answer to the same assumption (e.g. if your topic had
an example of continuous
development, how would that example be different if the
development was discontinuous instead?).
You may choose to write about how things would be different if
something/somebody in your topic
had a different viewpoint, or if you had a different viewpoint.
Example. You might connect to assumptions about mindsets or
self-regulation (i.e., your own, your
parents, society) to consider the messages they give and
whether they make it harder or easier to
promote development.
87. 30 pts (15
pts per
assumption)
~1+ pages
2
5. Conclusion
5 pts. Briefly summarize what you discussed in the paper;
5 pts. Note something you learned/ found interesting/were
surprised by/will take away from this
project.
10 pts total,
~1
paragraph
88. 6. Writing Quality
5 pts: Formatting
→ 5-7 pages (without references), 12-point, Times New Roman
font; double-spaced; 1-inch margins.
5 pts: Technical proficiency and professionalism:
→ Proofread. Use full sentences, correct spelling, grammar and
punctuation.
→ The tone of your paper does not need to be highly formal, but
should convey your careful thought
about the topic.
5 pts: Clarity of ideas
→ Use headings to organize sections of the paper and
information within sections.
→ Each paragraph should be about only one main idea.
→ Each paragraph should have a topic sentence explaining that
idea.
5 pts: Attribution of sources
→ For any information that’s not your own experience/opinion
or common knowledge, you must
attribute sources (sources include but are not limited to
interviews, research papers, websites,
89. lecture slides, textbook).
→ You must restate quotations in your own words. Quotations
should be used as illustrations of your
point; you still need to make the point yourself. While brief
quotations may be used, extensive
blocks of text quoted from another source do not count towards
either the definition requirements
or the page length requirement.
→ Attribute the source of your information in any way that
allows the reader to find the source of the
material on his or her own. You may use any method of citation
that you like. For example, you
could say, “as defined in the lecture slides on parenting…,” or
“as described on the program’s
website (www.hypotheticalprogram.com)...,” or “The study
(Marquez, 2000) found…,” or simply
“My grandmother said…”.
→ If you conduct an interview: It is generally a good idea not to
reveal names or identities of interview
subjects unless you have their permission to do so. Please
consider giving them a pseudonym.