Early Childhood:
The Social World
chapter six
Invitation to the Life Span
Kathleen Stassen Berger | Fourth edition
1
Emotional Development (part 1)
Emotional regulation (effortful control)
Ability to control when and how emotions are expressed
Preeminent psychological task between 2 and 6 years of age
Self-concept developed within this process
Emotional regulation influences
Maturation
Learning
Family and culture
Effortful control, executive function, and emotional regulation are similar constructs, with much overlap, at least in theory ( Scherbaum et al., 2018 ; Slot et al., 2017 ). Executive function
emphasizes cognition; effortful control emphasizes temperament; both undergird emotional regulation. Many neurological processes underlie these abilities; all advance during early childhood.
2
Emotional Development (part 2)
Initiative versus guilt
Erikson's third psychosocial crisis
Children undertake new skills and activities and feel guilty when they do not succeed at them.
Protective optimism encourages trying new things.
Optimistic self-concept protects young children from guilt and shame and encourages learning.
Emotional Development (part 3)
Pride
includes gender, size, and heritage (U.S.)
Involves cognition that supports understanding of group categories
Prejudice
Often involves feelings of superiority to children of other sex, nationality, or religion
Proud Peruvian In rural Peru, a program of early education (Pronoei) encourages community involvement and traditional culture. Preschoolers, like this girl in a holiday parade, are proud to be themselves, and that helps them become healthy and strong.
4
Emotional Development (part 4)
Brain maturation
Neurological advances
Growth of prefrontal cortex at about age 4 or 5
Myelination of the limbic system
Improved behaviors and abilities
Longer attention span
Improved capacity for self-control
Emotional regulation and cognitive maturation develop together, each enabling the other to advance
5
Emotional Development (part 5)
Emotional regulation and cognitive maturation develop together, each enabling the other to advance.
Maturation matters
Learning matters
Culture matters
6
Emotional Development (part 6)
Motivation propels action and is derived from personal or social context.
Intrinsic motivation
Drive, or reason to pursue a goal
Comes from inside a person
Apparent in intrinsic joy, invented dialogues, and imaginary friends
Extrinsic motivation
Drive, or reason to pursue a goal
Arises from the need to have achievements rewarded from outside
7
Emotional Development (part 7)
Praise
Distinction between extrinsic and intrinsic motivation is crucial in understanding how and when to praise something the child has done.
Effectiveness of praise tied to:
Praise of particular production and not general trait
Specific praise for effort and not generalized statement
The distinction between extrinsic and intrinsic motivation may be crucial in understanding how and ...
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Position paper for curriculum planning and pedagogy course. Contains topics such as: what is play, what research says about play, the benefits of play, the challenges play faces, a counterargument for concerns of learning through play and the implications for adults.
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.
Position paper for curriculum planning and pedagogy course. Contains topics such as: what is play, what research says about play, the benefits of play, the challenges play faces, a counterargument for concerns of learning through play and the implications for adults.
Personality is the key to adjustment and mental health. A healthy, well-developed and well-integrated personality is a guarantee of effective adjustments.”
-Alexander Schneiders
This is a Team Assignment. I have attached what another student on t.docxEvonCanales257
This is a Team Assignment. I have attached what another student on the team's paper. She would like set up that way. She wants to just add to what she started in APA format. The team part that ONLY needs to be answered and to be added to the attached paper is in
BOLD "Person #4"
I think 400 words or less should be enough to make that student happy for Person #4 part. The Topic is the
Research
the U.S. Supreme Court case,
Miranda vs. Arizona,
paying particular attention to the transcript of the oral arguements.
For this assignment I was thinking of the break down of our portions. I have as follows:
Person 1:
Briefly describe the facts of the case.
Introduction
Person 2:
When was the case argued?
Which lawyers argued the case for each side?
Conclusion
Person 3:
Summarize the arguments of counsel regarding self-incrimination.
Person 4:
Why is the case significant with respect to the right to counsel and self-incrimination?
.
this is about databases questions , maybe i miss copy some option D,.docxEvonCanales257
this is about databases questions , maybe i miss copy some option D, if ABC there are all incorrecct please type D after that question thank you
Suppose that a PRODUCT table contains two attributes, PROD_CODE and VEND_CODE. Those two attributes have values of ABC, 125, DEF, 124, GHI, 124, and JKL, 123, respectively. The VENDOR table contains a single attribute, VEND_CODE, with values 123, 124, 125, and 126, respectively. (The VEND_CODE attribute in the PRODUCT table is a foreign key to the VEND_CODE in the VENDOR table.) Given that information, what would be the query output for a INTERSECT query based on these two tables?
[removed]
a. The query output will be: 125,124,123,126
[removed]
b. The query output will be: 123
[removed]
c. The query output will be: 125,124,124,123,123,124,125,126
[removed]
d. The query output will be: 123,124,125
What is the difference between UNION and UNION ALL?
[removed]
a. A UNION ALL operator will yield all rows of both relations, including duplicates
[removed]
b. UNION yields unique rows
[removed]
c. UNION eliminates duplicates rows
[removed]
d. All of these choices are correct.
A(n) ______________ is a block of PL/SQL code that is automatically invoked by the DBMS upon the occurrence of a data manipulation event (INSERT, UPDATE or DELETE.)
[removed]
a. stored procedure
[removed]
b. trigger
[removed]
c. view
[removed]
d. function
__________________ means that the relations yield attributes with identical names and compatible data types.
[removed]
a. duplicated
[removed]
b. Set comparable
[removed]
c. Union compatible
[removed]
d. compatible-oriented
Which of the following a parts of the definition of a trigger?
[removed]
a. The triggering level
[removed]
b. The triggering action
[removed]
c. The triggering timing
[removed]
d. All of these choices are correct.
Which of the following relational set operators does NOT require that the relations are union-compatible?
[removed]
a. INTERSECT
[removed]
b. PROJECT
[removed]
c. MINUS
[removed]
d. UNION
Suppose that you have two tables, EMPLOYEE and EMPLOYEE_1. The EMPLOYEE table contains the records for three employees: Alice Cordoza, John Cretchakov, and Anne McDonald. The EMPLOYEE_1 table contains the records for employees John Cretchakov and Mary Chen. Given that information, what is the query output for the INTERSECT query?
[removed]
a. The query output will be: John Cretchakov and Mary Chen
[removed]
b. The query output will be: Alice Cordoza, John Cretchakov, Anne McDonald and Mary Chen
[removed]
c. The query output will be: John Cretchakov
[removed]
d. The query output will be: Alice Cordoza, John Cretchakov, Anne McDonald, John Cretchakov and Mary Chen
A _____________________ is a join that performs a relational product (or Cartesian product) of two tables.
[removed]
a. CROSS JOIN
[removed]
b. DUPLICATE JOIN
[removed]
c. OUTER JOIN
[removed]
d. INNER JOIN
What Oracle function should you use to calculate the number of days between t.
More Related Content
Similar to Early ChildhoodThe Social Worldchapter sixInvitation to t
Personality is the key to adjustment and mental health. A healthy, well-developed and well-integrated personality is a guarantee of effective adjustments.”
-Alexander Schneiders
This is a Team Assignment. I have attached what another student on t.docxEvonCanales257
This is a Team Assignment. I have attached what another student on the team's paper. She would like set up that way. She wants to just add to what she started in APA format. The team part that ONLY needs to be answered and to be added to the attached paper is in
BOLD "Person #4"
I think 400 words or less should be enough to make that student happy for Person #4 part. The Topic is the
Research
the U.S. Supreme Court case,
Miranda vs. Arizona,
paying particular attention to the transcript of the oral arguements.
For this assignment I was thinking of the break down of our portions. I have as follows:
Person 1:
Briefly describe the facts of the case.
Introduction
Person 2:
When was the case argued?
Which lawyers argued the case for each side?
Conclusion
Person 3:
Summarize the arguments of counsel regarding self-incrimination.
Person 4:
Why is the case significant with respect to the right to counsel and self-incrimination?
.
this is about databases questions , maybe i miss copy some option D,.docxEvonCanales257
this is about databases questions , maybe i miss copy some option D, if ABC there are all incorrecct please type D after that question thank you
Suppose that a PRODUCT table contains two attributes, PROD_CODE and VEND_CODE. Those two attributes have values of ABC, 125, DEF, 124, GHI, 124, and JKL, 123, respectively. The VENDOR table contains a single attribute, VEND_CODE, with values 123, 124, 125, and 126, respectively. (The VEND_CODE attribute in the PRODUCT table is a foreign key to the VEND_CODE in the VENDOR table.) Given that information, what would be the query output for a INTERSECT query based on these two tables?
[removed]
a. The query output will be: 125,124,123,126
[removed]
b. The query output will be: 123
[removed]
c. The query output will be: 125,124,124,123,123,124,125,126
[removed]
d. The query output will be: 123,124,125
What is the difference between UNION and UNION ALL?
[removed]
a. A UNION ALL operator will yield all rows of both relations, including duplicates
[removed]
b. UNION yields unique rows
[removed]
c. UNION eliminates duplicates rows
[removed]
d. All of these choices are correct.
A(n) ______________ is a block of PL/SQL code that is automatically invoked by the DBMS upon the occurrence of a data manipulation event (INSERT, UPDATE or DELETE.)
[removed]
a. stored procedure
[removed]
b. trigger
[removed]
c. view
[removed]
d. function
__________________ means that the relations yield attributes with identical names and compatible data types.
[removed]
a. duplicated
[removed]
b. Set comparable
[removed]
c. Union compatible
[removed]
d. compatible-oriented
Which of the following a parts of the definition of a trigger?
[removed]
a. The triggering level
[removed]
b. The triggering action
[removed]
c. The triggering timing
[removed]
d. All of these choices are correct.
Which of the following relational set operators does NOT require that the relations are union-compatible?
[removed]
a. INTERSECT
[removed]
b. PROJECT
[removed]
c. MINUS
[removed]
d. UNION
Suppose that you have two tables, EMPLOYEE and EMPLOYEE_1. The EMPLOYEE table contains the records for three employees: Alice Cordoza, John Cretchakov, and Anne McDonald. The EMPLOYEE_1 table contains the records for employees John Cretchakov and Mary Chen. Given that information, what is the query output for the INTERSECT query?
[removed]
a. The query output will be: John Cretchakov and Mary Chen
[removed]
b. The query output will be: Alice Cordoza, John Cretchakov, Anne McDonald and Mary Chen
[removed]
c. The query output will be: John Cretchakov
[removed]
d. The query output will be: Alice Cordoza, John Cretchakov, Anne McDonald, John Cretchakov and Mary Chen
A _____________________ is a join that performs a relational product (or Cartesian product) of two tables.
[removed]
a. CROSS JOIN
[removed]
b. DUPLICATE JOIN
[removed]
c. OUTER JOIN
[removed]
d. INNER JOIN
What Oracle function should you use to calculate the number of days between t.
This is a summary of White Teeth by Zadie Smith, analyze a short pas.docxEvonCanales257
This is a summary of White Teeth by Zadie Smith, analyze a short passage from the book, cite , quote, include details. What patterns do you see? What details?
Find any passage from the book White Teeth to write on, have the passage written at the top and then write the analysis after it.
.
This is a repetition of the first What Am I assignment, in which yo.docxEvonCanales257
This is a repetition of the first What Am I? assignment, in which you should indicate your current position in regards to the nature of consciousness (are you a materialist, an idealist, or a dualist?), but this time you need to say something about the phenomenological aspect of consciousness. How do you account for the nature of the conscious experiences people report (especially if you are a materialist) and how do you account for the nature of the effects of behavioral rituals, like meditation or hypnosis (especially if you are a dualist or an idealist)?
.
This is a persuasive presentation on your Communication Audit Report.docxEvonCanales257
This is a persuasive presentation on your Communication Audit Report findings. Please be sure you have an attention getter, overview of the presentation information, introduction to your topic, its importance, discuss each question on the survey and/or list of interview questions, include a visual aid, and persuasive closing.
This Presentation is on your Communication Audit Report data.
Please do the following:
Stand during your Presentation; dress in business attire
Use an Attention Getter
State your Topic (data from ______ Company)
State your Name
Share two/three comments from journal articles (author, date, name of journal)
Share demographic data (males/females, titles, length of time with Company)
Share data from remaining questions (put two/three questions in graphic form—table/pie chart)
State your Summary
State your Conclusions (enumerate/number them)
State your Recommendations (enumerate/number them)
.
This is a flow chart of an existing project. It should be about .docxEvonCanales257
This is a flow chart of an existing project. It should be about my project and nothing else! (so ne refrences) I attached my project paper and also attached an example of the flow chart. The flow chart should look like the example.
FOLLOW ALL OF THE FOLLOWING POINTS:
you will explore the architecture of your intended multimedia project. Create a preliminary flowchart of the flow of content in your project. Include every page the user will interact with and a clear architecture of the flow of all pages or screens.
Research your multimedia project and create a preliminary flowchart for your concept. You can create your flowchart using a wide variety of software applications, including Adobe Photoshop, Adobe Illustrator, Microsoft Word, Microsoft Visio, or Microsoft PowerPoint.
The flowchart should demonstrate the architectural flow of your entire project. Include every page the user will interact with.
Keep your project simple. Your flowchart should show 5 to 7 pages (windows) in the website for your course project.
Briefly describe the navigation structure and functionality of your project on the same page as the flowchart. Discuss how the global navigation and any supplemental navigation will work in your project. Remember to discuss the text navigation in the footer that mirrors your global navigation, should it be utilized.
.
This is a history library paper.The library paper should be double.docxEvonCanales257
This is a history library paper.
The library paper should be double space . Students are expected to use at least a total of 10 academic references (reference journal articles or books) in their papers.
The paper will be graded based on 5 criteria: content, language/clarity, references, organization and completeness.
This is what the library paper is about or the question we need to answer
" After considering the history of the Muslim world in the period between the early fifteenth and early twentieth centuries, which particular events, processes, and/or encounters would you deem overall the most enduring and most defining? "
.
This is a Discussion post onlyGlobalization may have.docxEvonCanales257
********This is a Discussion post only******
Globalization may have considerable beneficial and detrimental effects on various countries. Using what you've learned from this module share your thoughts on the economic and political impact of globalization on the Russian economy.
Add information about today current events on this topic
Please see additional document attached for additional readings
Only two paragraphs required, APA, with intext citation
.
This is a criminal justice homeworkThe topic is Actus Reus and Men.docxEvonCanales257
This is a criminal justice homework
The topic is Actus Reus and Mens Rea
Be sure to talk about both, explaining the differences and what each of them mean.
APA format 4 to 5 pages long
No Wikipedia!
Sources must be cited in the reference page and throughout the paper
Have a discussion section (or paragraph) interpreting and explaining the results.
.
This is a combined interview and short research paper. You are fir.docxEvonCanales257
This is a combined interview and short research paper. You are first required to interview a health care worker and ask them to identify and discuss solutions to a perceived health care issue in their field. Then, you will research and discuss this issue and proposed solutions.
The paper should be at least 850 words. Use APA or MLA Style for your paper format. For assistance with this, reference the
Citation Style Guide
developed for the Stafford Library.
Part I: Interview
This portion of Paper 1 will be a written report based on your interview of an individual who works in the health care system. (This person could be a direct caregiver, such as a physician, nurse, therapist, dentist, pharmacist, or chiropractor, or it could be someone who works as a medical secretary, hospital administrator, or in medical billing.) This interview can be accomplished either in person or by phone.
Clearly state the worker’s job description, the type of facility or organization in which he or she works, a summary of his or her training and experience, whether her or she performs administrative duties or are involved in finances, and whether he or she provides direct patient care or works closely with other care professionals.
Elicit this individual’s overall perceptions of and general satisfaction with our current health care system and the facility where they work. Ask him or her to identify a key issue or concern, either with our health care system or in his or her particular setting, and the solutions this worker would propose to address this particular issue.
Interview part is done
Alanna Falk is a Medical office manager for an endocrinologist.
She has a bachelor’s degree in business administration and is a trained medical assistant for over twenty years.
She has direct contact with the three providers in her office as well as the patients on a daily basis.
She performs the administrative aspect of the office and fills in where needed.
Overall she enjoys her office but at times feel that it is overwhelming with the amount of patients and being her doctor is one of two in the area for this specialty.
One problem that she is having is getting the patients to get onboard with the use of technology to simplify and reduce the amount of time spent filling paperwork out to include the cost in staff printing, ink and filing space. This often delays the patients getting in the back office to see the physicians on time even after they are checked in on time and it throws the whole schedule off for the day.
She would like to go paperless as possible and being that their scheduling team gets their information for the most part over the phone she would like to utilize tablets or a computer program that will help them become more efficient in the practice and maintain patient privacy.
Part II: Discussion
Elaborate and discuss the health care issue identified by your interviewee, demonstrating your understanding of both the problem raised and their prop.
This is a 250 word minimum forum post. How do different types o.docxEvonCanales257
This is a 250 word minimum forum post.
How do different types of cultures impact HRIS implementation and acceptance? What are some of legal and regulatory issues that were discussed in our reading material this week that could impact HRIS? Provide an overview of one of the regulations discussed in our reading material. What was the purpose of the regulation? Are there HRIS systems that could help with compliance of these regulations? (Search the Internet for software and post links here). Lastly, what are some of the future technologies discussed in our reading material? Are any of these being offered right now? Again, this will require you to research for software that fits future trends. Discuss your finding with each other and how they relate to our reading material this week.
References
Torres, T. (2004). E-Human Resources Management
.
Hershey
,
PA
: ICI Global
Gueutal, H. (2005). The Brave New World of EHR
.
Hoboken
,
NJ
: Wiley
.
This homework is for the outline ONLY of a research paper. The outli.docxEvonCanales257
This homework is for the outline ONLY of a research paper. The outline will be submitted first and later on in the course the final essay will be submitted, therefore the same person that does the outline will also do the essay. In this way, the person would be familiar with the assignment. The outline should follow this template: http://www2.ivcc.edu/rambo/eng1001/outline.htm
The topic shall be chosen from the following list:
allure of scent
androgyny
Attachment theory
beauty pageants
behaviorism
bipolar disorder
birth order
body modification
borderline personality disorder
bullies
child prodigies
communication differences - male/female
complaining behavior
concept of self
coping c.a.t. program
corporal punishment
cross-dressing
cults
cyberbullying
deja vu
developmental psychology
dreams
family therapy
fear of flying
guilt
hirsuit--attractive?
histrionic personality disorder
how music affects learning
humor
id
Indigo children
jealousy
laughter
megalomania
memory
mind-body connection
mindfulness
multiple personalities
occultism
optimism/pessimism
peer pressure
phobias
postnatal (postpartum) depression
private vs. public self
psychology of music
"retail therapy" / "shopaholism"
resilience
revenge
rumors
sadism
self esteem
senses & the psyche
short-term memory
sibling rivalry
sleeping disorders
social anxiety disorder
somnambulism
stereotyping
subliminal advertising
super-ego
twins
visual perception
.
this homework for reaserch methods class I have choose my topic for .docxEvonCanales257
this homework for reaserch methods class I have choose my topic for the introdiction of study I will upload my paper, and the instrctor of how u do the survey qustion, also example of a good work is attached, so then u will know how to do it.
Use the Table from the Colloquium Study that links: Hypotheses, Variable Definition, and Measures (Survey Questions) as a model.
NOTE: You do NOT have to develop a Likert scale questions (unless one makes sense for your study).
Develop your own version of this for at least 2-3 survey questions or interview questions YOU will ask for you Draft and Final Research Design assignment.
In other words, and just to be clear, pick a question that would work for you. The Likert scale question below is just an example of a question I used to measure one variable. You need to pick a question that will work for you - it will measure your variables in your hypotheses.
If you don’t want to mess with formatting a table for this assignment (keep in mind you may want to for your Draft and Final Research Design assignment) you can just do it bulleted, for example:
Hypotheses: Policy actors within a coalition will show substantial consensus on deep core and policy core beliefs, less so on secondary aspects.
Concept Definition: Deep core beliefs: “General normative and ontological assumptions about human nature…the proper role of government vs. markets in general…” (Sabatier and Weible 2007).
Measures (Survey Questions):
“How liberal or conservative do you consider yourself to be on fiscal policy?” (Likert scale 1-5): 1) strongly disagree, 2) disagree, 3) neutral, 4) agree, 5) strongly agree
“How liberal or conservative do you consider yourself to be on social policy?” (Likert scale 1-5): 1) strongly disagree, 2) disagree, 3) neutral, 4) agree, 5) strongly agree
Table 3: Chapter Three Hypotheses, Key Variables / Concepts, and Measures
RQ3: What role do coalition membership and organizational affiliation have in shaping policy actor and coalition members’ belief change and reinforcement in a local and state level energy and climate policy subsystem?
Hypotheses
Key Variable / Concept & Definition
Measures:
Survey Questions
(Typically agree / disagree likert scale 1-5)
H1. Policy actors within a coalition will show substantial consensus on deep core and policy core beliefs, less so on secondary aspects.
1. Advocacy coalitions & Coalition affiliation
“A group of legislators, agency officials, interest group leaders, and researchers with similar policy core beliefs who share resources and “engage in a nontrivial degree of coordination” (Sabatier and Weible 2007 p.196)
2: Deep core beliefs
“General normative and ontological assumptions about human nature...the proper role of government vs. markets in general...” (Sabatier and Weible 2007).
1: Responses to survey questions, which are already collected, pertaining to deep core, policy core, and secondary beliefs will determine which advocacy coalition respondents are .
This is a business information System project (at least 3 pages AP.docxEvonCanales257
This is a business information System project (at least 3 pages APA format)
A retention MIS (management Information System) for colleges to track and retain students. 1)
Introduction (describes the business and its objectives)
2) Statement of Problem or /Business Opportunity.
.
This is a 2 part assignment. You did the last one now we need to.docxEvonCanales257
This is a 2 part assignment. You did the last one now we need to do an outline and then the final draft. I have copied the last assignment we did and enclosed the abstract for part one. If it needs to be changed then please change this. I need this by Sunday afternoon.
Assignment 2: Identifying Themes
For this assignment, you will develop a Title page, Abstract, and a References page. Articulate your main research/focal question as the opening for your paper. Be sure it is specific, researchable, and important to the field. Then go on to list a detailed outline of the body of the paper, (including all headings and subheadings). Be sure to format your entire paper, including the headings and subheadings according to APA style.
Also include ten references with this outline.
Abstract
The Relation between Heredity and Suicidal Behavior has many different experiments to use as examples. Some say that most individuals inherit the suicidal behavior and other does not. This paper will examine different experiments on the outcome of this topic and what might be influenced by genes that might run in a family. Then again there are the other factors that might show the influence of other suicidal behaviors. The outcome will provide different articles that will provide information on the behavior characteristics of suicidal behavior and what the interpersonal psychology theory of suicidal behavior just might be.
Assignment 2: LASA 1: Writing a Brief Draft
The Relation between Heredity and Suicidal Behavior
Patricia Vela
Dr.: Edith Nolan
Writing in Psychology | PSY250 A02
21 June 2017
The Relation between Heredity and Suicidal Behavior
Introduction
The paper will focus on examining the relation between heredity and suicidal behavior and also look into the interpersonal psychology theory of suicidal behavior.
The paper will seek to affirm that suicidal behavior is influenced by genes that run in the family lineage and as such it could be inherited. Various theories can be used to explain the relationship between hereditary and suicidal behavior.
One these theories are Interpersonal psychology theory of suicidal behavior.
This theory provides
that, acquired capability, belongingness and burdensome are the 3 main determinants of suicidal behavior.
The paper will also provide articles review on the interpersonal psychology theory of suicidal behavior.
The Research questions
This paper is guided by the research question; what does the research show about the relation between heredity and suicidal behavior. This will help in formulating the best research methods and topics for the study.
Article review
Article 1
In the International
Journal of Neuropsychopharmacology
a meta-analysis research paper on the Brain-derived neurotrophic factor gene in suicidal behavior is presented. This is a meta-analysis work that looks into the brain-derived neurotrophic factor gene in suicidal behavior. The analysis links the BDNF (brain deriv.
This hoework assignment course is named Operations Management.The .docxEvonCanales257
This hoework assignment course is named Operations Management.
The warehouse manager asked you to create an example inventory list for his staff. The inventory list is a comprehensive chart that lists all of the company’s internal resources: equipment, machines, technology, furniture, office supplies, etc.
.
This handout helps explain your class project. Your task is to d.docxEvonCanales257
This handout helps explain your class project. Your task is to develop a creative project that demonstrates/comments on one of the social psychological phenomena we have covered in class (attitudes, attitude change, conformity, obedience, compliance). I encourage to you to scan through the chapters and explore different social theories, concepts, famous experiments, etc. Find some area of social psychology you have an interest in and further explore that area (i.e. Milgram’s experiment, cognitive dissonance, implicit bias, altruism, Prisoner’s Dilemma, etc). Projects that bring together multiple phenomena are especially encouraged.
You should use any artistic medium you wish (photography, video, graphic design, prose, poetry, electronic art/design, visual art, etc). The goal is to have you merge your creative side with your scholarly side and integrate social psychology into your everyday life.
PROPOSAL (Due 9/10): Please submit a
1-2 page paper describing your project in detail. Address the medium you will be using, the phenomena you will be examining and the general concept of the project. You may
submit HERE in canvas your proposal early to get a jump start on the project.
.
This for my reflection paper 1-2 pagesIt is due Friday at midnigh.docxEvonCanales257
This for my reflection paper 1-2 pages
It is due Friday at midnight
Here is what needs to be in the reflection paper
It needs to have my own learning styles throughout this course:
Which those are just pretty
•Not waiting til the last minute for my readings each week
•asking questions
•Group discussions
Understanding the Christian Worldview for me
• we all need to look through our spiritual goggles in life
•understanding the fundamental purpose in the world we live in
•understanding the use to make sense of our world
•Worldview is what we presuppose
Personal development
•improve awareness & indenting
•become more proactive
•become more confident
•release the past
Professional Development
• plan,plan,plan& prepare
• allow choices
•Attend to my environment
•celebrate
.
This first briefing should be an introduction to your AOI(Area of In.docxEvonCanales257
This first briefing should be an introduction to your AOI(Area of Interest). I'm Looking for basic information; govt system, population, social system, religion(s), economics [imports and exports], and a map. After that, I want to know what is my AOI known for? Plus, any notable current events. This should be one page, two page maximum 300 words, double spaced, size 14 font.
.
This discussion will allow you to examine several different prev.docxEvonCanales257
This discussion will allow you to examine several different preventive guidelines related to men's health. Please include at least three scholarly sources within your initial post.
Topic 1: Colorectal Cancer Screening
A 47-year-old man presents to your clinic for a routine physical. He considers himself to be “fairly healthy” and doesn’t routinely go to the doctor. His last physical was five years ago. In reviewing his chart, you see that his BMI is 30, he exercises twice a week at the local gym, and he does not take any medication. Part of your discussion during today’s visit is about screening for colorectal cancers. He did endorse some constipation in the review of systems. He noted an uncle in his family history who was diagnosed at age 54 with colon cancer. You begin to talk about colorectal screening, and the patient interrupts you and tells you that he is only 47 and that he should not have to worry about it until he is 50.
What are the recommendations and source(s) for the colorectal cancer screening test?
The patient thinks he does not have to worry about “being screened” until age 50. Is he correct? Why or why not? What age would you recommend screening for this patient and why? Does his family history come into play here?
What age would you recommend screening for this patient and why? Does his family history come into play here?
What are the screening options for this patient, and which would you recommend? Why?
Discussion Question Rubric
Note:
Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric.
Discussion Question Rubric – 100 PointsCriteriaExemplary
Exceeds ExpectationsAdvanced
Meets ExpectationsIntermediate
Needs ImprovementNovice
InadequateTotal PointsQuality of Initial PostProvides clear examples supported by course content and references.
Cites three or more references, using at least one new scholarly resource that was not provided in the course materials.
All instruction requirements noted.
40 points
Components are accurate and thoroughly represented, with explanations and application of knowledge to include evidence-based practice, ethics, theory, and/or role. Synthesizes course content using course materials and scholarly resources to support importantpoints.
Meets all requirements within the discussion instructions.
Cites two references.
35 points
Components are accurate and mostly represented primarily with definitions and summarization. Ideas may be overstated, with minimal contribution to the subject matter. Minimal application to evidence-based practice, theory, or role development. Synthesis of course content is present but missing depth and/or development.
Is missing one component/requirement of the discussion instructions.
Cit.
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.
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.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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
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.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Francesca Gottschalk - How can education support child empowerment.pptx
Early ChildhoodThe Social Worldchapter sixInvitation to t
1. Early Childhood:
The Social World
chapter six
Invitation to the Life Span
Kathleen Stassen Berger | Fourth edition
1
Emotional Development (part 1)
Emotional regulation (effortful control)
Ability to control when and how emotions are expressed
Preeminent psychological task between 2 and 6 years of age
Self-concept developed within this process
Emotional regulation influences
Maturation
Learning
Family and culture
Effortful control, executive function, and emotional regulation
are similar constructs, with much overlap, at least in theory (
Scherbaum et al., 2018 ; Slot et al., 2017 ). Executive function
emphasizes cognition; effortful control emphasizes
temperament; both undergird emotional regulation. Many
neurological processes underlie these abilities; all advance
during early childhood.
2
Emotional Development (part 2)
Initiative versus guilt
2. Erikson's third psychosocial crisis
Children undertake new skills and activities and feel guilty
when they do not succeed at them.
Protective optimism encourages trying new things.
Optimistic self-concept protects young children from guilt and
shame and encourages learning.
Emotional Development (part 3)
Pride
includes gender, size, and heritage (U.S.)
Involves cognition that supports understandin g of group
categories
Prejudice
Often involves feelings of superiority to children of other sex,
nationality, or religion
Proud Peruvian In rural Peru, a program of early education
(Pronoei) encourages community involvement and traditional
culture. Preschoolers, like this girl in a holiday parade, are
proud to be themselves, and that helps them become healthy and
strong.
4
Emotional Development (part 4)
Brain maturation
Neurological advances
Growth of prefrontal cortex at about age 4 or 5
Myelination of the limbic system
Improved behaviors and abilities
Longer attention span
Improved capacity for self-control
3. Emotional regulation and cognitive maturation develop
together, each enabling the other to advance
5
Emotional Development (part 5)
Emotional regulation and cognitive maturation develop
together, each enabling the other to advance.
Maturation matters
Learning matters
Culture matters
6
Emotional Development (part 6)
Motivation propels action and is derived from personal or social
context.
Intrinsic motivation
Drive, or reason to pursue a goal
Comes from inside a person
Apparent in intrinsic joy, invented dialogues, and imaginary
friends
Extrinsic motivation
Drive, or reason to pursue a goal
Arises from the need to have achievements rewarded from
outside
7
4. Emotional Development (part 7)
Praise
Distinction between extrinsic and intrinsic motivation is crucial
in understanding how and when to praise something the child
has done.
Effectiveness of praise tied to:
Praise of particular production and not general trait
Specific praise for effort and not generalized statement
The distinction between extrinsic and intrinsic motivation may
be crucial in understanding how and when to praise something
the child has done.
8
Play (part 1)
Play is the most productive and enjoyable activity that children
undertake.
Play is universal.
Has occurred for many thousands of years
Reported in every part of the world
Vygotsky on play
Makes children “a head taller” than their actual height.
Real or Fake? This photo may be staged, but the children show
the power of imagination—each responding to his or her cape in
a unique way. Sociodramatic play is universal; children do it if
given half a chance.
9
Play (part 2)
5. Playmates
Young children play best with peers.
Most infant play: Solitary or with parent
Toddlers: Slowly become better playmates
Young children: Best with peers
Peers provide an audience, role models, and sometimes
competition.
Play (part 3)
The historical context: A century ago
Families had more children and fewer working mothers.
Children played outside with neighboring children of several
ages.
Older children looked out for the younger ones.
Games allowed each child to play at their own level.
As children grow older, play becomes more social, influenced
by brain maturation, playmate availability, and the physical
setting.
11
Play (part 4)
Types of play: Parten (1932)
Solitary play
Onlooker play
Parallel play
Associative play
Cooperative play
Research on children today find much more age variation than
Parten did.
6. Why do you think this occurs?
Solitary play: A child plays alone, unaware of any other
children playing nearby.
Onlooker play: A child watches other children play.
Parallel play: Children play with similar toys in similar ways,
but not together.
Associative play: Children interact, observing each other and
sharing material, but their play is not yet mutual and reciprocal.
Cooperative play: Children play together, creating and
elaborating a joint activity or taking turns.
Research on contemporary children finds much more age
variation than
Parten did, perhaps because family size is smaller and parents
invest heavily in each child, rarely telling them to “go out and
play and come back when it gets dark.”
12
Play (part 5)
Social play
Two general kinds of play
Solitary
Social
Form of play changes with age, cohort, and culture.
Play with peers is one of the most important areas in which
children develop positive social skills.
Finally Cooperating The goal of social play—cooperation—is
7. shown by these two boys, who at ages 8 and 11 are long past the
associative, self-absorbed play of younger children. Note the
wide open mouths of laughter over a shared video game—a
major accomplishment.
13
Play (part 6)
Rough-and-tumble play
Mimics aggression through wrestling, chasing, or hitting with
no intention to harm.
Contains expressions and gestures (e.g., play face) signifying
that the child is “just pretending.”
Is particularly common among young males.
Advances children's social understanding but increases
likelihood of injury.
May positively affect limbic system development.
Ample space, distant adults, and presence of friends increase
likelihood of rough-and-tumble play.
14
Play (part 7)
Sociodramatic play
Allows children to act out various roles and themes in stories
that they create.
Sociodramatic play enables children to:
Explore and rehearse the social roles.
Test their ability to explain.
Practice regulating their emotions.
Develop a self-concept.
Joy Supreme Pretend play in early childhood is thrilling and
8. powerful. For this dancing 7-year-old from Park Slope,
Brooklyn, pretend play overwhelms mundane realities, such
as an odd scarf or awkward arm.
15
Play (part 8)
Good Over Evil or Evil Over Good?
Boys everywhere enjoy “strong man” fantasy play, as the
continued popularity of Spider-Man and Superman attests.
These boys follow that script. Both are Afghan refugees now in
Pakistan.
Play (part 9)
Learning by Playing
Fifty years ago, the average child spent three hours a day in
outdoor play.
Video games and television have largely replaced that,
especially in cities.
Children seem safer if parents can keep an eye on them, but
what are they learning?
The long-term effects on brain and body may be dangerous.
Do you agree or disagree?
Pediatricians, psychologists, and teachers all report extensive
research that screen time reduces conversation, imagination, and
outdoor activity ( Downing et al., 2017 ). Overall, the
American Academy of Pediatrics (2016) recommends no more
than an hour a day of any screen time for preschoolers and
suggests that supervision prevents violent or sexual media,
avoiding racist and sexist stereotypes. However, many young
children watch more than recommended, unsupervised, not only
in the United States but also in other nations.
9. 17
Challenges for Caregivers (part 1)
Styles of Caregiving
Parenting styles vary within nations, ethnic groups,
neighborhoods—even families.
Baumrind’s categories
Parents differ on four important dimensions.
Expressions of warmth
Strategies for discipline
Communication
Expectations for maturity
On the basis of these dimensions, three parenting styles were
identified. A fourth style was suggested by other researchers.
Expressions of warmth: From very affectionate to cold and
critical
Strategies for discipline: Parents vary in whether and how they
explain, criticize, persuade, ignore, and punish.
Communication: Some parents listen patiently to their children;
others demand silence.
Expectations for maturity: Parents vary in the standards they
set for their children regarding responsibility and self-control.
18
Challenges for Caregivers (part 2)
Baumrind’s styles of caregiving
Authoritarian parenting: High behavioral standards, strict
punishment of misconduct, and little communication
Permissive parenting: High nurturance and communication but
little discipline, guidance, or control
Authoritative parenting: Parents set limits and enforce rules but
are flexible and listen to their children.
10. See Table 6.1 for additional information.
19
Challenges for Caregivers (part 3)
Problems with the research
Original sample had little economic, ethnic, or cultural
diversity.
More focus was on attitudes than on daily interactions.
No recognition that some authoritarian parents are very loving
toward their children.
No recognition that some permissive parents guide their
children intensely, but with words, not rules.
Child's contribution to the parent-child relationship overlooked.
Challenges for Caregivers (part 4)
Discipline
Punishment rates increase dramatically from infancy to early
childhood.
Most parents use several methods.
Physical (corporal) punishment
Discipline techniques that hurt the body of someone, from
spanking to serious harm, including death.
Challenges for Caregivers (part 5)
Spanking opinions are influenced by past experience and
cultural norms.
What does the research suggest?
11. Spanking is more frequent:
in the southern United States than in New England.
by mothers than by fathers.
among conservative Christians than among nonreligious
families.
among African Americans than among European Americans.
among European Americans than among Asian Americans.
among U.S.-born Hispanics than among immigrant Hispanics.
in low-SES families than in high-SES families.
These are general trends, but do not stereotype.
Contrary to these generalizations, some African American
mothers living in the South never spank, and some secular,
European American, high-SES fathers in New England routinely
do. Local norms matter, but individual parents make their own
decisions.
22
Challenges for Caregivers (part 6)
Culture powerfully affects caregiving style.
Difference apparent in multiethnic nations
Differences between majority and minority U.S. families should
not be exaggerated.
Parents of all groups usually show warmth to their children.
Harsh, cold parenting appears harmful in every group.
Challenges for Caregivers (part 7)
Spanking
Physical punishment increases obedience temporarily, but
increases the possibility of later aggression, bullying, and
abusive adolescent and adult behaviors.
Children who are not spanked are more likely to develop self-
12. control.
Cultural influence, background, and context are notable across
the U.S. and the world.
Some researchers believe that physical punishment is harmless;
some do not.
24
Challenges for Caregivers (part 8)
Alternatives to spanking
Psychological control
Disciplinary technique that involves threatening to withdraw
love and support and that relies on a child's feelings of guilt and
gratitude to the parents.
Time-out
Disciplinary technique in which a child is separated from other
people and activities for a specified time.
Induction
Disciplinary technique in which parent tries to get the child to
understand why a certain behavior was wrong. Listening, not
lecturing, is crucial.
Becoming Boys and Girls: Sex and Gender
Sex differences are biological differences between males and
females, in organs, hormones, and body shape.
Gender differences are differences in male and female roles,
behaviors, clothes, and so on that arise from society, not
biology
Children who identify as transgender present parents with
special challenges.
Recent research suggest that most adults thought parent should
encourage their children to play with toys associated with the
13. other sex.
The highest disagreement was expressed by men regarding boys:
43 percent of the men thought boys should not be encouraged to
do things usually stereotyped for girls, such as care for dolls,
jump rope, or wear bracelets
26
Sex and Gender
Gender differences
Pervasive and lifelong
Age 2: Gender labels used
Age 4: Gender assignment to toys and roles
Age 6: Gender detectives
Rigid male-female roles may be adopted
Regarding sex and gender, scientists need to “treat culture and
biology not as separate influences but as interacting components
of nature and nurture” ( Eagly & Wood, 2013 , p. 349).
27
Theories of Gender Role Development
(part 1)
Psychoanalytical Theory
Phallic stage: Freud's third stage of development, when the
penis becomes the focus of concern and pleasure
Oedipus complex: The unconscious desire of young boys to
replace their fathers and win their mothers' exclusive love
Identification: Considering the behaviors, appearance, and
attitudes of someone else to be one’s own
Theories of Gender Role Development
(part 2)
14. Behaviorism
Gender differences
Product of ongoing reinforcement and punishment
Are learned through all roles, values, and morals.
"Gender-appropriate"
Rewarded more frequently than "gender-inappropriate" behavior
Social learning theory (extension of behaviorism)
Children notice the ways men and women behave and
internalize the standards they observe.
Theories of Gender Role Development
(part 3)
Cognitive theories
Cognitive theory
Offers an alternative explanation for the strong gender identity
that becomes apparent at about age 5.
Gender schema
Child's cognitive concept or general belief about sex differences
Based on his or her observations and experiences
Young children categorize themselves and everyone else as
either male or female and then think and behave accordingly.
30
Theories of Gender Role Development
(part 4)
Evolutionary theory
Sexual attraction is crucial for basic urge to reproduce.
Males and females try to look attractive to the other sex in
gendered ways.
Young boys and girls practice becoming attractive to the other
sex.
15. 31
Which developmental theory is best?
Challenges for Caregivers (part 9)
Teaching right from wrong
Sense of right and wrong is outgrowth of bonding, attachment,
and cognitive maturation.
Protecting, cooperating, and sacrificing are part of species
survival.
Innate moral impulses strengthened through cognitive advances
and peer interactions.
Challenges for Caregivers (part 10)
Moral development
Prosocial behavior
Extending helpfulness and kindness without any obvious benefit
to oneself: Increases with maturity
Empathy
Antisocial actions
Deliberately hurting another person, including people who have
done no harm: Declines with maturity
Antipathy
Pinch, Poke, or Pat—Antisocial and prosocial responses are
actually a sign of maturation. Babies do not recognize the
impact of their actions. These children have much more to
learn, but they already are quite social.
16. Empathy
Understanding emotions and concerns of another person,
especially when they differ from one's own
Antipathy
Feelings of dislike or even hatred for another person
34
Challenges for Caregivers (part 11)
General types of aggression
Instrumental
Reactive
Relational
Bullying
All forms of aggression usually become less common from ages
2 to 6, as the brain matures and empathy increases.
Children learn to use aggression selectively, and that decreases
both victimization and aggression.
See Table 6.2 for additional information about types, definition,
and comments about aggression.
Instrumental aggression: Hurtful behavior that is intended to get
something that another person has and to keep it.
Reactive aggression: An impulsive retaliation for another
person's intentional or accidental action, verbal or physical.
Relational aggression: Nonphysical acts, such as insults or
social rejection, aimed at harming the social connection
between the victim and other people.
Bullying aggression: Unprovoked, repeated physical or verbal
attack, especially on victims who are unlikely to defend
themselves.
35
17. Harm to Children (part 1)
Injury
Injury control/harm reduction: Reducing the potential negative
consequences of behavior
More children harmed by deliberate or accidental violence than
any specific disease, especially 2-to 6-year-olds.
Why are young children so vulnerable?
Impulsivity (prefrontal cortex immaturity)
36
Harm to Children (part 2)
Child maltreatment
Now refers to intentional harm to or avoidable endangerment of
anyone under 18 years of age
Is neither rare nor sudden
Most often involves one or both parents
Getting Better?
As you can see, the number of victims of child maltreatment in
the United States has declined in the past decade. The legal and
social-work response to serious maltreatment has improved over
the years, which is a likely explanation for the decline. Other
less sanguine explanations are possible, however.
37
Harm to Children (part 3)
Definitions
Child abuse
18. Deliberate action that is harmful to a child’s physical,
emotional, or sexual well-being.
Child neglect
Failure to meet a child’s basic physical, educational, or
emotional needs.
Substantiated maltreatment
Harm or endangerment that has been reported, investigated, and
verified
Reported maltreatment
Harm or endangerment about which someone has notified the
authorities
Harm to Children (part 4)
The 5-to-1 ratio of reported versus substantiated cases occurs
because:
Each child is counted only once.
Substantiation requires proof.
Mandated reports are required signs of possible maltreatment.
Some reports are screened out.
Some reports are deliberately false.
Harm to Children (part 5)
Frequency of maltreatment
Not all instances are noticed, reported, substantiated, but
positive trends are fluctuating.
Things to consider
Definitions
National awareness (more effective reporting and prevention)
Growing rich-poor gap in families
Differences in willingness to report
Young ages of victims
19. Harm to Children (part 6)
Still Far Too
Many The number of substantiated cases of maltreatment of
children under age 18 in the United States is too high, but there
is some good news: The rate has declined significantly from its
peak (15.3) in 1993.
41
Harm to Children (part 7)
Symptoms of maltreated children coincide with PTSD.
Some maltreated children suffer from PTSD, with signs of
neurological, emotional, and behavioral damage.
See Table 6.3 for signs of maltreatment in children aged 2 to 10
42
Harm to Children (part 8)
Consequences of Maltreatment
Effects of maltreatment are devastating and long-lasting.
Mistreated and neglected children
Regard people as hostile and exploitative.
Are less friendly, more aggressive, and more isolated than other
children.
Experience greater social deficits.
May experience large and enduring economic consequences.
See Table 6.3 for additional information about signs of
maltreatment in children aged 2 to 10.
20. Children who were neglected also experience greater social
deficits than abused ones because they were unable to relate to
anyone, even in infancy.
Abused and neglected children experience large and enduring
economic consequences.
43
Harm to Children (part 9)
Preventing harm
Levels of prevention
In primary prevention, the overall conditions are structured to
make harm less likely. Laws and customs are crucial to reduce
injury for people of every age.
Secondary prevention is more targeted, averting harm in high-
risk situations or for vulnerable individuals.
Tertiary prevention begins after an injury has already occurred,
limiting damage.
Harm to Children (part 10)
All levels of prevention require helping caregivers to provide a
safe, nurturing, and stable home.
When a child is removed from home and entrusted to another
adult/s
Foster care
Kinship care
Harm to Children (part 11)
Adoption difficulties
Judges and biological parents are reluctant to release children
for adoption.
Most adoptive parents prefer infants.
Some agencies screen out families not headed by heterosexual
21. couples.
Some professionals insist that adoptive parents be of the same
ethnicity and/or religion as the child.
Early Childhood:
Body and Mind
chapter five
Invitation to the Life Span
Kathleen Stassen Berger | Fourth edition
1
Body Changes (part 1)
Growth Patterns
Weight and height increases and the relationship between these
measurements changes.
Average body mass index (BMI) is lower than at any other time
of life.
Children become slimmer as the lower body lengthens.
Center of gravity moves from the breastbone down to the belly
button.
BMI = ratio of weight to height.
By the end of early childhood, the infant’s protruding belly,
round face, short limbs, and large head are distant memories.
2
22. Body Changes (part 2)
Nutrition
Children in food-insecure households are more likely as adults
to overeat when they are not hungry.
In low-income family cultures, parents tend to guard against
undernutrition and rely on fast foods, so their children are
especially vulnerable to obesity.
Many parents of overweight children believe their children are
thinner than they actually are.
Appetite decreases between ages 2 and 6 because young
children naturally grow more slowly than they did as infants.
3
Body Changes (part 3)
Nutrition
Weight gain in early childhood is fluid and may be influenced
by parental and child care dietary choices for children.
Oral health
Teeth are influenced by diet and health.
Tooth decay correlates with obesity.
Infected teeth may indicate or create health problems.
Allergies
Food allergies
About 3 to 8 percent of all young children have a food allergy,
usually to a healthy, common food.
Cow's milk, eggs, peanuts, tree nuts, soy, wheat, and shellfish
are frequent culprits.
Diagnostic standards and treatments vary.
23. 5
Brain Development (part 1)
Size
By age 2, a child's brain weighs 75 percent of what it will in
adulthood.
The brain reaches 90 percent of adult weight by age 6.
Myelin development contributes to this increased weight.
This brain scan of a 38-year- old depicts areas of myelination
(the various colors) within the brain. As you see, the two
hemispheres are quite similar, but not identical. For most
important skills and concepts, both halves of the brain are
activated. Myelin is a fatty coating on the axons that speeds
signals between neurons. A gradual increase in myelination
makes 5-year-olds much quicker at thinking than 3-year-olds,
who are quicker than toddlers.
6
Brain Development (part 2)
From ages 2 to 6, maturation of the prefrontal cortex has several
notable benefits.
Sleep becomes more regular.
Emotions become more nuanced and responsive.
Temper tantrums decrease or subside.
Uncontrollable laughter and tears are less common.
24. Inside the Brain: Connected Hemispheres
Corpus callosum
Is part of the brain that grows and myelinates rapidly during
early childhood.
Consists of a band of nerve fibers that connects the left and
right sides of the brain.
Facilitates communication between the two brain hemispheres.
Lateralization
Begins with genes.
Refers to the specialization in certain functions by each side of
the brain, with one side dominant for each activity.
8
The Left-Handed Child
Left-handedness
Shown in some newborns
Discouraged and not accommodated in many cultures or
contexts
Is advantageous in some professions
Can you identify any of these?
Dexterity in Evidence She already holds the pen at the proper
angle with her thumb, index finger, and middle finger — an
impressive example of dexterity for a 3-yearold. However,
dexter is Latin for “right” — evidence of an old prejudice that
is no longer apparent here.
9
Impulsiveness and Perseveration
25. Brain maturation (innate) and emotional regulation (learned)
eventually allow most children to focus and switch as needed
within their culture.
Before such maturation, many young children jump from task to
task; they cannot stay quiet.
Other children engage in perseveration.
No young child is perfect at regulating attention, because
immaturity of the prefrontal cortex makes it impossible to
moderate the limbic system. Impulsiveness and perseveration
follow
Engaging perseveration, some children persevere in, or stick to,
one thought or action, unable to quit.
10
Stress and the Brain
Relationship between stress and brain activity depends on age
and degree of stress.
Developmentally appropriate stress aids cognition.
Excessive stress-hormone levels early in life may permanently
damage brain pathways, especially in maltreated children.
Shrinkage of various brain regions and white matter
Thinking During Early Childhood
(part 1)
Piaget: Preoperational thought
Preoperational means “before (pre) logical operations
(reasoning processes).”
The child's verbal ability permits symbolic thinking and
explains animism.
Preoperational thought is symbolic and magical, not logical and
realistic.
26. Symbolic thought: A major accomplishment of preoperational
intelligence that allows a child to think symbolically, including
understanding that words can refer to things not seen and that
an item, such as a flag, can symbolize something else (in this
case, a country).
12
Thinking During Early Childhood
(part 2)
Obstacles to logic
Centration
Characteristic of preoperational thought, whereby a young child
focuses (centers) on one idea, excluding all others
Egocentrism
Young children's tendency to think about the world entirely
from their own personal perspective
Focus on appearance
Characteristic of preoperational thought, whereby a young child
ignores all attributes that are not apparent
13
Thinking During Early Childhood
(part 3)
Obstacles to logic
Static reasoning
Characteristic of preoperational thought, whereby a young child
thinks that nothing changes; whatever is now has always been
and always will be.
27. Irreversibility
Characteristic of preoperational thought, whereby a young child
thinks that nothing can be undone; a thing cannot be restored to
the way it was before a change occurred.
Thinking During Early Childhood
(part 4)
Conservation and logic
Conservation
Principle stating that the amount of a substance remains the
same (i.e., is conserved) when its appearance changes
Easy questions; obvious answer
(above left) Sadie, age 5, carefully makes sure both glasses
contain the same amount. (above right) When one glass of pink
lemonade is poured into a wide jar, she triumphantly points to
the tall glass as having more. Sadie is like all 5-year-olds; 7-
year-olds know better.
15
Thinking During Early Childhood
(part 5)
One Logical Concept (Conservation), Many Manifestations
According to Piaget, until children grasp the concept of
conservation at (he believed) about age 6 or 7, they cannot
understand that the transformations shown here do not change
the total amount of liquid, checkers, clay, and wood.
16
28. Thinking During Early Childhood
(part 6)
Vygotsky: Social learning
Every aspect of children's cognitive development is embedded
in the sociocultural context.
Children learn from guided participation through mentors.
Mentors
Present challenges
Offer assistance (without taking over).
Add crucial information.
Encourage motivation.
Most shirts for 4-year- olds are wide- necked and without
buttons, so preschoolers can put them on themselves. But the
skill of buttoning is best learned from a mentor, who knows how
to
increase motivation.
17
Thinking During Early Childhood
(part 7)
Zone of proximal development (ZPD)
Vygotsky's term for the skills that a person can exercise only
with assistance, not yet independently
Scaffolding
Temporary support that is tailored to a learner's needs and
abilities and aimed at helping the learner master the next task in
a given learning process
29. Thinking During Early Childhood
(part 8)
Overimitation
Universal
Tendency of children to copy an action that is not a relevant
part of the behavior to be learned
Common among 2- to 6-year-olds who will imitate adult actions
that are irrelevant and inefficient
Thinking During Early Childhood
(part 9)
Language as a tool
Vygotsky considered language pivotal.
Private speech involves internal dialogue when talking to self.
Social mediation advances and expands understanding
STEM learning
Practical use of Vygotsky’s theory concerns STEM (science,
technology, engineering, math) education.
Social mediation function of speech occurs as mentors guide
mentees in their zone of proximal development, learning
numbers, recalling memories, and following routines.
20
Thinking During Early Childhood
(part 10)
30. Executive function
Involves cognitive ability to organize and prioritize the many
thoughts that arise from the various parts of the brain
Is comprised of working memory, cognitive flexibility, and
inhibitory control
Allows the person to anticipate, strategize, and plan behavior
Relates closely to emotional regulation throughout life
Thinking During Early Childhood
(part 11)
Contrast between Piaget and Vygotsky
Piaget highlighted the child’s own curiosity and brain
maturation in learning.
Vygotsky stressed mentors, especially parents and teachers, in
guiding children’s learning.
But…both theories recognized that young children are
prodigious learners who strive to understand their world.
Children’s Theories (part 1)
Theory-theory
Children naturally attempt to explain everything they see and
hear.
They develop theories about intentions before they employ their
impressive ability to imitate.
23
Children’s Theories (part 2)
31. Theory of mind
Person's theory of what other people might be thinking
Emergent ability, slow to develop but typically beginning in
most children at about age 4
Can be seen when young children try to escape punishment by
lying
In order to have a theory of mind, children must realize that
other people are not necessarily thinking the same thoughts that
they themselves are. That realization is seldom achieved before
age 4.
24
Children’s Theories (part 3)
Brain and context
Child's ability to develop theories correlates with the maturity
of the prefrontal cortex and with advances in executive
processing.
Executive functions lead to better understanding of false belief.
Context, experience, and culture are relevant.
A View from Science: Witness to a Crime
Younger children
Are sometimes more accurate than older witnesses who are
influenced by prejudice and stereotypes.
May confuse time, place, person, and action.
Can develop false ideas from words, expressions, and
scaffolding memories.
32. May believe an abusive act is OK is an adult says it is.
Optimizing witness effectiveness
Reducing stress, especially toxic stress
Balancing arousal and reassurance
Using appropriate interviewing techniques
26
Language Learning (part 1)
A Sensitive Time
Brain maturation, myelination, scaffolding, and social
interaction make early childhood ideal for learning language.
Early childhood is a sensitive period (or best time) to master
vocabulary, grammar, and pronunciation.
Language is pivotal to every kind of cognition in early
childhood.
27
Language Learning (part 2)
Vocabulary explosion
The average child knows about 500 words at age 2 and more
than 10,000 at age 6.
Verbs, adjectives, adverbs, conjunctions, and many nouns are
mastered.
Fast-mapping
Speedy and sometimes imprecise way in which children learn
33. new words by tentatively placing them in mental categories
according to their perceived meaning
Picture books offer opportunities to advance vocabulary though
scaffolding and fast-mapping.
28
Language Learning (part 3)
Logical extension
Closely related to fast-mapping
Occurs when children use a word to describe other objects in
the same category
Bilingual children
Often code-switch in the middle of a sentence
Realize which language to use by age 5
Language Learning (part 4)
Acquiring grammar
Grammar of a language
Structures, techniques, and rules that communicate meaning
Overregularization
Application of rules of grammar even when exceptions occur
Makes language seem more “regular" than it actually is
Pragmatic
Practical use of language, adjusting communication to audience
and context (words, tone, grammatical form)
Difficult aspect of language
Evident by age 4
By age 4, many children overregularize the final s for
pluralization, talking about foots, tooths, and mouses. This i s
34. actually evidence of increasing knowledge:
Many children first say words correctly (feet, teeth, mice),
repeating what they have heard.
Later, when they grasp the grammar and try to apply it, they
overregularize, assuming that all constructions follow the
regular path
30
Language Learning (part 5)
Learning two languages
Early childhood is the best time to learn a new language.
For children to develop two languages, they must speak as well
as hear two languages
Mastering two language before age 6 seems to contribute to
lifelong neurological benefits.
If English fluency is lacking, language-minority children often
have lower school achievement, diminished self-esteem, and
inadequate employment.
31
Language Learning (part 6)
Language losses and gains
Language shifts
Becoming more fluent in the school language than in their home
language
Balanced bilingual
Being fluent in two languages, not favoring one over the other
Occurs if adults talk frequently, listen carefully, and value both
languages
35. 32
Language Learning (part 7)
Five effective strategies for children of all income levels,
languages, and ethnicities
Code-focused teaching
Book-reading
Parent education
Language enhancement
Preschool programs
1. Code-focused teaching. In order for children to read, they
must “break the code” from spoken to written words. It helps if
they learn the letters and sounds of the alphabet (e.g., “A,
alligators all around” or, conventionally, “B is for baby”).
2. Book-reading. Vocabulary as well as familiarity with pages
and print will increase when adults read to children, allowing
questions and conversation.
3. Parent education. When teachers and other professionals
teach parents how to stimulate cognition (as in book-reading),
children become better readers. Adults need to use words to
expand vocabulary. Unfortunately, too often adults use words
primarily to control (“don’t touch” or “stop that”), not to teach.
4. Language enhancement. Within each child’s zone of proximal
development, mentors can expand vocabulary and grammar
based on the child’s knowledge and experience.
5. Preschool programs. Children learn from teachers, songs,
excursions, and other children. (We discuss variations of early
education next, but every study finds that preschools advance
language acquisition, especially if the home language is not the
majority language.)
33
Early-Childhood Education (part 1)
36. Research on costs and benefits
Program research focused on children from low- SES families;
all provided intense education from well- trained teachers.
Perry (High/Scope) program
Abecedarian
Child-Parent Centers
Early-Childhood Education (part 2)
Research on costs and benefits
Conclusion
Early education, when done well, results in benefits that become
most apparent when children are in the third grade or later
Early-Childhood Education (part 3)
International early-childhood education
Currently, in most developed nations, over 90 percent of 3- to
5-year- olds attend school paid for by the government.
In nations where major government funding is scarce,
preschools that are privately or religiously funded proliferate.
Norway heavily subsidizes preschool education for every child
from age 1.
36
Early-Childhood Education (part 4)
Home versus preschool
Quality matters.
If the home educational environment is poor, a good preschool
program aids health, cognition, and social skills.
If a family provides extensive learning opportunities and
37. encouragement, the quality of the preschool is less crucial.
Early-Childhood Education (part 5)
Child-centered or developmental programs
Emphasize children's natural inclination to learn through play
rather than by following adult directions.
Encourage self-paced exploration and artistic expression.
Show the influence of Vygotsky (children learn through play
with other children with adult guidance) and Piaget (emphasis
children will discover new ideas if given a chance).
38
Early-Childhood Education (part 6)
Examples of child-centered programs
Montessori schools emphasize individual pride and
accomplishment, presenting literacy-related tasks.
Reggio Emilia approach is a famous Italian early-childhood
education program that encourages each child's creativity in a
carefully designed setting.
Waldorf programs emphasize creativity, social understanding,
and emotional growth; prize imagination.
39
Early-Childhood Education (part 7)
Teacher-directed programs
Stress academic subjects taught by a teacher to an entire class.
38. Help children learn letters, numbers, shapes, and colors, as well
as how to listen to the teacher and sit quietly.
Are often influenced by behaviorism.
Are much less expensive, since the child/adult ratio can be
higher.
40
Early-Childhood Education (part 8)
Project Head Start
Federally funded in early 1960s to provide preschool education
for 4-year-olds from low-SES families or with disabilities
Current goals shifted from lifting families out of poverty to
promoting literacy, providing dental care and immunizations,
and teaching standard English
Early-Childhood Education (part 9)
Project Head Start
New 2016 requirements include 6 hour days and 180 days yearly
with priorities for children who are homeless, have special
needs, or are learning English.
Historical data suggest most Head Start children advanced in
language and social skills, but non-Head Start children caught
up in elementary school
Head Start children maintained superiority in vocabulary.
Opposing Perspectives: Comparing Child-Centered and Teacher-