For more classes visit
www.snaptutorial.com
Benefits of Preschool. As an early childhood professional, you will often be asked questions from parents and community members regarding the benefits of sending their children to preschool.
For more classes visit
www.snaptutorial.com
Benefits of Preschool. As an early childhood professional, you will often be asked questions from parents and community members regarding the benefits of sending their children to preschool. After reading Chapter 1 and drawing from your experience, discuss the benefits of a preschool education
For more classes visit
www.snaptutorial.com
Benefits of Preschool. As an early childhood professional, you will often be asked questions from parents and community members regarding the benefits of sending their children to preschool. After reading Chapter 1 and drawing from your experience, discuss the benefits of a preschool education
Theory and Behavior. After reading Chapters 1 and 2 select a Theorist whose work most closely aligns with your thoughts regarding early development. Describe the theorist’s work and
Benefits of Preschool. As an early childhood professional, you will often be asked questions from parents and community members regarding the benefits of sending their children to preschool. After reading Chapter 1 and drawing from your experience, discuss
For more course tutorials visit
www.tutorialrank.com
Tutorial Purchased: 4 Times, Rating: A+
Benefits of Preschool. As an early childhood professional, you will often be asked questions from parents and community members regarding the benefits of sending their children to preschool. After reading Chapter 1 and drawing from your experience, discuss the benefits of a preschool
For more course tutorials visit
www.tutorialrank.com
Tutorial Purchased: 4 Times, Rating: A+
Benefits of Preschool. As an early childhood professional, you will often be asked questions from parents and community members regarding the benefits of sending their children to preschool. After reading Chapter 1 and drawing from your experience, discuss the benefits of a preschool education
Theory and Behavior. After reading Chapters 1 and 2 select a Theorist whose work most closely aligns with your thoughts regarding early development. Describe the theorist’s work and discuss how their work aligns with your
For more course tutorials visit
www.tutorialrank.com
Tutorial Purchased: 4 Times, Rating: A+
Benefits of Preschool. As an early childhood professional, you will often be asked questions from parents and community members regarding the benefits of sending their children to preschool. After reading Chapter 1 and drawing from your experience, discuss the benefits of a preschool education
For more classes visit
www.snaptutorial.com
Benefits of Preschool. As an early childhood professional, you will often be asked questions from parents and community members regarding the benefits of sending their children to preschool. After reading Chapter 1 and drawing from your experience, discuss the benefits of a preschool education
For more classes visit
www.snaptutorial.com
Benefits of Preschool. As an early childhood professional, you will often be asked questions from parents and community members regarding the benefits of sending their children to preschool. After reading Chapter 1 and drawing from your experience, discuss the benefits of a preschool education
Theory and Behavior. After reading Chapters 1 and 2 select a Theorist whose work most closely aligns with your thoughts regarding early development. Describe the theorist’s work and
Benefits of Preschool. As an early childhood professional, you will often be asked questions from parents and community members regarding the benefits of sending their children to preschool. After reading Chapter 1 and drawing from your experience, discuss
For more course tutorials visit
www.tutorialrank.com
Tutorial Purchased: 4 Times, Rating: A+
Benefits of Preschool. As an early childhood professional, you will often be asked questions from parents and community members regarding the benefits of sending their children to preschool. After reading Chapter 1 and drawing from your experience, discuss the benefits of a preschool
For more course tutorials visit
www.tutorialrank.com
Tutorial Purchased: 4 Times, Rating: A+
Benefits of Preschool. As an early childhood professional, you will often be asked questions from parents and community members regarding the benefits of sending their children to preschool. After reading Chapter 1 and drawing from your experience, discuss the benefits of a preschool education
Theory and Behavior. After reading Chapters 1 and 2 select a Theorist whose work most closely aligns with your thoughts regarding early development. Describe the theorist’s work and discuss how their work aligns with your
For more course tutorials visit
www.tutorialrank.com
Tutorial Purchased: 4 Times, Rating: A+
Benefits of Preschool. As an early childhood professional, you will often be asked questions from parents and community members regarding the benefits of sending their children to preschool. After reading Chapter 1 and drawing from your experience, discuss the benefits of a preschool education
This presentation examines what is meant by progress in Early Years and KS1; it discusses the issue of hothousing with reference to the cognitive and neural development of children; it suggests that 'stretch and challenge' should be done through 'mastery' rather than by moving on to the next topic; finally it offers some practical strategies to provide extension tasks for younger pupils.
The presentation was given by Samantha Jaspal, Headteacher of Berkhamsted Pre-Prep to EY and KS1 parents on Thursday 13th February 2014
Slides for seminar at SU team leaders conference on 10 January 2015. This covers, attachment, nurture and resilience followed by some background on collaborative learning (Vygotsky, Reggio Emilia, etc).
Week 3 - Assignment
Developmental Milestones
The purpose of this assignment is to creatively demonstrate an understanding of infant developmental milestones as they pertain to cognition, motor skills, sensation, and perception. Using information from Chapter 5 of your text, write a short story about a child’s journey from birth to age 1. This can be a fictional child, or can be based on a real child. The story should be three to five pages in addition to the title page and the reference page. Use at least one reference in addition to your text. Your paper should also be formatted according to APA style as outlined in the Ashford Writing Center.
a. Describe the child’s sensory experiences at birth (e.g. sight, hearing, movement).
b. Analyze how these senses develop and become more evolved? At the age of 6 months, identify what this same child can hear, see, and do?
c. Describe what a day in this child’s life might look like by age 1. Include pictures in your Word document or compose your story using
Storybird (Links to an external site.)Links to an external site.
. Watch the video,
Storybird Quick Tour (Links to an external site.)Links to an external site.
, for assistance.
If you choose to create your story in Storybird, you may collaborate with a partner in class by using the collaboration tool. Make sure to notify your instructor of your collaboration and make sure both of you submit your Storybird link in a Word document for grading.
Include the following developmental milestones in your story:
Social and Emotional
Enjoys imitating people in his play.
Shows specific preferences for certain people and toys.
Tests parental responses to his actions during feedings.
Tests parental responses to his behavior.
Prefers mother and/or regular caregiver over all others.
Repeats sounds or gestures for attention.
Finger-feeds himself.
Extends arm or leg to help when being dressed.
Cognitive
Explores objects in many different ways (shaking, banging, throwing, dropping).
Finds hidden objects easily.
Looks at correct picture when the image is named.
Imitates gestures.
Begins to use objects correctly (drinking from cup, brushing hair, dialing phone, listening to receiver).
Language
Pays increasing attention to speech.
Responds to simple verbal requests.
Responds to “no.”
Uses simple gestures, such as shaking head for “no.
Babbles with inflection (changes in tone).
Says “dada” and “mama.”
Uses exclamations, such as “Oh-oh!”
Tries to imitate words.
Motor
Reaches sitting position without assistance.
Crawls forward on belly.
Assumes hands-and-knees position.
Creeps on hands and knees.
Gets from sitting to crawling or prone (lying on stomach) position.
Pulls self up to stand.
Walks holding on to furniture.
Stands momentarily without support.
May walk two or three steps without support.
Hand and Finger Skills
Uses pincer grasp.
Bangs two objects together.
Puts objects into ...
This presentation examines what is meant by progress in Early Years and KS1; it discusses the issue of hothousing with reference to the cognitive and neural development of children; it suggests that 'stretch and challenge' should be done through 'mastery' rather than by moving on to the next topic; finally it offers some practical strategies to provide extension tasks for younger pupils.
The presentation was given by Samantha Jaspal, Headteacher of Berkhamsted Pre-Prep to EY and KS1 parents on Thursday 13th February 2014
Slides for seminar at SU team leaders conference on 10 January 2015. This covers, attachment, nurture and resilience followed by some background on collaborative learning (Vygotsky, Reggio Emilia, etc).
Week 3 - Assignment
Developmental Milestones
The purpose of this assignment is to creatively demonstrate an understanding of infant developmental milestones as they pertain to cognition, motor skills, sensation, and perception. Using information from Chapter 5 of your text, write a short story about a child’s journey from birth to age 1. This can be a fictional child, or can be based on a real child. The story should be three to five pages in addition to the title page and the reference page. Use at least one reference in addition to your text. Your paper should also be formatted according to APA style as outlined in the Ashford Writing Center.
a. Describe the child’s sensory experiences at birth (e.g. sight, hearing, movement).
b. Analyze how these senses develop and become more evolved? At the age of 6 months, identify what this same child can hear, see, and do?
c. Describe what a day in this child’s life might look like by age 1. Include pictures in your Word document or compose your story using
Storybird (Links to an external site.)Links to an external site.
. Watch the video,
Storybird Quick Tour (Links to an external site.)Links to an external site.
, for assistance.
If you choose to create your story in Storybird, you may collaborate with a partner in class by using the collaboration tool. Make sure to notify your instructor of your collaboration and make sure both of you submit your Storybird link in a Word document for grading.
Include the following developmental milestones in your story:
Social and Emotional
Enjoys imitating people in his play.
Shows specific preferences for certain people and toys.
Tests parental responses to his actions during feedings.
Tests parental responses to his behavior.
Prefers mother and/or regular caregiver over all others.
Repeats sounds or gestures for attention.
Finger-feeds himself.
Extends arm or leg to help when being dressed.
Cognitive
Explores objects in many different ways (shaking, banging, throwing, dropping).
Finds hidden objects easily.
Looks at correct picture when the image is named.
Imitates gestures.
Begins to use objects correctly (drinking from cup, brushing hair, dialing phone, listening to receiver).
Language
Pays increasing attention to speech.
Responds to simple verbal requests.
Responds to “no.”
Uses simple gestures, such as shaking head for “no.
Babbles with inflection (changes in tone).
Says “dada” and “mama.”
Uses exclamations, such as “Oh-oh!”
Tries to imitate words.
Motor
Reaches sitting position without assistance.
Crawls forward on belly.
Assumes hands-and-knees position.
Creeps on hands and knees.
Gets from sitting to crawling or prone (lying on stomach) position.
Pulls self up to stand.
Walks holding on to furniture.
Stands momentarily without support.
May walk two or three steps without support.
Hand and Finger Skills
Uses pincer grasp.
Bangs two objects together.
Puts objects into ...
Final Project Part B Mock Interview Description You will videChereCheek752
Final Project Part B Mock Interview
Description: You will video tape a mock job interview. You will imagine that you are applying for a job and going in to interview where you will want to show off the information that you know about early childhood and young children.
1. Welcome to the early childhood job interview. Please start out by telling me about your experiences working with young children.
2. Tell me about how you utilize developmentally appropriate practices (D.A.P) with young children.
3. What are some ways that you educate the ‘whole child’?
4. Tell me about how you use observation and assessment in planning for children. Give an example of how you have done this in your lesson planning.
5. Please describe how you would include diversity and all children in your setting.
6. Please tell me about the importance of family, community, and relation-based care and an example of how you have done this in your work.
7. How do you think the whole environment is a factor in a child's education?
8. Describe how guidance and interactions are used in early childhood.
9. Please describe how you utilize licensing, policies, standards, or procedures in your setting.
10. Tell me some ways that you use professionalism as an early childhood professional.
11. What are some ways that you can advocate for children and families?
12. Finally, do you have anything else that you want to share that would help us make a decision to hire you?
TITLE HERE
by xxxxxx
Be
gin
nin
gs
Wo
rk
sh
op
46 THE INTENTIONAL TEACHER
ExCHANgE JANUARY/FEBRUARY 2009
The heated debate over child-initiated versus adult-
directed instruction may be cooling down, replaced by
a search for balance. In the landmark report Eager to
Learn, the National Research Council (2000)
emphasized the need for both approaches, and said
teachers must play an active and intentional role in
each type of learning:
“Children need opportunities to initiate activities and
follow their interests, but teachers are not passive
during these [child]-initiated and directed activities.
Similarly, children should be actively engaged and
responsive during teacher-initiated and -directed
activities. Good teachers help support the child’s
learning in both types of activities” (pp. 8-9).
While most of us claim to act with ‘intention’ in our
dealings with young children, it is worth pausing to
reflect on what this term means. In The Intentional
Teacher, the author of this article says, “intentional
teaching means teachers act with specific outcomes
or goals in mind for children’s development and
learning. Teachers must know when to use a given
strategy to accommodate the different ways that
individual children learn and the specific content they
are learning” (Epstein, 2007, p. 1).
How do we know which strategy to use? As a general
rule, in child-guided learning, teachers provide
materials but children make connections on their own
or through interactions w ...
Developmental MilestonesThe purpose of this assignment is to cresuzannewarch
Developmental Milestones
The purpose of this assignment is to creatively demonstrate an understanding of infant developmental milestones as they pertain to cognition, motor skills, sensation, and perception. Using information from Chapter 5 of your text, write a short story about a child’s journey from birth to age 1. This can be a fictional child, or can be based on a real child. The story should be three to five pages in addition to the title page and the reference page. Use at least one reference in addition to your text. Your paper should also be formatted according to APA style as outlined in the Ashford Writing Center.
a. Describe the child’s sensory experiences at birth (e.g. sight, hearing, movement).
b. Analyze how these senses develop and become more evolved? At the age of 6 months, identify what this same child can hear, see, and do?
c. Describe what a day in this child’s life might look like by age 1. Include pictures in your Word document or compose your story using
Storybird (Links to an external site.)Links to an external site.
. Watch the video,
Storybird Quick Tour (Links to an external site.)Links to an external site.
, for assistance.
If you choose to create your story in Storybird, you may collaborate with a partner in class by using the collaboration tool. Make sure to notify your instructor of your collaboration and make sure both of you submit your Storybird link in a Word document for grading.
Include the following developmental milestones in your story:
Social and Emotional
Enjoys imitating people in his play.
Shows specific preferences for certain people and toys.
Tests parental responses to his actions during feedings.
Tests parental responses to his behavior.
Prefers mother and/or regular caregiver over all others.
Repeats sounds or gestures for attention.
Finger-feeds himself.
Extends arm or leg to help when being dressed.
Cognitive
Explores objects in many different ways (shaking, banging, throwing, dropping).
Finds hidden objects easily.
Looks at correct picture when the image is named.
Imitates gestures.
Begins to use objects correctly (drinking from cup, brushing hair, dialing phone, listening to receiver).
Language
Pays increasing attention to speech.
Responds to simple verbal requests.
Responds to “no.”
Uses simple gestures, such as shaking head for “no.
Babbles with inflection (changes in tone).
Says “dada” and “mama.”
Uses exclamations, such as “Oh-oh!”
Tries to imitate words.
Motor
Reaches sitting position without assistance.
Crawls forward on belly.
Assumes hands-and-knees position.
Creeps on hands and knees.
Gets from sitting to crawling or prone (lying on stomach) position.
Pulls self up to stand.
Walks holding on to furniture.
Stands momentarily without support.
May walk two or three steps without support.
Hand and Finger Skills
Uses pincer grasp.
Bangs two objects together.
Puts objects into container.
Tak ...
Respond to 8 students - due in 2 hours - 50 words each - I have put mickietanger
Respond to 8 students - due in 2 hours - 50 words each - I have put a guided response for each set to help with the response:
Guided Response:
Review several of your classmates’ posts and respond to at least two classmates. Offer an additional example of how development of the age groups your classmates selected influence curriculum decisions.
Student 1: Tracie:
The age group I chose is 3-5 years of age. The physical development of children in this age group is movement and coordination which can also influence the curriculum. During this time, children’s’ brains are like sponges. They are watching and learning everything in their environment. This age group brings a “wide variety of experiences to the preschool setting, which should serve to inform curricular decisions (Jaruszewicz, 2013). The social and emotional aspect of this age group is that of caring, understanding and many more. Three to five-year old’s need the aptness to proceed around and we as teachers should promote physical development. A great way of doing this is consistently doing active play inside and also outside of the classroom. Teachers should label bins and shelves that have objects such as toys and the areas they are playing/ working in. The children will be able to independently pick them up and return them as they play. Incorporate games in the curriculum that lets them move free and easily within the game.
Cognitive aspect of a 3-5-year-old is that their brain functions are learning things on a daily base to help the child. In the newsletter by Paraskevopoulou it was written: “Curriculums that include topics such as appropriate scheduling, creating a developmentally appropriate classroom, and making the most of learning centers, will help create a classroom environment that actively engages the child and keeps his or her attention. When implemented in the classroom, these components contribute to less discipline problems and a smoother day” (Paraskevopoulou, F, (2008).
The key to successful learning, especially for children ages 3-5, you must have a classroom environment that’s design especially for them. The environment should be one where they able to move around freely with no obstacles in their way. The curriculum must be on the preschool level for the students to understand.
References:
Jaruszewicz, C. (2013). Curriculum and methods for early childhood educators. Retrieved from
https://content.ashford.edu (Links to an external site.)
Paraskevopoulou, F, (2008), Teachers of young children (3-5 years old) and their
interaction with pupils:
approaching positive classroom management
. Retrieved from
https://www.cceionline.com/newsletters/May_08.html
Student 2: Stephanie:
The group I selected that I would love to work with is age range from 3 to 5 years old. During this stage, the children are using language to express their feelings, questions, and thoughts. This age group is considered what I would call " preschoolers".
The physical domain ...
CE320Language Development in the Young ChildUnit 3 S.docxtidwellveronique
CE320
Language Development in the Young Child
Unit 3 Seminar:
Language Development for Infants and Toddlers
1
Shout out!!!!
Shelley Guess & Jackielou Camba
did a TERRIFIC job of answering the discussion questions for Unit 3 **as required.** They responded early in the week to advance the discussion, used their own **original** work, and cited their references, including course materials.
Way to go,
ladies!!
Unit 3 Seminar
In this week’s seminar, we will discuss the role of the early childhood professional in developing language in infants and toddlers.
Tonight we will be discussing…
Sharing books with infants
Symbolic gestures with toddlers
Applying sign language with infants/toddlers
Home-to-School connections that foster language development
Unit Outcomes and Expectations
At the end of this unit, you should be able to:
Differentiate between the five aspects of language knowledge (phonetic, semantic, syntactic, morphemic, and pragmatic).
Identify the interaction patterns needed to create an environment conducive to language development in infants and toddlers.
You will find the definitions for these words in your Key Terms this week.
Prosody
Reflexive vocalizations
Nonreflexive vocalizations
Cooing
Verbal play
Babbling
Echolalic babbling
Jargon
Intonated babble
Selective reinforcement
Emergent literacy
Direct experience
Vicarious experience
Referent
Symbol formation
Protowords
Idiomorphs
Holophrasic stage
Fast mapping
Telegraphic speech
Homesign
Representational/symbolic gesture
*Key Terms may be located by clicking the Readings icon each week*
Field Trip Time!
The link for the field trip will open up for you in the “Information” box under the chat window.
Echolalic babbling is a term that we can use to describe baby’s babbling that resembles the rhythm and phonation of adult speech.
When you return from watching the video (in about 6 minutes), simply type “back” in the chat box.
Caregivers’ Interactions with Baby
What do you do when reading to an infant?
What is the grandmother doing right when reading to the baby?
How is language development impacted by caregivers’ interactions in sharing books with infants and toddlers?
How can you apply this information to your own work with infants and toddlers?
What can we do to encourage emergent literacy in infants and toddlers?
Make books accessible to infants and toddlers.
Talk to and read to infants.
Learning language begins with hearing language in infants.
The brain builds structures to organize language that is heard
Allow infants to explore and to hold books.
Infants may chew on a cover in their exploration
Use books for transitions.
If going outside, a book about an outside event would be appropriate.
If a new baby is coming home, then read about being a big brother or sister.
Read every day; make it part of the regular routine.
Label things at eye level of the child.
Use magnetic letters to reinforce the relationship between ...
During this course you have been building knowledge and understandin.docxhasselldelisa
During this course you have been building knowledge and understanding of the complexities, challenges, and importance of quality preschool environments. This week, you will have an opportunity to observe in a preschool setting. As you have learned, the quality of the environment in terms of teaching practices, physical environment, materials available, opportunities for play and learning that engages children in meaningful exploration and discovery can have a significant impact on children's development in all domains.
Click on the links below to download and print out the Observation Assignment documents. You will use these documents to carry out the assignment.
Observation Assignment Sheet
Step One: Plan
·
Review the learning resources for the course, as well as your application and discussion assignments.
Think about the videos you watched and the glimpses you were given into preschool settings.
·
Confirm your observation, make certain you understand where to go when you arrive, and thank the school for this opportunity.
·
Carefully read over the Observation Guide before you observe in your preschool setting. Use this sheet to record your thoughts, insights, observations, and questions. You may also want to bring along a laptop for taking notes.
Step Two: Observe
Note: When you observe in a classroom and reflect on what you have seen, keep in mind that you are observing “one moment in time.” Due to time constraints, there are many things that you cannot know or see—details of who children are as individuals, children’s history in the program, children’s developmental strengths and challenges, specific reasons for teacher interactions, etc. In other words, you are glimpsing a part of a big picture that is best understood by the adults who work with these children daily.
·
Introduce yourself to the teacher and ask for suggestions about where to sit. Find a place, or places, where you can see different areas of the room and different kinds of interactions. (You may want to sit in several places in the course of the hour you are in the room).
·
Use the Observation Guide as you observe the adults and children in the classroom. Take notes that will help you remember what you are observing; also note any questions you have about what you are observing.
·
Review your notes.
Read over the notes on your Observation Guide, filling in any “blanks” while your memory is fresh.
Step Three: Reflect
·
Reflect on what you have learned in this course, what you observed in the preschool setting, and additional thoughts you have had since. With all of this in mind, complete the following:
Summarize:
o
Ways in which the philosophy and practice of encouraging, guiding, and supporting children learning through play was demonstrated in this setting
o
Ways in which the environment you observed represented a quality physical environment for young children.
o
Ways in which the environment you observed fostered encouraged, guided, and supported chil.
CHILD PSYCHOLOGYFall 2019Project OptionsProject Due Date AprJinElias52
CHILD PSYCHOLOGY
Fall 2019Project Options
Project Due Date: April 17, 2020
Purpose: The purpose of this assignment is to give you experience with scientific observation along with gaining an in-depth knowledge of various aspects of childhood development. In addition, you will have the opportunity to hone your writing skills. Please approach these projects as a scientist - be objective, precise, and systematic in your observations and interpretations.
Instructions: To complete the entire assignment, you will be required to choose one project from each of the four sections outlined below. In other words, everyone will complete four small projects – one from each section. Please watch the Tegrity recording regarding the project. There is a forum in the Discussion Board for you to ask any questions you might still have.
Format: Each project should be at least two double-spacedpages in length with 1” margins. Two pages is a simply a minimum – it is fine to go over this guideline. I would rather you be thorough than stay within the two page guideline. You will need to provide background information from your text for each of the topics but be sure to use your own words!!For the “Special Topics” portion, you will need to use the textbook and another scholarly source as background information. Please use proper citations and quotations when appropriate. There is a handout under “Project” regarding APA format that will help you with this. In addition, you will need to reference both your text and the outside article in a reference list.
There are many ways to present your findings. One way that you might consider (and seems to work well) is to first provide background information regarding the particular type of development you are investigating, then describe your observations, and finally interpret them in terms of the theory or concept you are focusing on. Do not forget to define terms and concepts when providing background information. For example, do not assume that the reader (me) knows what depth perception is or anything about Piaget’s Theory of Cognitive Development. When reporting your observations, be sure to note which behaviors are an example of the term or concept.
Turning your project in: You will turn your project in two ways:
1) Electronically. There will be a Safe Assign location in Blackboard (look in the “Project” area). There is a draft option so you can check your paper before officially turning it into Safe Assign.
2) Hard copy. You will also need to turn in a hard copy of your paper at the final exam. Please do not put
the paper in a binder, folder, envelop, etc. (please just staple the pages together). A title page would be helpful. And please do not forget to put your name on it!
***Please note that failure to complete one or both of these steps will result in a zero for the project.
I. Foundations of Development
A. Perception and action are intimately related. Observe an infant or toddler ...
Required Resources1. Read from your text, Challenging Behavior.docxsodhi3
Required Resources
1. Read from your text, Challenging Behavior in Young Children:
· Chapter 9: Guidance
· Chapter 9 provides specific strategies for helping young children with challenging behavior.
· Chapter 10: Functional Assessment and Positive Behavior Support
· Chapter 10 provides information on the functions that behaviors serve and developing a positive behavior support plan.
2. The IRIS Center. (n.d.). A-B-C Analysis. Retrieved from http://iris.peabody.vanderbilt.edu/mcontent/behavior-abc-video/
1. This activity will allow students to observe a child having tantrums and list the target behavior, antecedents, consequences, and hypothesis regarding the function of behavior. This activity will assist you in completing the second discussion question.
1. Accessibility Statement
1. Privacy Statement does not exist.
1. The IRIS Center. (n.d.). Functional Behavioral Assessment: Identifying the Reasons for Problem Behavior and Developing a Behavior Plan. Retrieved from http://iris.peabody.vanderbilt.edu/fba/chalcycle.htm
1. This module outlines the steps of the Functional Behavioral Assessment process and will assist you in completing the second discussion question.
1. Accessibility Statement
1. Privacy Statement does not exist.
Recommended Resource
1. The IRIS Center for Training Enhancements. (n.d.). Methods of Functional Behavioral Assessment. Retrieved on from http://flpbs.fmhi.usf.edu/pdfs/pbs_FBA_Practice.pdf
· This info brief provides a brief overview of different methods to use when conducting functional assessments.
ECE201: INTRODUCTION TO EARLY CHILDHOOD BEHAVIOR
WEEK THREE INSTRUCTOR GUIDANCE
Children require guidance and sympathy far more than instruction.
-Anne Sullivan
Welcome to Week THREE of ECE201!!
As we learned last week, all children display challenging behaviors. This is a normal part of development. When children have a difficult time controlling their emotions adults need to provide positive and clear guidance. Seems simple right?
Well, as anyone who has worked with children knows, it can be more difficult then it seems. Fortunately, there are research-based approaches and guidance strategies that adults can use to help children manage their behavior.
As the quote above suggests, using guidance strategies that are based on respect and empathy for children is a key part of your role as an ECEC professional. Far more than they need instruction and lectures, punishment and consequences, children need sympathy and guidance in their quest to manage themselves and to take their place gracefully and joyfully as fully functioning members of their families, their peers, and their communities.
Overview of the Learning Week
This week we focus our learning on approaches and strategies to guiding young children’s behavior that are both respectful and effective. As an ECEC professional your knowledge about how children learn and grow will provide a foundation for using these strategies in ways that are developm ...
· Chapter 10 The Early Elementary Grades 1-3The primary grades.docxgerardkortney
· Chapter 10: The Early Elementary Grades: 1-3
The primary grades are grades 1-3.
Although educational reform has had an effect on all children, it is most apparent in the early elementary years. Reform and change comes from a number of sources and the chapter begins by reminding you of this. Let’s examine a few of these sources...
Diversity. There has been a rise in the number of racial and ethnic minority students enrolled in the nation's public schools; this number will (most likely) continue to rise. Teaching children from different cultures and backgrounds is an important piece to account for when planning curriculum.
Standards. Standards is a reason for reform. We've already looked at standards; these are something you must keep in mind when planning lessons.
Data-Driven Instruction may sound new, but it is not a new concept to you. We’ve done a great deal of discussing the outcomes of test-taking and assessments. You've probably all heard "teaching to the test."
Technology. Today’s students have had much experience with technology, therefore, it’s important to provide them with opportunities to learn with technology. It may take a while for you to be creative and think of ways to use it in your teaching (if you haven’ t been).
Health and Wellness. Obesity is a major concern in this country. Therefore, it is important to make sure that children have the opportunity to be active. Unfortunately, due to the pressure of academics, many schools have been taking physical education/activity time out of the curriculum.
Violence: One issue that I notice this new edition of the text has excluded is violence. However, I think that this topic is important; we need to keep children safe when they are at school. As a result of 9/11 (and, not to mention that many violent events have happened on school campuses in recent years), many school districts now have an emergency system in place that they can easily use if there is any type of incident in which the children’s safety is at risk.
WHAT ARE CHILDREN IN GRADES ONE TO THREE LIKE?
Your text explains that the best way to think of a child’s development during this time is: slow and steady. During this stage, there is not much difference between boys and girls when it comes to physical capabilities. Although it is always important to not stereotype based on one’s gender, it is especially important during these years. These children are also entering into their "tween" years, thus; being sensitive to the children's and parents' needs in regards to such changes is important.
It is important to remember that children in the primary grades are in the Concrete Operations Stage. This stage is children ages 7 to 12. The term operation refers to an action that can be carried out in thought as well as executed materially and that is mentally and physically reversible.
These children are at an age in which they can compare their abilities to their peers. And, therefore, children may develop learned helplessnes.
Covington ElementaryAshley CovingtonProfessor Lori Infants.docxfaithxdunce63732
Covington Elementary
Ashley Covington
Professor Lori
Infants, Children, and Adolescents EDU/305
September 17, 2012
Introduction
Elementary school is made up of children who are of the ages between five and twelve approximately
These are the children who have already undergone the preschool stage.
Elementary school is made up of children who are of the ages between five and twelve approximately. These are the children who have already undergone the preschool stage.
2
Age of the children
The children to be observed will consist of a mixture of all age groups from 5 to 12 years old
This ensures all age groups are covered
Different behavior will be observed due to age difference
The children to be observed will consist of a mixture of all age groups from 5 to 12 years old. The rationale for this is to ensure that the observations give the views about all the age groups covered. The children will be expected to portray different behaviors due to difference in the ages.
3
The Elementary Classroom
Relaxed and Cozy Atmosphere with happy students
Neat and orderly environment
Rules and Consequences are posted
Reading Centers
A elementary classroom needs to be organized, and the materials need to be accessible to all children.
Safety is the number one priority when it comes to students of all ages. (Bradley, 2012)
4
Learning Centers
Arts and crafts
Reading center
Computer Lab
Spelling Center (Write spelling words with shaving cream!)
Learning during this observation will take place through two main activities; through teaching and testing the children while in the classroom setting and through interacting with the children casually to study their behavior mainly through play. The three main theories behind this are behaviorism, cognitive and social theories Behaviorism will consist of keenly studying the children as they are in the classroom setting. Their behavior is observed and comments given based on what is studied. As for the cognitive theory, this will apply when tests and teaching will be conducted as the children’s capability will be tested. As for the social theory, children will be observed as they interact with their teachers and other children. Their ability to perform when in groups will be assessed in this case.
5
Diverse Population
reading books from diverse cultures
Coming up with creative stories from all diverse regions
Common language
Embracing all cultures
No single diverse background is superior
Represent all cultures in the study
Diversity among the children will be addressed through; reading books from diverse cultures, Coming up with creative stories from all diverse regions, using a common langua.
Though there is still much to learn, you have been considering found.docxbrockdebroah
Though there is still much to learn, you have been considering foundational ideas and principles related to the physical environment of a quality preschool setting and the ways that the physical environment can foster children's play, development, and learning. For this Application Assignment, you will begin to develop your vision of how an ideal preschool setting might look.
Before you begin, think about:
What preschool children are like, what they do and what they need
Considerations in creating physical environments that foster children's initiative
Considerations in creating physical environments that foster children's play
Considerations in creating physical environments that foster children's self-control
Additional components of quality physical environments
Part 1: Visualize
Close your eyes. Visualize a preschool environment that truly encourages, supports, and guides children's play and learning. Let your mind travel around the room. What does it look like? What does it feel like? How does it sound? What are the adults in the room doing? What are the children doing? How are they interacting with each other, the materials, the space? What kind of learning experiences are they involved in? What opportunities do children have to demonstrate their initiative and self-control? If a visitor walked in, how would he or she describe the culture, energy, and learning in this setting?
Part 2: Brainstorm
Write down at least 20 words or phrases that describe a quality physical environment; one that meets preschoolers needs and interests, fosters initiative and self-control, and is alive with play and learning.
Part 3: Describe
Now that you have taken time to visualize and brainstorm, write your description of a quality physical environment and your rationale for positioning. In addition, you may also choose to submit a drawing to demonstrate arrangement of the physical environment. You may use PowerPoint® or free (trial) technologies like Inspiration® to create your organizer in an electronic format. You may also choose to draw your graphic organizer, scan it and insert it as an image into your assignment submission. Make sure that the image is visible within the assignment submission.
In summary, you must write the description of your physical environment. It is optional to include a drawing of your physical environment along with your description. Be sure to address each of the following areas:
Classroom arrangement and activity/learning areas
Classroom atmosphere
Learning experiences available
Materials accessible
Types of interactions supported
Note:
Be sure to cite the Learning Resources to substantiate your thinking.
Assignment length: 2 pages
Required Resources
Course Text:
Gestwicki, C. (2014).
Developmentally appropriate practice: Curriculum and development in early education
(5th ed.). Belmont, CA: Wadsworth, Cengage Learning.
Chapter 7, "Developmentally Appropriate Physical Environments: For Preschoolers"
PowerPoint Presentation
: .
· Chapter 8 Chapter 8 The Preschool YearsThe preschool years chestnutkaitlyn
· Chapter 8
Chapter 8: The Preschool Years
The preschool years are important. Research shows us that children who attend preschool do better in kindergarten and first grade. However, not every state offers public preschool. And, many schools that do offer this, offer it only to children with special needs (and then regular education students may need to win a lottery to get in). Although children who do not have a special need may attend, they are usually screened and placed on waiting lists. Also, there is typically a tuition to pay for the child if he/she does not have a special need.
Your text introduces the idea of universal prekindergarten: providing preschool for every child whose parents want it (preschool for all children) on page. But, keep in mind that universal prek doesn’t mean that your child must attend, it simply means that it is available if you would like it. I point this out because many people (in particular, stay at home moms) think that this is the government’s way of not allowing them the choice to stay home and educate their own child. Therefore, there are parents who are against this.
In the past, socialization skills were the focus of prekindergarten however; sad but true, today there is a decided move away from socialization as the primary function for enrolling children in preschool. Preschools are now promoted as places to accomplish many more skills than just socialization! This plays a role in my comments above about not all parents favoring universal prek; the stress toward academic success is definitely a concern for many.
Of course, high-quality affordable preschool can be difficult to come by. We know that children benefit from attending high-quality preschool, but high-quality preschool also often comes with a high price. Thus, it can be difficult for many parents to have the ability to send their child to preschool.
The children of today are different than the children of the past. Aside from the many academic expectations the children have placed upon them, we may need to find new and innovative ways to teach them - making the learning environment interesting and engaging everyday!
Physical Development
During the preschool years, children begin to "slim down" as they have a more elongated look. Their muscle development continues to develop and their actions become more precise. They enjoy activities such as drawing, painting, cutting, and coloring. They also learn more about how to take care of themselves as they learn about hygiene - washing hands and brushing teeth - as well as the ability to dress one's self.
Social/Emotional Development
Preschool children are in Erikson’s psychosocial development state of initiative versus guilt. It’s important to keep this in mind because it can be difficult to have patience with young children! You want children to want to take initiative and try things. Provide them with freedom and do not make them feel bad (or “guilty”) for having motivation and willingn ...
Constructing A Case StudyUse many specific examples from your no.docxaidaclewer
Constructing A Case Study
Use many specific examples from your notes indicating your subject's behaviors and developmental level in various areas. Remember, it is extremely important that the conclusions you draw in this paper be richly supported by your observations. And because of the Pandemic, these observations can be those of the Parent or Guardian that you interview.
Your case study will follow an outline form
.
You will copy every number, letter, and underlined topic onto your paper, followed by your own material. (Double space between the six major categories. Single space the information within that topic.)
EACH SECTION HAS SEVERAL TOPICS AND QUESTIONS LISTED. YOU SHOULD INCLUDE ALL OF THEM.
Give specific examples and details of what you saw and heard your subject do and say that let you know about his/her developmental level, skills, personality, etc. If you were unable to observe certain behaviors or skills during your observation hours, indicate this on that item. Most areas will be easily observed during this time.
USE ONLY THE MADE UP FIRST NAME OF YOUR SUBJECT & OTHER PEOPLE IN YOUR PAPER.
Do not include real names.
USE COLLEGE-QUALITY WRITING SKILLS.
Use complete sentences, proper grammar, spelling, and punctuation. Proofread your work for typographical and spelling errors. Use a dictionary. Use Spell Check and Grammar Check if using a word processor. Poorly-written papers are more difficult to grade than well-written papers.
UP TO 10 POINTS WILL BE DEDUCTED FOR THESE ERRORS.
Note: You need to copy/print the following outline for guidance. You can highlight and copy the outline, then paste it in a word processing document.
OUTLINE OF YOUR CASE STUDY
GENERAL INFORMATION ABOUT THE CHILD
A.
Demographic information
:
Give information about your subject. Identify subject's gender, age, race/ethnicity (actual or presumed), and socio-economic situation if known or can be accurately presumed. Share any information regarding developmental milestones (sitting, crawling, walking, and speaking) that you are aware of. Also include unusual information noted by the family, teacher, staff etc. (health problem, etc.). Look for items that may explain your subject's behavior, reinforce what you've seen, or contradict what you've noticed. The subject may act one way at home, another way at school or may be growing out of a stage, maturing, developing, or changing.
B.
Physical description:
Give a complete physical description of the subject. Discuss height and body build in comparison to other people the same age, hair color and style, and any other distinguishing features. Mention if there is any knowledge of physical issues and whether the subject receives any physical or occupational therapies.
C.
Cognitive & Language description:
describe any cognitive observations or information received, such as if the subject receives special education services, is below, at, or above grade/age level in various subjects, in.
Assignment 3DUE Jan 27, 2019 1155 PMGrade DetailsGradeN.docxdanielfoster65629
Assignment 3
DUE: Jan 27, 2019 11:55 PM
Grade Details
Grade
N/A
Gradebook Comments
None
Assignment Details
Open Date
Jan 14, 2019 12:05 AM
Graded?
Yes
Points Possible
100.0
Resubmissions Allowed?
No
Attachments checked for originality?
Yes
Top of Form
Assignment Instructions
This assignment is due at the end of Week 8. Be certain that you have done all the readings before attempting to do this assignment.
This course has been about the changes that take place as we move from childhood to adolescence. Now it's time to bring some of that information together, so that you can consider human growth and development in context.
Think about the 6-year-old you and the 16-year-old you. Consider physical, social/emotional, and cognitive changes. What things are very different? What things are very much the same?
Now consider the 16-year-old you and the current you. Consider physical, social/emotional, and cognitive changes. What things are very different? What things are very much the same?
Please use the attached chart for your answers. (click on the attachment below under Supporting Materials)
· Give three examples of development in each of the domain categories.
· Show how these things are different in the "current me" column.
· Using 75-100 words, describe which theor(ies) explain these changes and how.
Important Note: Please reach out to your instructor to discuss any concerns that you may have regarding the personal nature of this assignment.
Grading Rubric
CHFD307 Assignment 3
Rubric
POSSIBLE POINTS
STUDENT POINTS
Student exhibits a defined and clear understanding of the assignment. The student provides three (3) examples of development in each of the three domain categories (physical, social/emotional and cognitive) for a combined total of six (6) for the 6 yr old and 16 yr old self.
30
Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications by noting similarities and differences in the “current me” column.
20
Student provides well-supported ideas and reflection with a variety of current and/or worldviews in the assignment. Student presents a genuine intellectual development of ideas throughout assignment by describing which theor(ies) explain the noted changes.
20
Evidence of research for materials/content is cited within the chart and listed in a reference section using APA format. You must support your writing with a minimum of 2 references.
15
Clarity of writing style Grammar/Punctuation/Spelling
15
TOTAL
100
Supporting Materials
· Assignment 3 Chart _r_2.xlsx (10 KB)
Bottom of Form
PROFESSOR FEEDBACK FROM ORIGINAL PAPER SEE ATTACHED ONE THAT WAS DONE BEFORE.
Submitted Text (Instructor comments are highlighted in yellow)
CHFD307 Assignment 3
Rubric
POSSIBLE POINTS
STUDENT POINTS
Student exhibits a defined and clear understanding of the assi.
Addresses the needs of CWSN, This modules highlights the need to identify the concept of equity and equality to help Children with special needs to develop holistically. Anybody interested in studying the needs of CWSN shall go through this module for his orientation and capacity building.
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ECE 332 Enhance teaching - snaptutorial.com
1. ECE 332 Entire Course
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www.snaptutorial.com
Benefits of Preschool. As an early childhood professional, you will
often be asked questions from parents and community members
regarding the benefits of sending their children to preschool. After
reading Chapter 1 and drawing from your experience, discuss the
benefits of a preschool education
Theory and Behavior. After reading Chapters 1 and 2 select a Theorist
whose work most closely aligns with your thoughts regarding early
development. Describe the theorist’s work and discuss how their work
aligns with your own understanding and beliefs.
Theory Summary. Using the concept summary in Chapter 2 of the
required text, fill in the blanks for each of the developmental theories
in the table provided. (This table can be accessed in the online
course.) Provide examples from your own experience or the textbook
in the last column. These examples can be written or can be an image,
illustration, or case scenario. In the last row, describe your ideal
theory of child development, combining the elements that you believe
encapsulate your own beliefs and experiences
Nature vs. Nurture. The debate concerning the influence of inherited
traits and abilities compared to the influence of environment on
human development has been argued for decades. The required
reading this week provides information on the extent of which human
development and behavior is the result of nature (heredity) and of
nurture (environmental influences).
In this discussion you will debate nature vs. nurture. Below is your
assigned debate grouping by the first letter of your last name:
a. A-M: Proponent of Nature
2. b. N-Z: Proponent of Nurture
For this debate, you must develop a persuasive, research-based
argument showing the extent to which your assigned influence affects
development. Be sure to utilize both the course text as well as other
scholarly resources to support your argument. Remember, you are
arguing that either nature or nurture is the most important influence
on development.
Conception to Birth. There are three major stages from conception to
birth. They are the germinal stage (first two weeks following
conception); the embryonic stage (until the end of the eighth week);
and the fetal stage (until birth). Complete a table, like the one below,
making sure to identify the development that happens in each stage
and how the development is affected by outside influences, both
positive and negative. Finally, list your recommendations for the
healthy development of a child.
Point of View. You are a parent of a child who has a serious peanut
allergy. You are meeting with your child’s new teacher to explain this
allergy and what specific needs your child has. Your goal for this
meeting is to ensure your child’s comfort and safety in the classroom
by communicating your expectations to the teacher.
For your journal entry, reflect on the following questions:
a. How do you expect your child to be treated not only by his teacher,
but by the rest of the school staff?
b. How would you want the school staff to talk with the other children
about your child’s specific needs and accommodations?
c. In addition to the teacher, who else should be involved in ensuring
the safety of your child?
Early Language Development. Take a moment to watch the video, A
Place of Our Own: Early Academics – Part 1. After reading about
early language development in Chapter 5 of your text and watching
the video, describe a learning center that would promote early
language development. Your description must include the learning
objective of the center, the materials provided, and step-by-step
instructions for implementation of the activity. Make sure to include
the specific areas of language that the center targets, the approach you
will be using to introduce this center, and methods for assessing
student’s development.
3. Optimal Brain Development. The human brain is highly dependent on
experiences for development. Discuss your role as a teacher or
caregiver in a child’s life in terms of promoting optimal brain
development through exposure to various experiences. Give three
examples of appropriate stimulation (activities) you can employ in the
classroom or daycarecenter to promote learning. How can you include
activities outside the classroom that will reinforce the learning? How
can you involve the parents and community resources (i.e.,
fieldtrips)? Lastly, include information on a field trip you could take
your class on in your local area that would extend the learning that
you included in one of your sample activities. Relate experiences
from your own schooling such as field trips, community events, and
activities that connected your learning to both the community and
your home.
Developmental Milestones. The purpose of this assignment is to
creatively demonstrate an understanding of infant developmental
milestones as they pertain to cognition, motor skills, sensation, and
perception. Using information from Chapter 5 of your text, write a
short story about a child’s journey from birth to age 1. This can be a
fictional child, or can be based on a real child. The story should be
three to five pages in addition to the title page and the reference page.
Use at least one reference in addition to your text. Your paper should
also be formatted according to APA style as outlined in the Ashford
Writing Center.
a. Describe the child’s sensory experiences at birth (e.g. sight,
hearing, movement).
b. Analyze how these senses develop and become more evolved? At
the age of 6 months, identify what this same child can hear, see, and
do?
c. Describe what a day in this child’s life might look like by age 1.
Include pictures in your Word document or compose your story using
Storybird. Watch the video, Storybird Quick Tour, for assistance.
If you choose to create your story in Storybird, you may collaborate
with a partner in class by using the collaboration tool. Make sure to
notify your instructor of your collaboration and make sure both of you
submit your Storybird link in a Word document for grading. Include
the following developmental milestones in your story:
4. a. Social and Emotional
§ Enjoys imitating people in his play.
§ Shows specific preferences for certain people and toys.
§ Tests parental responses to his actions during feedings.
§ Tests parental responses to his behavior.
§ Prefers mother and/or regular caregiver over all others.
§ Repeats sounds or gestures for attention.
§ Finger-feeds himself.
§ Extends arm or leg to help when being dressed.
b. Cognitive
§ Explores objects in many different ways (shaking, banging,
throwing, dropping).
§ Finds hidden objects easily.
§ Looks at correct picture when the image is named.
§ Imitates gestures.
§ Begins to use objects correctly (drinking from cup, brushing hair,
dialing phone, listening to receiver).
c. Language
§ Pays increasing attention to speech.
§ Responds to simple verbal requests.
§ Responds to “no.”
§ Uses simple gestures, such as shaking head for “no.”
§ Babbles with inflection (changes in tone).
§ Says “dada” and “mama.”
§ Uses exclamations, such as “Oh-oh!”
§ Tries to imitate words.
d. Motor
§ Reaches sitting position without assistance.
§ Crawls forward on belly.
§ Assumes hands-and-knees position.
§ Creeps on hands and knees.
§ Gets from sitting to crawling or prone (lying on stomach) position.
§ Pulls self up to stand.
§ Walks holding on to furniture.
§ Stands momentarily without support.
§ May walk two or three steps without support.
e. Hand and Finger Skills
5. § Uses pincer grasp.
§ Bangs two objects together.
§ Puts objects into container.
§ Takes objects out of container.
§ Lets objects go voluntarily.
§ Pokes with index finger.
§ Tries to imitate scribbling.
Gender Development. Gender roles are the combination of attitudes,
behaviors, and personality characteristics that a culture considers
appropriate for an individual’s anatomical sex. Psychologists have
proposed a number of theories to explain gender typing (LeFrancois,
2012).
Brain Development. Brain-based education suggests that physical
exercise is important for brain development. Research has shown that
in addition to physical exercise, other activities focus on stimulating
the social development and intellectual development of young
children.
Gerry, who is still incapable of jumping with both feet, may not be
invited to join in a game of jump rope. This is an example of how a
child’s individual characteristics (motor skills in this case) can affect
context (social environment) and influence development (LeFrancois,
2012).
Reflect back on your own development as a child, or on the
development of a child you know, and provide an example of how
individual characteristics affected development. Using the text and
other scholarly resources, provide some suggested activities or
strategies that would provide the necessary support to enhance the
affected development. For example, Gerry’s teacher notices she is
being excluded from the game of jump rope and intervenes by
showing Gerry how to twirl the rope. Gerry is now included socially,
despite her delayed motor development.
The Importance of Play. Children learn as they play and, while
playing, they learn how to learn. Take a moment to read the article
“The Importance of Play – Activities for Children.” Then, think about
the childhood games that you played. Share your favorite playtime
activity with your classmates and explain why it was your favorite.
Describe what you learned from your play and how it enhanced your
6. development as a child. Using your own experience with play and the
information in the reading, also describe five takeaways from each
article that you will use to support play and enhance the development
of children under your supervision.
Life. Life as we know it will change for the next generation, and those
changes must be accounted for in child development. Today,
television and media, the changing nuclear family, and new parenting
styles play a large part in the life of a child. Research tells us that
viewing violent television programs or playing violence-themed
games contributes to increased aggressiveness in children. We also
know that the break-up of the nuclear family and “super-parenting”
can have detrimental effects on a child’s emotional and social
development. It may sound difficult, but as a caregiver, you will need
to find the positive influences that can enhance development and
learning in all situations. Explain what you can do to help prevent the
negative influences of media, parenting, and the nuclear family, and
ensure their positive influence on child growth and development.
Share your own beliefs about these three areas, and how you will
avoid any personal bias in your approach.
Final Paper
For the Final Project, you will demonstrate your understanding of the
material in this course by developing a classroom plan for either an
infant/toddler childcare facility or for a preschool classroom, based on
Piaget’s Stage Theory. For this project, include:
a. Summarize Piaget’s Stage Theory in your own words.
b. Identify and describe the developmental characteristics of the
selected age group.
c. Design and describe the physical layout of facility or classroom that
aligns with Piaget’s Stage Theory. Use evidence from the text or other
scholarly resources when describing your layout. (You may use a
software application that provides graphic layouts like Classroom
Architect, or create your layout in a word document.)
d. Create one activity for each developmental domain. Make sure to
include a detailed description with a step-by-step procedure that
includes required materials (i.e. clay, puzzles, etc.). Discuss how each
of these activities maximizes development and align to Piaget’s Stage
Theory.
7. *****************************************************
ECE 332 Week 1 Assignment Theory Summary
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Theory Summary. Using the concept summary in Chapter 2 of the
required text, fill in the blanks for each of the developmental theories
in the table provided. (This table can be accessed in the online
course.) Provide examples from your own experience or the textbook
in the last column. These examples can be written or can be an image,
illustration, or case scenario. In the last row, describe your ideal
theory of child development, combining the elements that you believe
encapsulate your own beliefs and experiences
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ECE 332 Week 1 DQ 1 Benefits of Preschool
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Benefits of Preschool. As an early childhood professional, you will
often be asked questions from parents and community members
regarding the benefits of sending their children to preschool. After
8. reading Chapter 1 and drawing from your experience, discuss the
benefits of a preschool education
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ECE 332 Week 1 DQ 2 Theory and Behavior
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Theory and Behavior. After reading Chapters 1 and 2 select a Theorist
whose work most closely aligns with your thoughts regarding early
development. Describe the theorist’s work and discuss how their work
aligns with your own understanding and beliefs.
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ECE 332 Week 2 DQ 1 Nature vs. Nurture
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Nature vs. Nurture. The debate concerning the influence of inherited
traits and abilities compared to the influence of environment on
human development has been argued for decades. The required
reading this week provides information on the extent of which human
development and behavior is the result of nature (heredity) and of
nurture (environmental influences).
9. In this discussion you will debate nature vs. nurture. Below is your
assigned debate grouping by the first letter of your last name:
a. A-M: Proponent of Nature
b. N-Z: Proponent of Nurture
For this debate, you must develop a persuasive, research-based
argument showing the extent to which your assigned influence affects
development. Be sure to utilize both the course text as well as other
scholarly resources to support your argument. Remember, you are
arguing that either nature or nurture is the most important influence
on development.
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ECE 332 Week 2 DQ 2 Conception to Birth
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Conception to Birth. There are three major stages from conception to
birth. They are the germinal stage (first two weeks following
conception); the embryonic stage (until the end of the eighth week);
and the fetal stage (until birth). Complete a table, like the one below,
making sure to identify the development that happens in each stage
and how the development is affected by outside influences, both
positive and negative. Finally, list your recommendations for the
healthy development of a child
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ECE 332 Week 2 Journal Point of View
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Point of View. You are a parent of a child who has a serious peanut
allergy. You are meeting with your child’s new teacher to explain this
allergy and what specific needs your child has. Your goal for this
meeting is to ensure your child’s comfort and safety in the classroom
by communicating your expectations to the teacher.
For your journal entry, reflect on the following questions:
a. How do you expect your child to be treated not only by his teacher,
but by the rest of the school staff?
b. How would you want the school staff to talk with the other children
about your child’s specific needs and accommodations?
c. In addition to the teacher, who else should be involved in ensuring
the safety of your child?
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ECE 332 Week 3 Assignment Developmental
Milestones
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Developmental Milestones. The purpose of this assignment is to
creatively demonstrate an understanding of infant developmental
milestones as they pertain to cognition, motor skills, sensation, and
perception. Using information from Chapter 5 of your text, write a
11. short story about a child’s journey from birth to age 1. This can be a
fictional child, or can be based on a real child. The story should be
three to five pages in addition to the title page and the reference page.
Use at least one reference in addition to your text. Your paper should
also be formatted according to APA style as outlined in the Ashford
Writing Center.
a. Describe the child’s sensory experiences at birth (e.g. sight,
hearing, movement).
b. Analyze how these senses develop and become more evolved? At
the age of 6 months, identify what this same child can hear, see, and
do?
c. Describe what a day in this child’s life might look like by age 1.
Include pictures in your Word document or compose your story using
Storybird. Watch the video, Storybird Quick Tour, for assistance.
If you choose to create your story in Storybird, you may collaborate
with a partner in class by using the collaboration tool. Make sure to
notify your instructor of your collaboration and make sure both of you
submit your Storybird link in a Word document for grading. Include
the following developmental milestones in your story:
a. Social and Emotional
§ Enjoys imitating people in his play.
§ Shows specific preferences for certain people and toys.
§ Tests parental responses to his actions during feedings.
§ Tests parental responses to his behavior.
§ Prefers mother and/or regular caregiver over all others.
§ Repeats sounds or gestures for attention.
§ Finger-feeds himself.
§ Extends arm or leg to help when being dressed.
b. Cognitive
§ Explores objects in many different ways (shaking, banging,
throwing, dropping).
§ Finds hidden objects easily.
§ Looks at correct picture when the image is named.
§ Imitates gestures.
§ Begins to use objects correctly (drinking from cup, brushing hair,
dialing phone, listening to receiver).
c. Language
12. § Pays increasing attention to speech.
§ Responds to simple verbal requests.
§ Responds to “no.”
§ Uses simple gestures, such as shaking head for “no.”
§ Babbles with inflection (changes in tone).
§ Says “dada” and “mama.”
§ Uses exclamations, such as “Oh-oh!”
§ Tries to imitate words.
d. Motor
§ Reaches sitting position without assistance.
§ Crawls forward on belly.
§ Assumes hands-and-knees position.
§ Creeps on hands and knees.
§ Gets from sitting to crawling or prone (lying on stomach) position.
§ Pulls self up to stand.
§ Walks holding on to furniture.
§ Stands momentarily without support.
§ May walk two or three steps without support.
e. Hand and Finger Skills
§ Uses pincer grasp.
§ Bangs two objects together.
§ Puts objects into container.
§ Takes objects out of container.
§ Lets objects go voluntarily.
§ Pokes with index finger.
§ Tries to imitate scribbling.
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ECE 332 Week 3 DQ 1 Early Language
Development
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Early Language Development. Take a moment to watch the video, A
Place of Our Own: Early Academics – Part 1. After reading about
early language development in Chapter 5 of your text and watching
the video, describe a learning center that would promote early
language development. Your description must include the learning
objective of the center, the materials provided, and step-by-step
instructions for implementation of the activity. Make sure to include
the specific areas of language that the center targets, the approach you
will be using to introduce this center, and methods for assessing
student’s development
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ECE 332 Week 3 DQ 2 Optimal Brain
Development
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Optimal Brain Development. The human brain is highly dependent on
experiences for development. Discuss your role as a teacher or
caregiver in a child’s life in terms of promoting optimal brain
development through exposure to various experiences. Give three
examples of appropriate stimulation (activities) you can employ in the
classroom or daycarecenter to promote learning. How can you include
activities outside the classroom that will reinforce the learning? How
can you involve the parents and community resources (i.e.,
fieldtrips)? Lastly, include information on a field trip you could take
14. your class on in your local area that would extend the learning that
you included in one of your sample activities. Relate experiences
from your own schooling such as field trips, community events, and
activities that connected your learning to both the community and
your home.
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ECE 332 Week 4 DQ 1 Gender Development
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Gender Development. Gender roles are the combination of attitudes,
behaviors, and personality characteristics that a culture considers
appropriate for an individual’s anatomical sex. Psychologists have
proposed a number of theories to explain gender typing (LeFrancois,
2012).
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ECE 332 Week 4 DQ 2 Brain Development
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15. Brain Development. Brain-based education suggests that physical
exercise is important for brain development. Research has shown that
in addition to physical exercise, other activities focus on stimulating
the social development and intellectual development of young
children.
Gerry, who is still incapable of jumping with both feet, may not be
invited to join in a game of jump rope. This is an example of how a
child’s individual characteristics (motor skills in this case) can affect
context (social environment) and influence development (LeFrancois,
2012).
Reflect back on your own development as a child, or on the
development of a child you know, and provide an example of how
individual characteristics affected development. Using the text and
other scholarly resources, provide some suggested activities or
strategies that would provide the necessary support to enhance the
affected development. For example, Gerry’s teacher notices she is
being excluded from the game of jump rope and intervenes by
showing Gerry how to twirl the rope. Gerry is now included socially,
despite her delayed motor development.
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ECE 332 Week 5 DQ 1 The Importance of Play
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he Importance of Play. Children learn as they play and, while playing,
they learn how to learn. Take a moment to read the article “The
Importance of Play – Activities for Children.” Then, think about the
childhood games that you played. Share your favorite playtime
activity with your classmates and explain why it was your favorite.
16. Describe what you learned from your play and how it enhanced your
development as a child. Using your own experience with play and the
information in the reading, also describe five takeaways from each
article that you will use to support play and enhance the development
of children under your supervision.
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ECE 332 Week 5 DQ 2 Life
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Life. Life as we know it will change for the next generation, and those
changes must be accounted for in child development. Today,
television and media, the changing nuclear family, and new parenting
styles play a large part in the life of a child. Research tells us that
viewing violent television programs or playing violence-themed
games contributes to increased aggressiveness in children. We also
know that the break-up of the nuclear family and “super-parenting”
can have detrimental effects on a child’s emotional and social
development. It may sound difficult, but as a caregiver, you will need
to find the positive influences that can enhance development and
learning in all situations. Explain what you can do to help prevent the
negative influences of media, parenting, and the nuclear family, and
ensure their positive influence on child growth and development.
Share your own beliefs about these three areas, and how you will
avoid any personal bias in your approach.
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ECE 332 Week 5 Final Paper
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For the Final Project, you will demonstrate your understanding of the
material in this course by developing a classroom plan for either an
infant/toddler childcare facility or for a preschool classroom, based on
Piaget’s Stage Theory. For this project, include:
a. Summarize Piaget’s Stage Theory in your own words.
b. Identify and describe the developmental characteristics of the
selected age group.
c. Design and describe the physical layout of facility or classroom that
aligns with Piaget’s Stage Theory. Use evidence from the text or other
scholarly resources when describing your layout. (You may use a
software application that provides graphic layouts like Classroom
Architect, or create your layout in a word document.)
d. Create one activity for each developmental domain. Make sure to
include a detailed description with a step-by-step procedure that
includes required materials (i.e. clay, puzzles, etc.). Discuss how each
of these activities maximizes development and align to Piaget’s Stage
Theory.
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