This document provides an overview of the course content for ECE 353, which covers topics related to child development theories, brain development, cognitive development, and applying knowledge to work with children. The course consists of weekly discussions and assignments that require students to analyze theories of cognitive development, factors influencing neurodevelopmental disorders, the relationship between the brain and learning, the impact of environment and trauma on brain development, and developing professional strategies based on this knowledge. Students are expected to apply course concepts and research to further their understanding of child development and inform their approaches to working with children.

1. ECE 353 Entire Course
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ECE 353 Week 1 Discussions 1 Theories And Theoretical
Frameworks (Piagetian Theory/Nativist Approaches)
ECE 353 Week 1 Discussions 2 Genetic And Biological Factors
ECE 353 Week 2 Assignment How The Brain Learns
ECE 353 Week 2 Discussions 1 Brain Development
ECE 353 Week 3 Assignment Role Of Families And The Community
ECE 353 Week 3 Discussions 1 Cognitive And Conceptual
Development
ECE 353 Week 3 Discussions 2 Theory Of Mind
ECE 353 Week 4 Discussions 1 Problem Solving And Reasoning

2. ECE 353 Week 4 Discussions 2 Relationships Between Cognitive,
Language, And Motor Development
ECE 353 Week 5 Discussions 1 Cognitive Development And
Learning
ECE 353 Week 5 Discussions 2 Intellectual Development
ECE 353 Week 5 Final Project Professional Development Experience
(2 PPT)
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ECE 353 Week 1 Discussions 1 Theories And Theoretical
Frameworks (Piagetian TheoryNativist Approaches)
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Theories and Theoretical Frameworks. As an early childhood
professional, it is expected you will understand and apply
foundational knowledge and theories in the field. Foundational
knowledge and theoretical understanding provides a framework for
you to utilize when you are working with infants, toddlers, and
school-aged children. Additionally, your understanding of the
foundational knowledge and theories will inform and shape your

3. professional practices. For this discussion you will start by
completing the Theoretical Frameworks Venn Diagram using your
assigned grouping below. If you are unsure of how to complete a
Venn diagram, the video How to Make a Venn Diagramprovides a
helpful lesson. When completing your Venn Diagram, make sure to
include the foundations of each theory, how the theory connects to the
four main themes shared in Chapter 1 of the course text
(nature/nurture, continuous/discontinuous, domain specific vs.
domain general, performance and competence), and the limitations of
the theory. Before starting your discussion, it will help to review the
Week One Instructor Guidance for additional information, resources,
and support for excelling in this discussion.
First Letter of Last Name
Theories to Compare and Contrast
Last Name Begins with A-F
Piagetian Theory/ Social Constructivist Theory
Last Name Begins with G-L
Nativist Approaches/ Information Processing Approaches
Last Name Begins with M-S
Piagetian Theory/Nativist Approaches
Last Name Begins with T-Z
Social/Constructivist Theory/ Information Processing Approaches
After completing the Venn diagram, compose a response addressing
the items listed below. Include your reflection and the Venn diagram
with your initial post. Click the paperclip icon below the message area
in your

4. post to attach your Venn diagram.
1. a) Explain how the theoretical frameworks shared in your Venn
diagram support cognitive development. Make sure to include at least
one example to support your reasoning.
2. b) Discuss which of the theoretical perspectives resonates with
you the most, the least, and provide a rationale as to why.
3. c) Provide at least one example of how knowledge of these
theoretical perspectives may influence your ability to provide quality
experiences that support cognitive development beginning with
infants and toddlers.
4. d) If you are currently working with children, explain how these
theories/approaches influence your work. If you are not currently
working with children, explain how you see these theories/approaches
impacting your future work with young children.
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ECE 353 Week 1 Discussions 2 Genetic And Biological
Factors
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Genetic and Biological Factors. Genetic, biological, and
environmental factors are known to a have significant impact on the
development of all children, including children with attention-
deficit/hyperactivity disorder (ADHD), autism, dyslexia, and other
neurodevelopmental disorders. For children with specific disorders,
there are multiple genetic, biological, and environmental factors that

5. work together to create a spectrum of neurobiological symptoms. For
many of these disorders there is not a single cause but rather a number
of potential contributing factors that can exacerbate and elucidate
symptoms. In the field of child development, you will work with a
variety of children, including those who have developmental
disorders. It is important to understand the various factors that
contribute to their diagnosis. Before responding to this discussion,
review the Week One Instructor Guidance page for additional
information, resources, and support.
Choose one of the following disorders: ADHD, autism, dyslexia,
Asperger’s, or Down syndrome. Next, familiarize yourself with your
chosen disorder by locating and reading at least one scholarly article
about the disorder. If you need help locating an article, you can find
some to use in the recommend resources of the Week Two Overview.
After completing research about your chosen disorder, address the
following:
1. a) Explain how genetic, biological, and environmental factors
influence the disorder (e.g., etiology) using one scholarly resource
and the textbook to support your ideas.
2. b) Define the disorder including the typical behaviors and/or
cognitive symptoms you might observe in a classroom or other
professional setting (e.g., inattention, hyperactivity, poor eye contact).
3. c) Discuss one strategy that you would implement when
working with a child with a neurodevelopmental disorder? Why did
you choose this specific strategy?
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ECE 353 Week 2 Assignment How The Brain Learns

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How the Brain Learns. In Chapters 3 and 4 of your primary text,
Farrar and Montgomery discuss executive functioning and memory
development (2015), you learned about factors that influence brain
development. For this assignment, you will build upon that
knowledge by further investigating how the brain learns. Remember
that working memory, attention, and executive functions are
interconnected and are crucial to the learning process. This includes
the ability for a child to pay attention, demonstrate inhibitory control,
and goal-directed behavior. Children may possess varying degrees of
each of these functions, but they work together to create cognitive
control and flexibility. For this assignment, you will assume the role
of a professional development coordinator for your state’s early
childhood programs and develop a flyer titled “How the Brain
Learns” that informs families about the role of working memory,
attention, and executive function in learning and development. You
may develop your flyer using Microsoft Word or Microsoft Publisher.
Before completing this assignment, review the Week Two Instructor
Guidance for additional information, resources, and support.
Additionally, review the Grading Rubric for this assignment to
understand how you will be evaluated and contact your instructor
using the “Ask Your Instructor” discussion before the due date with
questions.
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ECE 353 Week 2 Discussions 1 Brain Development
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7. Brain Development. During early childhood, our brains are
continuously modified by environmental influences. It is now widely
accepted that a child’s environment and early life experiences affect
the development, health, and structure of their brain. Perhaps the most
intriguing aspect of the brain is its ability to change structurally and
functionally in response to external stimuli, which is known as
neuroplasticity. Watch the video Neuroplasticity to learn more about
this concept (Sentis, 2012). Additionally, it is now believed that
positive and stimulating environments promote healthy brain
development. However, many children are exposed to environments
that have negative consequences on brain development. Child abuse
(physical, sexual, mental), poverty, trauma, and neglect constitute
environmental influences that present the maturing child's brain with
experiences that will crucially and potentially adversely affect the
child's future development and functioning. There are two parts to this
discussion. Before responding to this discussion, review the Week
Two Instructor Guidance for additional information and resources.
Part I: Using information from the textbook to support your response,
address the following:
1. a) Discuss the impact of environment on brain development.
Support this point with at least one scholarly source in addition to the
course text.
2. b) Explain the concept of neuroplasticity as it relates to positive
and negative life experiences. Please provide a specific example to
support your thinking.
Part II: Read one article from the list below and use it to support your
response to the following:
1. a) Based on the article you chose, discuss how poverty and/or a
specific type of trauma impacts brain development and behavior.
Make sure to also state the article you read.
2. b) Explain how you will use this “trauma informed” perspective
in understanding and working with children.

8. 3. c) Discuss what you would do differently as a professional now
that you have this knowledge and if your view of “trauma” has
changed?
4. d) Describe what approach you might take when you need to
talk to a family about a situation where the child’s academic
performance and/or behavior is being impacted by trauma. What
specifically would you want to discuss with the family?
§ Article 1: The Toll of ACEs: Adverse Childhood Experiences and
Their Effect on Lifelong Health ( Suginaka&Boose, 2014)
§ Article 2: Complex Trauma in Children and Adolescents (Cook, et
al., 2007)
§ Article 3: Neuropsychological Assessment in Clinical Evaluation of
Children and Adolescents with Complex Trauma (Gabowitz, Zucker,
& Cook, 2008)
§ Article 4: Traumatized Children: How Childhood Trauma
Influences Brain Development (Perry, 2000)
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ECE 353 Week 3 Assignment Role Of Families And The
Community
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Role of Families and the Community [CLOs: 4]. Due by Day 7. One
responsibility of professionals when working with children is offering
support for families by sharing information with them about

9. developmentally appropriate strategies for their children and the
availability of resources in their community. Recall that during Week
Two you developed a flyer that taught the families that you work with
about the role of working memory, attention, and executive function
in learning and development. Now, imagine the principal of a local
school district saw your flyer and has invited you to submit a proposal
for an upcoming district-wide professional development conference.
Your proposal will need to analyze the role that families and
communities play in promoting optimal cognitive development for a
specific age group of children. Before starting your assignment,
review the Week Three Instructor Guidance for additional
information, resources, and support. Additionally, review the Grading
Rubric for this assignment to understand how you will be evaluated
and contact your instructor using the “Ask Your Instructor”
discussion before the due date with questions.
To begin, choose which age group your proposal will focus on:
· Option 1: Infants and Toddlers (Ages 0-2)
· Option 2: Preschoolers (Ages 3-5)
· Option 3: School-Aged (Ages 6-8)
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ECE 353 Week 3 Discussions 1 Cognitive And Conceptual
Development
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10. Cognitive and Conceptual Development. “Concepts are fundamental
to human cognition because of their use in many forms of thinking,
such as problem-solving, categorization, and inductive inferences”
(Farrar & Montgomery, 2015, p. 186). To apply your understanding
of cognitive and conceptual development, it is important to first
understand the three different theories of concept development that
are commonly used. Chapters 5 in your primary text discuss the
following theories: the classical view of conceptual development (the
ideas that all concepts are defined by a set of necessary and sufficient
features), prototype or probabilistic view (concepts are compared to a
prototype based on family resemblance or similarity), and the theory-
based concept view (explanatory principles, such as an object’s
origins, are a component of conceptual representation) (Farrar &
Montgomery, 2015). In this discussion, you will apply your
understanding of these three theories by examining the relationship
between cognitive and conceptual development. Before responding in
this discussion, review the Week Three Instructor Guidance page for
additional information, resources, and support.
Case Study: Please refer to the case study in the Introduction section
of Chapter 5 of your textbook for this week’s discussion. Address the
following points as they relate to the case study:
1. a) Explain which theories of conceptual development are
present in the case study. Provide an example to support your
thinking.
2. b) Examine the relationships between cognitive and conceptual
development that are present in the case study.
3. c) Discuss which theory of cognitive development would
support Ms. Serrano’s experience with her students. Support your
response with evidence from the text.
4. d) Consider your current or future work setting. Provide two
strategies you can use to support conceptual development in the
children with whom you currently work or will work with. Support
your response with at least one scholarly source.

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ECE 353 Week 3 Discussions 2 Theory Of Mind
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Theory of Mind. Theory of Mind is a theory of psychological and
developmental roots that is defined by the ability of a child to
attribute mental states such as beliefs, feelings, knowledge, thoughts,
intents to oneself and others and to understand that others have beliefs
and feelings that are different than one’s own. The diagram below
represents the five foundational components of theory of mind that
emerge between ages 2 and 5 that were shared in Chapter 6 of our
course text,Cognitive development of children: Research and
application . Understanding this developmental sequence is critical in
being able to support children as they grow and develop cognitively.
Before responding to this discussion, review the Week Three
Instructor Guidance page for additional information, resources, and
support.
For this discussion, choose one of the scenarios below to create an
example for:
· Option 1: Provide an example of one conceptual perspective-
taking challenge a child faces when interacting with teachers and
peers upon entry into preschool or kindergarten.
· Option 2: Provide an example of how 3- and 4-year-old
children’s gullibility places them at risk.
· Option 3: Provide an example of either a drawback or benefit
of trying to accelerate preschoolers’ understanding of deception.

12. · Option 4: Provide an example of how you can apply Theory of
Mind to understanding symptoms associated with either autism or
Asperger’s disorders.
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ECE 353 Week 4 Discussions 1 Problem Solving And
Reasoning
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Problem Solving and Reasoning. There are many ways in which
cultural differences impact cognitive development. One of the areas in
which we see the impact relating to cultural differences is with the
development of reasoning and problem solving skills as is discussed
in Chapter 8 of our textbook. “Because our habits of mind are
influenced by our cultural and historical circumstances, the decision-
making strategies that we seek to promote in students reflect our own
culture” (Brenner & Parks, 2001). We must be aware of this and
ensure that we are taking the cultural backgrounds of the children we
work with into consideration as we help them to develop the ability to
reason and solve problems. In this discussion, you will examine the
social and cultural impacts on cognitive development by taking a
deeper look at the development of reasoning and problem solving
skills. Before responding to this discussion, review the Week Four
Instructor Guidance for additional information, resources, and
support.
1. a) Explain how cognitive characteristics help children learn
how to reason, when these abilities to reason develop, and the role
social skills play in the ability to reason. Use examples to support
your thinking.

13. 2. b) Discuss the cognitive characteristics that help children learn
how to develop problem solving skills including the role culture plays
in the way a child reasons or solves problems.
3. c) Describe how the development of reasoning and problem
solving skills relates to Vygotsky’s social constructivist approach and
the Zone of Proximal Development (ZPD). Use one additional
scholarly source and examples to support your thinking.
d) Examine the cultural considerations that need to be taken into
account when planning strategies to develop reasoning and problem
solving skills. Provide a specific example for both reasoning and
problem solving that supports your examination
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ECE 353 Week 4 Discussions 2 Relationships Between
Cognitive, Language, And Motor Development
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Relationships Between Cognitive, Language, and Motor
Development. Cognitive, language, and motor skills are often thought
to be closely interrelated developmental areas, because as children
develop in these domains, they appear to demonstrate correlated
developmental pathways. For this discussion you will need to choose
one age group from the chart below and review all three videos for the
age group you choose. After watching Pollack’s (n.d.) videos, address
the points listed below. Before responding to this discussion, review
the Week Four Instructor Guidance for additional information,
resources, and support.

14. Developmental Age
Videos to Watch
Two Year Olds
Age 2 Cognitive Development Milestones
Age 2 Language Milestones
Age 2 Motor Development Milestones
Four Year Olds
Age 4 Cognitive Development Milestones
Age 4 Language Milestones
Age 4 Motor Development Milestones
Six and Seven Year Olds
Age 6 & Age 7 Cognitive Development Milestones
Age 6 & Age 7 Language Development Milestones
Age 6 & Age 7 Motor Development Milestones
· a) Explain the cognitive, linguistic, and motor milestones for
this particular age group.
· b) Discuss the connection and/or relationship between
cognitive, language, and motor skills and the areas of the brain
associated with language and motor functioning. Support your
discussion with at least one additional scholarly source.
· c) Give an example of how you might see this relationship
inside and/or outside of the classroom. Make sure your example
addresses the connection between each domain.

15. · d) Discuss how you can apply a strategy in the classroom or in
a professional setting that incorporates and utilizes these three
developmental skills.
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ECE 353 Week 5 Discussions 1 Cognitive Development And
Learning
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Cognitive Development and Learning. Formal schooling plays a large
role helping children to develop cognitively. Along with their home
and social environments, experiences in school continue to foster
children’s development of cognitive skills and strategies. In school,
children learn new ideas, concepts, skills and are provided with the
opportunity to engage in activities where they can explore and
experiment. For this discussion, you will begin by reviewing one of
the videos below. Before responding to this discussion, review the
Week Five Instructor Guidance for additional information, resources,
and support.
Brief Description of Video
Link to Video
A Pre-K teacher shares a story with her students (n.d.).
Interactive Read Aloud
A Kindergarten teacher helps their students to learn
about the letter S(Pasley& Shields, 2011).

16. Letter of the Week: "S" Is for Scarecrow
A Kindergarten teacher teaches their students
about counting (Weimberg& Ryan, 2013).
Beyond Fingers: Place Value & the Numbers 11-19
A third grade teacher teachers their students
about number patterns (2012).
Discover Number Patterns With Skip Counting
· a) Discuss three different strategies the teacher used during the
lesson to enhance cognition. Some ideas include memory,
social/emotional needs, cognitive skills necessary for different
academic areas, or the characteristics of effective classrooms.
· b) Examine how the three strategies influence cognitive
development.
· c) Explain how the teacher could continue to reinforce the
cognitive abilities of their students after the lesson.
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ECE 353 Week 5 Discussions 2 Intellectual Development
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17. Intellectual Development. Educators in the United States public
school classroom often work with children of varying levels of ability.
Children in your classroom may have Individualized Education Plans
(IEP) that require specific accommodations and modifications. As
part of the process of an IEP, a school psychologist evaluates the
child’s intellectual functioning using a variety of intellectual and
achievement tests. Once the IEP meeting takes place, various
providers (including possibly speech therapy and occupational
therapy) will also be present at the meeting. For the purpose of this
discussion, we focus specifically on the role of a school psychologist
and intelligence testing using a case study from your textbook. In
addition to using the case study as support for your initial reply, read
and include support from the articleIntelligence: Foundations and
Issues in Assessment(Gottfredson&Saklofske, 2009). Before
responding in this discussion, review the Week Five Instructor
Guidance page for additional information, resources, and support.
Case Study: Please refer to the case study in the Introduction section
of Chapter 10 of your textbook to review the case study for this
week’s discussion. After reading the case study and article, reflect on
the following in your initial reply:
1. a) Discuss the importance of intelligence testing and one of the
controversies discussed in the article and/or the course textbook.
2. b) Explain whether or not it would have been appropriate for
Dr. Williams to provide some hints to help the child during testing.
Why or why not?
3. c) Discuss whether or not you believe an intelligence test would
provide enough information to make a decision about Michael’s
educational placement. Why or why not? If not, what other
information should Dr. Williams gather?
4. d) Considering that Michael is a very young child, explain how
her age could factor into the decision in favor of or against placement
into a special education program.

18. 5. e) Describe other factors (e.g., environmental, genetic,
biological, etc.) that may be contributing to Michael’s performance
and IQ score during testing (without mentioning any diagnoses).
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ECE 353 Week 5 Final Project Professional Development
Experience (2 PPT)
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Professional Development Experience. Being an effective early
childhood professional requires more than a passion for teaching or
ability to work well with children. In the first five years of life, the
most critical skills are formed by creating synaptic connections that
are key to cognitive, social, physical, and emotional development.
Because of their developmental stage, the environment you provide as
an early educator will set the foundation for each child’s K- 12
learning experience and beyond. However, as an early childhood
professional, you will not work in isolation. Other professionals
contribute to service provided to this population, including speech and
language pathologists, occupational therapists, school psychologists,
and educational advocates. Therefore, it is essential that as an early
childhood professional you are able to communicate effectively with
other professionals.
Scenario: The principal from a local school district was impressed
with the proposal you wrote for him about the role families and
communities play in promoting optimal cognitive development.
Based on your proposal, they have offered you a spot as a key

19. presenter at a district-wide professional development workshop for
teachers, where you will share your knowledge regarding cognitive
development. All of these ideas will come together as you design your
Professional Development Experience project. Before starting your
Final Project, you are encouraged to view the Week Five Instructor
Guidance for additional information, resources, and support,
including a deeper look at the professionals you will work with in the
field. Additionally, review the Grading Rubric for this assignment to
understand how you will be evaluated and contact your instructor
using the “Ask Your Instructor” tab before the due date with
questions.
In order to develop this comprehensive workshop for the targeted
professional development population, the principal has given you
specific talking points that must be addressed. You will use these
talking points to guide your creation of a presentation using
PowerPoint or Google Slides. In the slide notes section, please make
sure to support the information you have shared on each slide. Finally,
make sure to include a title and reference slide for your presentation.
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