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 influences on learning. The course consists of weekly discussions and assignments that explore genetic and environmental factors, different developmental theories, the role of families and communities, and cognitive and intellectual development in children. Students are asked to compare and contrast various theories, discuss case studies, and consider how theoretical knowledge can inform their professional work with children.
For more course tutorials visit
www.newtonhelp.com
From the 1600s to today, the education of young children in the U.S. has changed dramatically and has been influenced by social, economic, and political events and trends. To develop a better understanding of these events, view the Early Childhood Education 101 Timeline.
For more classes visit
www.snaptutorial.com
From the 1600s to today, the education of young children in the U.S. has changed dramatically and has been influenced by social, economic, and political events and trends
For more classes visit
www.snaptutorial.com
From the 1600s to today, the education of young children in the U.S. has changed dramatically and has been influenced by social, economic, and political events and trends. To develop a better understanding of these
For more classes visit
www.snaptutorial.com
From the 1600s to today, the education of young children in the U.S. has changed dramatically and has been influenced by social, economic, and political events and trends.
For more classes visit
www.snaptutorial.com
From the 1600s to today, the education of young children in the U.S. has changed dramatically and has been influenced by social, economic, and political events and trends. To develop a better understanding of these events, view the Early Childhood Education 101 Timeline.
For more course tutorials visit
www.newtonhelp.com
From the 1600s to today, the education of young children in the U.S. has changed dramatically and has been influenced by social, economic,
Describe how you would identify bottlenecks in your value stream .docxtheodorelove43763
Describe how you would identify bottlenecks in your value stream? How would you ensure sustained flow through those bottlenecks?
Answer:
The term ‘bottleneck’ (capacity constraint) comes from the area at the top of the bottle that limits the flow coming out. It doesn’t matter how big the rest of the bottle is—liquid will only flow out as fast as the size of the neck will allow.
There are two main types of bottlenecks:
· Short-term bottlenecks – These are caused by temporary problems.
· Long-term bottlenecks – These occur all the time.
Bottleneck identification in value stream:
The simplest and most logical way to identify process bottlenecks is to look for the biggest causes of stress. Consider these questions:
· Is there a routine or system that has a high level of employee stress involved in it? If there is, then it is not a well-laid out system.
· Is work continually delayed because employees are waiting for reports, products, more information or other resources?
· Is there too much work piled up at one end of the production (or service) cycle and not enough at the other end?
· Are certain departments always late in delivering needed items to both internal and external customers?
· Perform simulation of system according to flow chart of value chain
Way to eliminate bottleneck for sustained flow:
Once you identify the root cause of your bottleneck, try one or more of these ideas to improve workflow:
· Increase quality of input.-zero defect feed at bottlenecks
· Reorganize workflow
· Assign your best teams & technology at bottlenecks
· Add capacity.
· Accept partial delivery
References
http://www.qmpls.org/KnowledgeCentre/Newsletter/CurrentIssue/tabid/88/entryid/153/Default.aspx
http://www.slideshare.net/dutconsult/eliminating-the-production-bottlenecks
Describe the importance of process mapping in a supply chain flow? How would you use process maps? How do you know what to focus on when creating a process map?
Answer
Supply chain mapping allows a company to identify bottlenecks by:
· providing visibility into how processes are carried out;
· identifying where the processes are executed;
· identifying who is doing what within the processes;
· revealing how processes affect other processes;
· determining why a process is being executed
· identify activities within a process that are not adding value;
Process maps are also known as flowcharts, flow diagrams, relationship maps or blueprints. Process maps can be used to create virtual model of system and performing simulations. Which will be used for analyzing bottlenecks in system , Rework pattern, Time consumption for at rework, cycle time, Inventory at various stages of system. They Can also be used to train new employees or to brief consultant about business process. Process maps can be created by Microsoft visio and eVSM add in for manufacturing unit.
When creating process maps:
· Identify All Value adding process/ activities
· Identifies value add points
· Identifies value.
2PSYC 333 Unit Assessments Developmental Case Study Assignmen.docxlorainedeserre
2
PSYC 333 Unit Assessments: Developmental Case Study Assignments
Spring 2020
CASE STUDY ASSIGNMENT OVERVIEW
This semester you will progressively develop a set of case studies describing the developmental history and conditions of a hypothetical child. The case studies will be developed in phases, with a new step due at the end of each unit. The goal is for you to integrate and apply research on different domains of development into a “whole child” and to analyze how the case illustrates various themes or principles in developmental science.
Each Case Study Assignment is worth 125 points. This is a short essay format. Create a document with your name and your team number on it, your case/vignette, and your responses to each prompt. Submit via Blackboard, where it will be scanned for plagiarism using SafeAssign, and then graded. You are welcome to discuss the assignment with your peers, but each of you much turn in a unique resolution and explanations.
The Case Study Assignment for each unit has two parts:
A. The Case/Vignette (25 pts). The Case/Vignette describes a child and the child’s developmental conditions and issues, in 1-2 pages single-spaced. Your cases should follow a particular child’s development and the child’s developmental conditions and should present some issues that the child is facing, or a problem or question to be solved. Your four Cases should be progressive and cumulative, focusing on the same child each time, but each time bringing in new issues and content from the most recent unit of the course (see instructions specific to each unit for more details). The cases should accurately reflect the research in the selected areas.
B. The Analysis (100 pts). This is the “study” part of the case study! In this section of the assignment, you will respond to several questions or prompts prompted by several questions that ask you to interpret, extend or analyze your vignette using themes and research from the course. The prompts will be provided in the instructions for each unit’s Case Study Assignment.
General considerations for Writing your Cases/Vignettes:
What information should the Vignette include? Your Case/Vignette should illustrate how development plays out in a particular individual with that person’s unique combination of characteristics and circumstances. Your Vignette should include the following sorts of information:
1. Setting: where, when, why. Where and when is the story taking place? What precipitated the events and actions on which the story is based?
2. Main actor, other actors. Obviously the child should be a principal character. Who are the other key actors and why are they involved?
3. Conditions, Context, Environments. What are the developmental conditions of this child? In other words, provide information about the physical, social and cultural “environments” or context of which s/he is a part? In what ways in which these circumstances limit the actors' freedom of action, or create opportun ...
2PSYC 333 Unit Assessments Developmental Case Study Assignmen.docxBHANU281672
2
PSYC 333 Unit Assessments: Developmental Case Study Assignments
Spring 2020
CASE STUDY ASSIGNMENT OVERVIEW
This semester you will progressively develop a set of case studies describing the developmental history and conditions of a hypothetical child. The case studies will be developed in phases, with a new step due at the end of each unit. The goal is for you to integrate and apply research on different domains of development into a “whole child” and to analyze how the case illustrates various themes or principles in developmental science.
Each Case Study Assignment is worth 125 points. This is a short essay format. Create a document with your name and your team number on it, your case/vignette, and your responses to each prompt. Submit via Blackboard, where it will be scanned for plagiarism using SafeAssign, and then graded. You are welcome to discuss the assignment with your peers, but each of you much turn in a unique resolution and explanations.
The Case Study Assignment for each unit has two parts:
A. The Case/Vignette (25 pts). The Case/Vignette describes a child and the child’s developmental conditions and issues, in 1-2 pages single-spaced. Your cases should follow a particular child’s development and the child’s developmental conditions and should present some issues that the child is facing, or a problem or question to be solved. Your four Cases should be progressive and cumulative, focusing on the same child each time, but each time bringing in new issues and content from the most recent unit of the course (see instructions specific to each unit for more details). The cases should accurately reflect the research in the selected areas.
B. The Analysis (100 pts). This is the “study” part of the case study! In this section of the assignment, you will respond to several questions or prompts prompted by several questions that ask you to interpret, extend or analyze your vignette using themes and research from the course. The prompts will be provided in the instructions for each unit’s Case Study Assignment.
General considerations for Writing your Cases/Vignettes:
What information should the Vignette include? Your Case/Vignette should illustrate how development plays out in a particular individual with that person’s unique combination of characteristics and circumstances. Your Vignette should include the following sorts of information:
1. Setting: where, when, why. Where and when is the story taking place? What precipitated the events and actions on which the story is based?
2. Main actor, other actors. Obviously the child should be a principal character. Who are the other key actors and why are they involved?
3. Conditions, Context, Environments. What are the developmental conditions of this child? In other words, provide information about the physical, social and cultural “environments” or context of which s/he is a part? In what ways in which these circumstances limit the actors' freedom of action, or create opportun.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
For more course tutorials visit
www.newtonhelp.com
From the 1600s to today, the education of young children in the U.S. has changed dramatically and has been influenced by social, economic, and political events and trends. To develop a better understanding of these events, view the Early Childhood Education 101 Timeline.
For more classes visit
www.snaptutorial.com
From the 1600s to today, the education of young children in the U.S. has changed dramatically and has been influenced by social, economic, and political events and trends
For more classes visit
www.snaptutorial.com
From the 1600s to today, the education of young children in the U.S. has changed dramatically and has been influenced by social, economic, and political events and trends. To develop a better understanding of these
For more classes visit
www.snaptutorial.com
From the 1600s to today, the education of young children in the U.S. has changed dramatically and has been influenced by social, economic, and political events and trends.
For more classes visit
www.snaptutorial.com
From the 1600s to today, the education of young children in the U.S. has changed dramatically and has been influenced by social, economic, and political events and trends. To develop a better understanding of these events, view the Early Childhood Education 101 Timeline.
For more course tutorials visit
www.newtonhelp.com
From the 1600s to today, the education of young children in the U.S. has changed dramatically and has been influenced by social, economic,
Describe how you would identify bottlenecks in your value stream .docxtheodorelove43763
Describe how you would identify bottlenecks in your value stream? How would you ensure sustained flow through those bottlenecks?
Answer:
The term ‘bottleneck’ (capacity constraint) comes from the area at the top of the bottle that limits the flow coming out. It doesn’t matter how big the rest of the bottle is—liquid will only flow out as fast as the size of the neck will allow.
There are two main types of bottlenecks:
· Short-term bottlenecks – These are caused by temporary problems.
· Long-term bottlenecks – These occur all the time.
Bottleneck identification in value stream:
The simplest and most logical way to identify process bottlenecks is to look for the biggest causes of stress. Consider these questions:
· Is there a routine or system that has a high level of employee stress involved in it? If there is, then it is not a well-laid out system.
· Is work continually delayed because employees are waiting for reports, products, more information or other resources?
· Is there too much work piled up at one end of the production (or service) cycle and not enough at the other end?
· Are certain departments always late in delivering needed items to both internal and external customers?
· Perform simulation of system according to flow chart of value chain
Way to eliminate bottleneck for sustained flow:
Once you identify the root cause of your bottleneck, try one or more of these ideas to improve workflow:
· Increase quality of input.-zero defect feed at bottlenecks
· Reorganize workflow
· Assign your best teams & technology at bottlenecks
· Add capacity.
· Accept partial delivery
References
http://www.qmpls.org/KnowledgeCentre/Newsletter/CurrentIssue/tabid/88/entryid/153/Default.aspx
http://www.slideshare.net/dutconsult/eliminating-the-production-bottlenecks
Describe the importance of process mapping in a supply chain flow? How would you use process maps? How do you know what to focus on when creating a process map?
Answer
Supply chain mapping allows a company to identify bottlenecks by:
· providing visibility into how processes are carried out;
· identifying where the processes are executed;
· identifying who is doing what within the processes;
· revealing how processes affect other processes;
· determining why a process is being executed
· identify activities within a process that are not adding value;
Process maps are also known as flowcharts, flow diagrams, relationship maps or blueprints. Process maps can be used to create virtual model of system and performing simulations. Which will be used for analyzing bottlenecks in system , Rework pattern, Time consumption for at rework, cycle time, Inventory at various stages of system. They Can also be used to train new employees or to brief consultant about business process. Process maps can be created by Microsoft visio and eVSM add in for manufacturing unit.
When creating process maps:
· Identify All Value adding process/ activities
· Identifies value add points
· Identifies value.
2PSYC 333 Unit Assessments Developmental Case Study Assignmen.docxlorainedeserre
2
PSYC 333 Unit Assessments: Developmental Case Study Assignments
Spring 2020
CASE STUDY ASSIGNMENT OVERVIEW
This semester you will progressively develop a set of case studies describing the developmental history and conditions of a hypothetical child. The case studies will be developed in phases, with a new step due at the end of each unit. The goal is for you to integrate and apply research on different domains of development into a “whole child” and to analyze how the case illustrates various themes or principles in developmental science.
Each Case Study Assignment is worth 125 points. This is a short essay format. Create a document with your name and your team number on it, your case/vignette, and your responses to each prompt. Submit via Blackboard, where it will be scanned for plagiarism using SafeAssign, and then graded. You are welcome to discuss the assignment with your peers, but each of you much turn in a unique resolution and explanations.
The Case Study Assignment for each unit has two parts:
A. The Case/Vignette (25 pts). The Case/Vignette describes a child and the child’s developmental conditions and issues, in 1-2 pages single-spaced. Your cases should follow a particular child’s development and the child’s developmental conditions and should present some issues that the child is facing, or a problem or question to be solved. Your four Cases should be progressive and cumulative, focusing on the same child each time, but each time bringing in new issues and content from the most recent unit of the course (see instructions specific to each unit for more details). The cases should accurately reflect the research in the selected areas.
B. The Analysis (100 pts). This is the “study” part of the case study! In this section of the assignment, you will respond to several questions or prompts prompted by several questions that ask you to interpret, extend or analyze your vignette using themes and research from the course. The prompts will be provided in the instructions for each unit’s Case Study Assignment.
General considerations for Writing your Cases/Vignettes:
What information should the Vignette include? Your Case/Vignette should illustrate how development plays out in a particular individual with that person’s unique combination of characteristics and circumstances. Your Vignette should include the following sorts of information:
1. Setting: where, when, why. Where and when is the story taking place? What precipitated the events and actions on which the story is based?
2. Main actor, other actors. Obviously the child should be a principal character. Who are the other key actors and why are they involved?
3. Conditions, Context, Environments. What are the developmental conditions of this child? In other words, provide information about the physical, social and cultural “environments” or context of which s/he is a part? In what ways in which these circumstances limit the actors' freedom of action, or create opportun ...
2PSYC 333 Unit Assessments Developmental Case Study Assignmen.docxBHANU281672
2
PSYC 333 Unit Assessments: Developmental Case Study Assignments
Spring 2020
CASE STUDY ASSIGNMENT OVERVIEW
This semester you will progressively develop a set of case studies describing the developmental history and conditions of a hypothetical child. The case studies will be developed in phases, with a new step due at the end of each unit. The goal is for you to integrate and apply research on different domains of development into a “whole child” and to analyze how the case illustrates various themes or principles in developmental science.
Each Case Study Assignment is worth 125 points. This is a short essay format. Create a document with your name and your team number on it, your case/vignette, and your responses to each prompt. Submit via Blackboard, where it will be scanned for plagiarism using SafeAssign, and then graded. You are welcome to discuss the assignment with your peers, but each of you much turn in a unique resolution and explanations.
The Case Study Assignment for each unit has two parts:
A. The Case/Vignette (25 pts). The Case/Vignette describes a child and the child’s developmental conditions and issues, in 1-2 pages single-spaced. Your cases should follow a particular child’s development and the child’s developmental conditions and should present some issues that the child is facing, or a problem or question to be solved. Your four Cases should be progressive and cumulative, focusing on the same child each time, but each time bringing in new issues and content from the most recent unit of the course (see instructions specific to each unit for more details). The cases should accurately reflect the research in the selected areas.
B. The Analysis (100 pts). This is the “study” part of the case study! In this section of the assignment, you will respond to several questions or prompts prompted by several questions that ask you to interpret, extend or analyze your vignette using themes and research from the course. The prompts will be provided in the instructions for each unit’s Case Study Assignment.
General considerations for Writing your Cases/Vignettes:
What information should the Vignette include? Your Case/Vignette should illustrate how development plays out in a particular individual with that person’s unique combination of characteristics and circumstances. Your Vignette should include the following sorts of information:
1. Setting: where, when, why. Where and when is the story taking place? What precipitated the events and actions on which the story is based?
2. Main actor, other actors. Obviously the child should be a principal character. Who are the other key actors and why are they involved?
3. Conditions, Context, Environments. What are the developmental conditions of this child? In other words, provide information about the physical, social and cultural “environments” or context of which s/he is a part? In what ways in which these circumstances limit the actors' freedom of action, or create opportun.
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The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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ECE 353 PAPERS Lessons in Excellence--ece353papers.com
1. ECE 353 Entire Course
FOR MORE CLASSES VISIT
www.ece353papers.com
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
2. ECE 353 Week 4 Discussions 1 Problem Solving And Reasoning
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)
===========================================
===
ECE 353 Week 1 Discussions 1 Theories And Theoretical
Frameworks (Piagetian TheoryNativist Approaches)
FOR MORE CLASSES VISIT
www.ece353papers.com
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
3. 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 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
4. 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
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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5. 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 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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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:
8. 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.
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)
9. § 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
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:
10. · 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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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
11. 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
12. 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.
· 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.
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.
14. 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.
Developmental Age
Videos to Watch
Two Year Olds
Age 2 Cognitive Development Milestones
15. 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.
· 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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16. 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).
Letter of the Week: "S" Is for Scarecrow
A Kindergarten teacher teaches their students
17. 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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Intellectual Development. Educators in the United States public school
classroom often work with children of varying levels of ability. Children
18. 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.
19. 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
20. play in promoting optimal cognitive development. Based on your
proposal, they have offered you a spot as a key 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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