Learning ResourcesRequired ResourcesCourse TextConcepts f.docx
•Download as DOCX, PDF•
0 likes•5 views
Learning Resources Required Resources Course Text: Concepts for Care: 20 Essays on Infant/Toddler Development and Learning "Nurturing Very Young Children Who Experience More Than One Language" by Barbara Zurer Pearson with Peter L. Mangione (pp. 31–39) "Embracing Inclusion: When ALL Means ALL" by Rebeca Valdivia, Linda Brault, and Anne Kuschner (pp. 65–69) "Every Child Is a Cultural Being" by Carol Brunson Day (pp. 97–99) Course Text: Building Strong Foundations: Practical Guidance for Promoting the Social-Emotional Development of Infants and Toddlers Review "Thinking About Culture" (pp. 9–10) Optional Resources Web Article: Shackelford, J. (1994). Providing early services to children with special needs and their families (IDEA Paper No. 1). Retrieved from http://www.nectac.org/~pdfs/pubs/hsprov.pdf Web Article: DEC/NAEYC. (2009). Early childhood inclusion: A joint position statement of the Division for Early Childhood (DEC) and the National Association for the Education of Young Children (NAEYC). Retrieved from http://community.fpg.unc.edu/resources/articles/Early_Childhood_Inclusion Web Article: National Professional Development Center on Inclusion. (2009). Research synthesis points on early childhood inclusion . Retrieved from http://npdci.fpg.unc.edu/sites/npdci.fpg.unc.edu/files/resources/NPDCI-ResearchSynthesisPoints-10-2009 The Role of Culture in Childrearing Culture, representing what each individual has learned through his or her unique process of socialization, influences our theories of childrearing. Decisions about whether a 3-month-old should be allowed to "cry it out" or be picked up and soothed; when it is appropriate to begin toilet training; and where a child should sleep at night are all influenced, in part, by each individual's beliefs. Understanding your own beliefs regarding childrearing and those of the families with whom you work is vital but only the beginning. Early childhood professionals must also be aware of how these beliefs may complement or contradict one another, and the related implications of both. For this week's Discussion, you will have the opportunity to explore the potential influence and impact of culture on childrearing practices, and discuss the relevance of developing "cultural competency" as a tool supporting infant/toddler mental health. Pose the following questions to three to five people, keeping in mind there are no right or wrong answers. Your role is simply to listen and record their responses. Where should a newborn sleep? At what age should toilet training begin? Should 3-month-old children be allowed to cry themselves to sleep at night? What role does the extended family play in rearing children? What role does the extended family play in rearing children? Based on what you have learned about the role of culture in childrearing practices, consider the following questions: Based on your course readings and interviews, in what ways can culture influence childrearing practices.
Report
Share
Report
Share
Recommended
Requirements Please answer question with creativity and expressive .docx
Requirements: Please answer question with creativity and expressive writing using good expressive word usage . Apa format, 12 font double space. cites , references.
Pose the following questions to three to five people, keeping in mind there are no right or wrong answers. Your role is simply to listen and record their responses.
Where should a newborn sleep?
At what age should toilet training begin?
Should 3-month-old children be allowed to cry themselves to sleep at night?
What role does the extended family play in rearing children?
Based on what you have learned about the role of culture in childrearing practices, consider the following questions:
Based on your course readings and interviews, in what ways can culture influence childrearing practices?
How can differences in cultural beliefs between the family and professional impact the professional's ability to support infant/toddler mental health?
How can developing "cultural competence" support the child development professional's ability to promote infant/toddler mental health?
Post
your thoughts about how culture can influence childrearing practices and infant/toddler mental health, and the ways in which developing "cultural competency" can support the child development professional's ability to promote positive outcomes for young children and their families. Include examples from your interviews.
Resources:
Course Text:
Concepts for Care: 20 Essays on Infant/Toddler Development and Learning
"Nurturing Very Young Children Who Experience More Than One Language" by Barbara Zurer Pearson with Peter L. Mangione (pp. 31–39)
"Embracing Inclusion: When ALL Means ALL" by Rebeca Valdivia, Linda Brault, and Anne Kuschner (pp. 65–69)
"Every Child Is a Cultural Being" by Carol Brunson Day (pp. 97–99)
Course Text:
Building Strong Foundations: Practical Guidance for Promoting the Social-Emotional Development of Infants and Toddlers
Review "Thinking About Culture" (pp. 9–10)
Optional Resources
Web Article:
Shackelford, J. (1994).
Providing early services to children with special needs and their families
(IDEA Paper No. 1). Retrieved from
http://www.nectac.org/~pdfs/pubs/hsprov.pdf
Web Article:
DEC/NAEYC. (2009).
Early childhood inclusion: A joint position statement
of the Division for Early Childhood (DEC) and the National Association for the Education of Young Children (NAEYC).
Retrieved from
http://community.fpg.unc.edu/resources/articles/Early_Childhood_Inclusion
Web Article:
National Professional Development Center on Inclusion. (2009).
Research synthesis points on
early childhood
inclusion
. Retrieved from
http://npdci.fpg.unc.edu/sites/npdci.fpg.unc.edu/files/resources/NPDCI-ResearchSynthesisPoints-10-2009_0.pdf
.
Required ResourcesCourse TextConcepts for Care 20 Essays on .docx
Required Resources
Course Text:
Concepts for Care: 20 Essays on Infant/Toddler Development and Learning
"Nurturing Very Young Children Who Experience More Than One Language" by Barbara Zurer Pearson with Peter L. Mangione (pp. 31–39)
"Embracing Inclusion: When ALL Means ALL" by Rebeca Valdivia, Linda Brault, and Anne Kuschner (pp. 65–69)
"Every Child Is a Cultural Being" by Carol Brunson Day (pp. 97–99)
Course Text:
Building Strong Foundations: Practical Guidance for Promoting the Social-Emotional Development of Infants and Toddlers
Review "Thinking About Culture" (pp. 9–10)
Optional Resources
Web Article:
Shackelford, J. (1994).
Providing early services to children with special needs and their families
(IDEA Paper No. 1). Retrieved from
http://www.nectac.org/~pdfs/pubs/hsprov.pdf
Web Article:
DEC/NAEYC. (2009).
Early childhood inclusion: A joint position statement
of the Division for Early Childhood (DEC) and the National Association for the Education of Young Children (NAEYC).
Retrieved from
http://community.fpg.unc.edu/resources/articles/Early_Childhood_Inclusion
Web Article:
National Professional Development Center on Inclusion. (2009).
Research synthesis points on
early childhood
inclusion
. Retrieved from
http://npdci.fpg.unc.edu/sites/npdci.fpg.unc.edu/files/resources/NPDCI-ResearchSynthesisPoints-10-2009
Content Review
Directions:
Respond to each item. Each response should be concise and between 2–3
paragraphs in length.
Use MS Word to write your responses, and submit your answers to all three questions in one Word document.
Copy and paste each question within the document, so that your Instructor can see which question you are responding to.
"Whether children will eventually speak one language, two languages, or more, their earliest lessons take place in the universal language of human interaction" (Pearson & Mangione, 2006, p. 32). Based on the essay "Nurturing Very Young Children Who Experience More Than One Language" in
Concepts for Care,
identify at least three practices that support the language development of all children. Then, identify and explain three additional considerations that may require attention for children who experience more than one language.
Every professional "should take greater responsibility participating in and promoting a dialogue of inclusion that makes explicit that 'all' means every child" (Valdivia, Brault, & Kuschner, 2006, p. 68). Based on the essay "Embracing Inclusion: When ALL Means ALL" in
Concepts for Care,
explain what the term
inclusion
means for very young children with developmental delays and disabilities, and describe two strategies you can use to prepare yourself to support inclusion.
Carol Brunson Day, president of the National Black Child Development Institute, writes in "Every Child Is a Cultural Being" that respecting cultural differences, although important, is not enough. Reflect on this essay in
Concepts for Care,
and explain how practicing at least three.
A Guide toCognitive Development and LearningSecon.docx
A Guide to
Cognitive
Development
and Learning
Second Edition
Developed collaboratively by the
California Department of Education and WestEd
Sacramento, 2012
Infant/Toddler Caregiving
A Guide to
Cognitive
Development and
Learning
Second Edition
Edited by
Peter L. Mangione
Developed collaboratively by the
California Department of Education
and WestEd
with funding from
Carnegie Corporation of New York
ii
Publishing Information
Infant/Toddler Caregiving: A Guide to Cognitive Development and Learning
(Second Edition) was developed by WestEd, San Francisco. See the Acknowledg-
ments on page viii for the names of those who made signiflcant contributions to this
document. This publication was edited by Faye Ong and John McLean, working in
cooperation with Peter Mangione, WestEd, and Lisa Duerr and Sy Dang Nguyen,
Consultants, Child Development Division, California Department of Education. It
was designed and prepared for printing by the staff of CDE Press, with the cover
designed by Juan Sanchez. It was published by the Department of Education, 1430
N Street, Sacramento, CA 95814-5901. It was distributed under the provisions of
the Library Distribution Act and Government Code Section 11096.
© 2012 by the California Department of Education
All rights reserved
ISBN 978-0-8011-1732-9
Reproduction of this document for resale, in whole or in part, is not authorized.
Ordering Information
Copies of this publication are available for purchase from the California Depart-
ment of Education. For prices and ordering information, please visit the Department
Web site at http://www.cde.ca.gov/re/pn/rc or call the CDE Press Sales Offlce at
1-800-995-4099.
Notice
The guidance in Infant/Toddler Caregiving: A Guide to Cognitive Development and
Learning (Second Edition) is not binding on local educational agencies or other
entities. Except for the statutes, regulations, and court decisions that are referenced
herein, the document is exemplary, and compliance with it is not mandatory. (See
Education Code Section 33308.5.)
Prepared for printing
by CSEA members
http://www.cde.ca.gov/re/pn/rc
Contents
A Message from the State Superintendent of Public Instruction v
About the Authors vi
Acknowledgments viii
Introduction ix
Section One: Cognitive Development and Learning 1
Discovery in Infancy: How and What Infants Learn 2
J. Ronald Lally
Three Points to Remember 2
Understanding the Thoughts of Infants and Toddlers 4
The Intellectual Activity of Infancy 5
Use of Re‡exes 5
Altering Re‡exes 5
Making Interesting Experiences Continue 6
Unquestioned Intention 6
Fear of Strangers 6
Active Experimentation 7
Insightful Learning 7
Discoveries of Infancy 7
Discovery One: Learning Schemes 7
Discovery Two: Learning That Events Are Caused 8
Discovery Three: Use of Tools 8
Discovery Four: Ob ...
A Guide toCognitive Development and LearningSecon.docx
A Guide to
Cognitive
Development
and Learning
Second Edition
Developed collaboratively by the
California Department of Education and WestEd
Sacramento, 2012
Infant/Toddler Caregiving
A Guide to
Cognitive
Development and
Learning
Second Edition
Edited by
Peter L. Mangione
Developed collaboratively by the
California Department of Education
and WestEd
with funding from
Carnegie Corporation of New York
ii
Publishing Information
Infant/Toddler Caregiving: A Guide to Cognitive Development and Learning
(Second Edition) was developed by WestEd, San Francisco. See the Acknowledg-
ments on page viii for the names of those who made signiflcant contributions to this
document. This publication was edited by Faye Ong and John McLean, working in
cooperation with Peter Mangione, WestEd, and Lisa Duerr and Sy Dang Nguyen,
Consultants, Child Development Division, California Department of Education. It
was designed and prepared for printing by the staff of CDE Press, with the cover
designed by Juan Sanchez. It was published by the Department of Education, 1430
N Street, Sacramento, CA 95814-5901. It was distributed under the provisions of
the Library Distribution Act and Government Code Section 11096.
© 2012 by the California Department of Education
All rights reserved
ISBN 978-0-8011-1732-9
Reproduction of this document for resale, in whole or in part, is not authorized.
Ordering Information
Copies of this publication are available for purchase from the California Depart-
ment of Education. For prices and ordering information, please visit the Department
Web site at http://www.cde.ca.gov/re/pn/rc or call the CDE Press Sales Offlce at
1-800-995-4099.
Notice
The guidance in Infant/Toddler Caregiving: A Guide to Cognitive Development and
Learning (Second Edition) is not binding on local educational agencies or other
entities. Except for the statutes, regulations, and court decisions that are referenced
herein, the document is exemplary, and compliance with it is not mandatory. (See
Education Code Section 33308.5.)
Prepared for printing
by CSEA members
http://www.cde.ca.gov/re/pn/rc
Contents
A Message from the State Superintendent of Public Instruction v
About the Authors vi
Acknowledgments viii
Introduction ix
Section One: Cognitive Development and Learning 1
Discovery in Infancy: How and What Infants Learn 2
J. Ronald Lally
Three Points to Remember 2
Understanding the Thoughts of Infants and Toddlers 4
The Intellectual Activity of Infancy 5
Use of Re‡exes 5
Altering Re‡exes 5
Making Interesting Experiences Continue 6
Unquestioned Intention 6
Fear of Strangers 6
Active Experimentation 7
Insightful Learning 7
Discoveries of Infancy 7
Discovery One: Learning Schemes 7
Discovery Two: Learning That Events Are Caused 8
Discovery Three: Use of Tools 8
Discovery Four: Ob.
ToddlERS,ANd ThElRFAMIUESJanice Im, Rebecca Parlakia
I apologize, upon reviewing the document I do not see any questions or assignments that relate directly to the content. The document appears to be discussing culturally informed caregiving practices for toddlers and infants. It does not contain any characters, quotations from Greek philosophers, or relate in any way to previous assignments. I do not have enough context to answer the questions you have posed.
Learning ResourcesRequired ResourcesCourse TextDivers.docx
Learning Resources
Required Resources
Course Text:
Diversity in Early Care and Education
Chapter 2, "Communicating across Cultures" (pp. 31–32 only)
Chapter 4, "A Framework for Understanding Differences"
Course Text:
How Culture Shapes Social-Emotional Development
Read pp. 13–16, "Exploring and Learning From the Environment"
Article:
Phillips, C. B., & Cooper, R. M. (1992).
Cultural dimensions of feeding relationships.
In
The caregiver's companion: Readings and professional resources - Infants, toddlers, and caregivers
(pp. 95–101). Washington, DC: Zero to Three.
Reproduced with permission of Zero to Three in the format Scan via Copyright Clearance Center.
Complete the full reading for this week.
Article:
Gonzalez-Mena, J., & Bhavnagri, N. P. (1992).
Cultural differences in sleeping practices.
In
The caregiver's companion: Readings and professional resources—Infants, toddlers, and caregivers
(pp. 103–106). Washington, DC: Zero to Three.
Reproduced with permission of Zero to Three in the format Scan via Copyright Clearance Center.
Co
pplication:
Understanding Differences in Perspectives on the Care and Education of Infants and Toddlers
As you have been learning, "culture is extremely complex, and people of the same culture are quite different, depending on their individuality, their family, their gender, age, race, ethnicity, abilities, religion, economic level, social status, where they live and where they come from, sexual orientation, educational level, and even appearance, size, and shape!" (Gonzalez-Mena, 2008, p. 5)
In this Application Assignment, you will have an opportunity to learn more about the complexities of culture, as well as your own system, by interviewing someone who appears to be of the same culture as you. In addition, you will gain insight into this individual's beliefs about the care and education of an infant/toddler in his or her family. The purpose of this assignment is to gain insight into how perspectives can differ even when individuals share a similar cultural background and to build on your growing awareness of the importance of learning directly from families about their values, beliefs, and expectations with regard to caregiving practices for infants and toddlers.
Download and print the
Interview
document for instructions and interview questions.
Assignment length:
2 pages
.
Early Childhood Education And Care
Early childhood education and care refers to educational programs and strategies for children from birth to age eight. These include both pre-school learning and the early years of primary school. Common early childhood settings include long day cares, occasional care, family day care, preschools and kindergartens. These environments aim to promote learning through real-life scenarios and play, which research shows supports cognitive development. Several influential theorists have introduced theories that impact modern education approaches, such as Montessori's emphasis on hands-on learning and Skinner's operant conditioning methods.
Discussion QuestionsQuestion 1 (300 words minimum)Mone
Discussion Questions
Question 1 (300 words minimum)
Monetary policy is largely determined by the Federal Reserve Bank (Fed) in the United States. For this discussion, let’s cordially debate the necessity of the Fed.
For your initial post address the following:
· How does the Fed control the money supply? Be sure to explain how they can expand or restrict the money supply.
· How does the banking system create money?
· List two to three pros and cons of the Federal Reserve Bank.
· What is your conclusion: is the Fed necessary? Support your opinion.
Your initial response should be a minimum of 300 words. Graduate school students learn to assess the perspectives of several scholars. Support your response with at least one scholarly and/or credible resource in addition to the text.
Discussion: Week 11: Critical Conversations—Part 2: Taking a Stand
Today’s early childhood professionals are operating in a much more diverse world than those who have come before them. Whether the diversity is racial, cultural, economic, or related to sexual orientation and/or familial differences, professionals must not only recognize and respect but also seek to understand the unique context of each child with whom he or she works. Part of this journey involves replacing mainstream ideas of how things ‘are’ or ‘should be’ with culturally responsive practices that are enhanced by home-school relationships.
In this Discussion, you again engage in critical conversations, this time focusing on the concepts of culturally responsive practices and the use of published literacy programs.
To prepare
Review this module’s Learning Resources. Then, select from the following the topic that most resonates with you. Last, conduct additional research to find two articles for and two articles against the topic you have selected.
Topics Of Choice:
· Published literacy programs for all young children or literacy education philosophies (for example, whole language vs. phonics)
· National literacy standards (for example, Common Core)Assignment Task Part 1
In a 500 word response:
Write and discuss about Employ the critical conversation approach to explain your perspective on the topic. Then, analyze and share insights from the articles both for and against your topic. Justify your post with specific references to the resources you have found, and include the citations for each of your sources at the bottom of your post.
Assignment Task Part 2
In 200 word responses:
Read a selection of your colleagues’ postings.
Respond to two or more of your colleagues’ postings—one who wrote about the same topic you chose, and one who wrote about a different topic—in one or more of the following ways:
· Explain whether you agree or disagree with the colleague who wrote about the same topic you chose, citing the resources to substantiate your thinking.
· Pose a question to a colleague who wrote about a different topic, asking clarifying questions to better understand his or her perspective. ...
Recommended
Requirements Please answer question with creativity and expressive .docx
Requirements: Please answer question with creativity and expressive writing using good expressive word usage . Apa format, 12 font double space. cites , references.
Pose the following questions to three to five people, keeping in mind there are no right or wrong answers. Your role is simply to listen and record their responses.
Where should a newborn sleep?
At what age should toilet training begin?
Should 3-month-old children be allowed to cry themselves to sleep at night?
What role does the extended family play in rearing children?
Based on what you have learned about the role of culture in childrearing practices, consider the following questions:
Based on your course readings and interviews, in what ways can culture influence childrearing practices?
How can differences in cultural beliefs between the family and professional impact the professional's ability to support infant/toddler mental health?
How can developing "cultural competence" support the child development professional's ability to promote infant/toddler mental health?
Post
your thoughts about how culture can influence childrearing practices and infant/toddler mental health, and the ways in which developing "cultural competency" can support the child development professional's ability to promote positive outcomes for young children and their families. Include examples from your interviews.
Resources:
Course Text:
Concepts for Care: 20 Essays on Infant/Toddler Development and Learning
"Nurturing Very Young Children Who Experience More Than One Language" by Barbara Zurer Pearson with Peter L. Mangione (pp. 31–39)
"Embracing Inclusion: When ALL Means ALL" by Rebeca Valdivia, Linda Brault, and Anne Kuschner (pp. 65–69)
"Every Child Is a Cultural Being" by Carol Brunson Day (pp. 97–99)
Course Text:
Building Strong Foundations: Practical Guidance for Promoting the Social-Emotional Development of Infants and Toddlers
Review "Thinking About Culture" (pp. 9–10)
Optional Resources
Web Article:
Shackelford, J. (1994).
Providing early services to children with special needs and their families
(IDEA Paper No. 1). Retrieved from
http://www.nectac.org/~pdfs/pubs/hsprov.pdf
Web Article:
DEC/NAEYC. (2009).
Early childhood inclusion: A joint position statement
of the Division for Early Childhood (DEC) and the National Association for the Education of Young Children (NAEYC).
Retrieved from
http://community.fpg.unc.edu/resources/articles/Early_Childhood_Inclusion
Web Article:
National Professional Development Center on Inclusion. (2009).
Research synthesis points on
early childhood
inclusion
. Retrieved from
http://npdci.fpg.unc.edu/sites/npdci.fpg.unc.edu/files/resources/NPDCI-ResearchSynthesisPoints-10-2009_0.pdf
.
Required ResourcesCourse TextConcepts for Care 20 Essays on .docx
Required Resources
Course Text:
Concepts for Care: 20 Essays on Infant/Toddler Development and Learning
"Nurturing Very Young Children Who Experience More Than One Language" by Barbara Zurer Pearson with Peter L. Mangione (pp. 31–39)
"Embracing Inclusion: When ALL Means ALL" by Rebeca Valdivia, Linda Brault, and Anne Kuschner (pp. 65–69)
"Every Child Is a Cultural Being" by Carol Brunson Day (pp. 97–99)
Course Text:
Building Strong Foundations: Practical Guidance for Promoting the Social-Emotional Development of Infants and Toddlers
Review "Thinking About Culture" (pp. 9–10)
Optional Resources
Web Article:
Shackelford, J. (1994).
Providing early services to children with special needs and their families
(IDEA Paper No. 1). Retrieved from
http://www.nectac.org/~pdfs/pubs/hsprov.pdf
Web Article:
DEC/NAEYC. (2009).
Early childhood inclusion: A joint position statement
of the Division for Early Childhood (DEC) and the National Association for the Education of Young Children (NAEYC).
Retrieved from
http://community.fpg.unc.edu/resources/articles/Early_Childhood_Inclusion
Web Article:
National Professional Development Center on Inclusion. (2009).
Research synthesis points on
early childhood
inclusion
. Retrieved from
http://npdci.fpg.unc.edu/sites/npdci.fpg.unc.edu/files/resources/NPDCI-ResearchSynthesisPoints-10-2009
Content Review
Directions:
Respond to each item. Each response should be concise and between 2–3
paragraphs in length.
Use MS Word to write your responses, and submit your answers to all three questions in one Word document.
Copy and paste each question within the document, so that your Instructor can see which question you are responding to.
"Whether children will eventually speak one language, two languages, or more, their earliest lessons take place in the universal language of human interaction" (Pearson & Mangione, 2006, p. 32). Based on the essay "Nurturing Very Young Children Who Experience More Than One Language" in
Concepts for Care,
identify at least three practices that support the language development of all children. Then, identify and explain three additional considerations that may require attention for children who experience more than one language.
Every professional "should take greater responsibility participating in and promoting a dialogue of inclusion that makes explicit that 'all' means every child" (Valdivia, Brault, & Kuschner, 2006, p. 68). Based on the essay "Embracing Inclusion: When ALL Means ALL" in
Concepts for Care,
explain what the term
inclusion
means for very young children with developmental delays and disabilities, and describe two strategies you can use to prepare yourself to support inclusion.
Carol Brunson Day, president of the National Black Child Development Institute, writes in "Every Child Is a Cultural Being" that respecting cultural differences, although important, is not enough. Reflect on this essay in
Concepts for Care,
and explain how practicing at least three.
A Guide toCognitive Development and LearningSecon.docx
A Guide to
Cognitive
Development
and Learning
Second Edition
Developed collaboratively by the
California Department of Education and WestEd
Sacramento, 2012
Infant/Toddler Caregiving
A Guide to
Cognitive
Development and
Learning
Second Edition
Edited by
Peter L. Mangione
Developed collaboratively by the
California Department of Education
and WestEd
with funding from
Carnegie Corporation of New York
ii
Publishing Information
Infant/Toddler Caregiving: A Guide to Cognitive Development and Learning
(Second Edition) was developed by WestEd, San Francisco. See the Acknowledg-
ments on page viii for the names of those who made signiflcant contributions to this
document. This publication was edited by Faye Ong and John McLean, working in
cooperation with Peter Mangione, WestEd, and Lisa Duerr and Sy Dang Nguyen,
Consultants, Child Development Division, California Department of Education. It
was designed and prepared for printing by the staff of CDE Press, with the cover
designed by Juan Sanchez. It was published by the Department of Education, 1430
N Street, Sacramento, CA 95814-5901. It was distributed under the provisions of
the Library Distribution Act and Government Code Section 11096.
© 2012 by the California Department of Education
All rights reserved
ISBN 978-0-8011-1732-9
Reproduction of this document for resale, in whole or in part, is not authorized.
Ordering Information
Copies of this publication are available for purchase from the California Depart-
ment of Education. For prices and ordering information, please visit the Department
Web site at http://www.cde.ca.gov/re/pn/rc or call the CDE Press Sales Offlce at
1-800-995-4099.
Notice
The guidance in Infant/Toddler Caregiving: A Guide to Cognitive Development and
Learning (Second Edition) is not binding on local educational agencies or other
entities. Except for the statutes, regulations, and court decisions that are referenced
herein, the document is exemplary, and compliance with it is not mandatory. (See
Education Code Section 33308.5.)
Prepared for printing
by CSEA members
http://www.cde.ca.gov/re/pn/rc
Contents
A Message from the State Superintendent of Public Instruction v
About the Authors vi
Acknowledgments viii
Introduction ix
Section One: Cognitive Development and Learning 1
Discovery in Infancy: How and What Infants Learn 2
J. Ronald Lally
Three Points to Remember 2
Understanding the Thoughts of Infants and Toddlers 4
The Intellectual Activity of Infancy 5
Use of Re‡exes 5
Altering Re‡exes 5
Making Interesting Experiences Continue 6
Unquestioned Intention 6
Fear of Strangers 6
Active Experimentation 7
Insightful Learning 7
Discoveries of Infancy 7
Discovery One: Learning Schemes 7
Discovery Two: Learning That Events Are Caused 8
Discovery Three: Use of Tools 8
Discovery Four: Ob ...
A Guide toCognitive Development and LearningSecon.docx
A Guide to
Cognitive
Development
and Learning
Second Edition
Developed collaboratively by the
California Department of Education and WestEd
Sacramento, 2012
Infant/Toddler Caregiving
A Guide to
Cognitive
Development and
Learning
Second Edition
Edited by
Peter L. Mangione
Developed collaboratively by the
California Department of Education
and WestEd
with funding from
Carnegie Corporation of New York
ii
Publishing Information
Infant/Toddler Caregiving: A Guide to Cognitive Development and Learning
(Second Edition) was developed by WestEd, San Francisco. See the Acknowledg-
ments on page viii for the names of those who made signiflcant contributions to this
document. This publication was edited by Faye Ong and John McLean, working in
cooperation with Peter Mangione, WestEd, and Lisa Duerr and Sy Dang Nguyen,
Consultants, Child Development Division, California Department of Education. It
was designed and prepared for printing by the staff of CDE Press, with the cover
designed by Juan Sanchez. It was published by the Department of Education, 1430
N Street, Sacramento, CA 95814-5901. It was distributed under the provisions of
the Library Distribution Act and Government Code Section 11096.
© 2012 by the California Department of Education
All rights reserved
ISBN 978-0-8011-1732-9
Reproduction of this document for resale, in whole or in part, is not authorized.
Ordering Information
Copies of this publication are available for purchase from the California Depart-
ment of Education. For prices and ordering information, please visit the Department
Web site at http://www.cde.ca.gov/re/pn/rc or call the CDE Press Sales Offlce at
1-800-995-4099.
Notice
The guidance in Infant/Toddler Caregiving: A Guide to Cognitive Development and
Learning (Second Edition) is not binding on local educational agencies or other
entities. Except for the statutes, regulations, and court decisions that are referenced
herein, the document is exemplary, and compliance with it is not mandatory. (See
Education Code Section 33308.5.)
Prepared for printing
by CSEA members
http://www.cde.ca.gov/re/pn/rc
Contents
A Message from the State Superintendent of Public Instruction v
About the Authors vi
Acknowledgments viii
Introduction ix
Section One: Cognitive Development and Learning 1
Discovery in Infancy: How and What Infants Learn 2
J. Ronald Lally
Three Points to Remember 2
Understanding the Thoughts of Infants and Toddlers 4
The Intellectual Activity of Infancy 5
Use of Re‡exes 5
Altering Re‡exes 5
Making Interesting Experiences Continue 6
Unquestioned Intention 6
Fear of Strangers 6
Active Experimentation 7
Insightful Learning 7
Discoveries of Infancy 7
Discovery One: Learning Schemes 7
Discovery Two: Learning That Events Are Caused 8
Discovery Three: Use of Tools 8
Discovery Four: Ob.
ToddlERS,ANd ThElRFAMIUESJanice Im, Rebecca Parlakia
I apologize, upon reviewing the document I do not see any questions or assignments that relate directly to the content. The document appears to be discussing culturally informed caregiving practices for toddlers and infants. It does not contain any characters, quotations from Greek philosophers, or relate in any way to previous assignments. I do not have enough context to answer the questions you have posed.
Learning ResourcesRequired ResourcesCourse TextDivers.docx
Learning Resources
Required Resources
Course Text:
Diversity in Early Care and Education
Chapter 2, "Communicating across Cultures" (pp. 31–32 only)
Chapter 4, "A Framework for Understanding Differences"
Course Text:
How Culture Shapes Social-Emotional Development
Read pp. 13–16, "Exploring and Learning From the Environment"
Article:
Phillips, C. B., & Cooper, R. M. (1992).
Cultural dimensions of feeding relationships.
In
The caregiver's companion: Readings and professional resources - Infants, toddlers, and caregivers
(pp. 95–101). Washington, DC: Zero to Three.
Reproduced with permission of Zero to Three in the format Scan via Copyright Clearance Center.
Complete the full reading for this week.
Article:
Gonzalez-Mena, J., & Bhavnagri, N. P. (1992).
Cultural differences in sleeping practices.
In
The caregiver's companion: Readings and professional resources—Infants, toddlers, and caregivers
(pp. 103–106). Washington, DC: Zero to Three.
Reproduced with permission of Zero to Three in the format Scan via Copyright Clearance Center.
Co
pplication:
Understanding Differences in Perspectives on the Care and Education of Infants and Toddlers
As you have been learning, "culture is extremely complex, and people of the same culture are quite different, depending on their individuality, their family, their gender, age, race, ethnicity, abilities, religion, economic level, social status, where they live and where they come from, sexual orientation, educational level, and even appearance, size, and shape!" (Gonzalez-Mena, 2008, p. 5)
In this Application Assignment, you will have an opportunity to learn more about the complexities of culture, as well as your own system, by interviewing someone who appears to be of the same culture as you. In addition, you will gain insight into this individual's beliefs about the care and education of an infant/toddler in his or her family. The purpose of this assignment is to gain insight into how perspectives can differ even when individuals share a similar cultural background and to build on your growing awareness of the importance of learning directly from families about their values, beliefs, and expectations with regard to caregiving practices for infants and toddlers.
Download and print the
Interview
document for instructions and interview questions.
Assignment length:
2 pages
.
Early Childhood Education And Care
Early childhood education and care refers to educational programs and strategies for children from birth to age eight. These include both pre-school learning and the early years of primary school. Common early childhood settings include long day cares, occasional care, family day care, preschools and kindergartens. These environments aim to promote learning through real-life scenarios and play, which research shows supports cognitive development. Several influential theorists have introduced theories that impact modern education approaches, such as Montessori's emphasis on hands-on learning and Skinner's operant conditioning methods.
Discussion QuestionsQuestion 1 (300 words minimum)Mone
Discussion Questions
Question 1 (300 words minimum)
Monetary policy is largely determined by the Federal Reserve Bank (Fed) in the United States. For this discussion, let’s cordially debate the necessity of the Fed.
For your initial post address the following:
· How does the Fed control the money supply? Be sure to explain how they can expand or restrict the money supply.
· How does the banking system create money?
· List two to three pros and cons of the Federal Reserve Bank.
· What is your conclusion: is the Fed necessary? Support your opinion.
Your initial response should be a minimum of 300 words. Graduate school students learn to assess the perspectives of several scholars. Support your response with at least one scholarly and/or credible resource in addition to the text.
Discussion: Week 11: Critical Conversations—Part 2: Taking a Stand
Today’s early childhood professionals are operating in a much more diverse world than those who have come before them. Whether the diversity is racial, cultural, economic, or related to sexual orientation and/or familial differences, professionals must not only recognize and respect but also seek to understand the unique context of each child with whom he or she works. Part of this journey involves replacing mainstream ideas of how things ‘are’ or ‘should be’ with culturally responsive practices that are enhanced by home-school relationships.
In this Discussion, you again engage in critical conversations, this time focusing on the concepts of culturally responsive practices and the use of published literacy programs.
To prepare
Review this module’s Learning Resources. Then, select from the following the topic that most resonates with you. Last, conduct additional research to find two articles for and two articles against the topic you have selected.
Topics Of Choice:
· Published literacy programs for all young children or literacy education philosophies (for example, whole language vs. phonics)
· National literacy standards (for example, Common Core)Assignment Task Part 1
In a 500 word response:
Write and discuss about Employ the critical conversation approach to explain your perspective on the topic. Then, analyze and share insights from the articles both for and against your topic. Justify your post with specific references to the resources you have found, and include the citations for each of your sources at the bottom of your post.
Assignment Task Part 2
In 200 word responses:
Read a selection of your colleagues’ postings.
Respond to two or more of your colleagues’ postings—one who wrote about the same topic you chose, and one who wrote about a different topic—in one or more of the following ways:
· Explain whether you agree or disagree with the colleague who wrote about the same topic you chose, citing the resources to substantiate your thinking.
· Pose a question to a colleague who wrote about a different topic, asking clarifying questions to better understand his or her perspective. ...
Diversity
The document discusses the importance of understanding family needs and cultural differences in early childhood programs. It recommends listening to families, learning about their emotional functioning and cultural backgrounds, and empowering and involving parents through a variety of activities and direct participation in their child's education. Meeting with families should focus on building trusting relationships through respectful communication and shared learning between teachers, families and researchers.
2Personal JournalStudentProfessorInstitutional aff.docx
2
Personal Journal
Student
Professor
Institutional affiliation
Course
As I go through these study materials, I find them very interesting and informative, and they give me a desire to keep learning more about working with and for the aboriginal early childhood education. The material's content drives me into the lives of the Aboriginal people, their challenges with education, their relationship and practices to education, and how these are shaping education for such children. One issue that caught my attention is the reading by Annie Wenger(2010), Where she demonstrates the concepts of human development. The fact that the Aboriginal people are among the authors who are part of those that write the theories on the Cree medicine wheel excites me to continue learning about the subject in question. However, I am fascinated by the fact that even though the life aspects of the Aboriginal people are integrated into this particular theory and scholarly work, the significant European-centered academic work doesn't welcome this holding. This motivates me and my desire to narrate the infants of their perspective to education and on the scholarly work that might have been done by people that understand their culture best. I feel they are a model that empowers children of this ethnicity to choose and have power over their education as they grow as learners. Coming across this reading drives one into a lively Aboriginal environment and feels like exploring areas of knowledge not widely explored before.
Another paper by Nick et al. (n.d) demonstrates how colonial activities brought out the native Aboriginal people as deficient, making them exploitable subjects. I felt a sense of hopelessness for the Aboriginal child upon reading the title of this particular content. As presented by this specific article, this led to the growth of a hierarchical society. This author presents compelling information that leaves me wondering about the social place of the Aboriginal child and if this subjectivity was inherited right from the previous generations into the present. However, the material presents a chronological view of the development of psychology and how this psychology was being utilized as the concept of putting the Aboriginal people as a subject of control and depicts a sense of a struggling ethnicity. The author enables me to understand better the situation of the Aboriginal child and how to handle their educational and teaching needs based on their historical experiences. I understand what shapes their understanding of the specific phenomenon and know why they do some things and how they do them. I am heartbroken when the author concludes that the period ends with the psychotherapist-client relationship reshaped as a blended colonial relationship. It seems that the understanding of the aboriginal people is based on a foreign culture and may not be based on reality as with the Aboriginal people themselves.
Nguyen's (2011) material sounds to be .
Benefits Of Early Childhood Education
Early childhood education provides numerous benefits. It establishes a strong foundation for children's brain development through high-quality experiences. Research shows the brain develops from the bottom up in the early years, and early experiences directly impact brain quality and structure. A stable foundation through early childhood education leads to better future outcomes for children. Racially, culturally and developmentally responsive practices as well as parental involvement are critical for a strong foundation and positive early experiences. Aboriginal early childhood programs that incorporate indigenous culture and language can help inspire learning and community participation.
006Child, Family, and Community Relationships Week 3We.docx
This document provides an overview of the learning objectives, resources, and assignments for Week 3 of a course on child, family, and community relationships. The key points are:
1) The learning objectives are to understand factors associated with high-quality childcare, cultural assimilation vs. pluralism, and the responsibilities of early childhood educators regarding children with disabilities and equitable interactions.
2) Required readings include chapters from a textbook on child socialization and ecology of nonparental care, schools, and teaching. Additional resources focus on child abuse prevention and intervention.
3) The assignment asks students to identify how organizations promote quality care, explain cultural assimilation vs. pluralism, and discuss educator responsibilities regarding disabilities and inclusion
The School as a hub article V3
The document discusses a best practice model for using schools as hubs for child and youth services. It describes a project called "Better Beginnings, Better Futures" that was implemented at a school called Highfield to provide early intervention programs. The programs addressed all aspects of children's development, built nurturing relationships over multiple years, supported cultural identity and integration, created continuity between home/school, and involved parents extensively in leadership and committees. The goal was to support children's well-being in an ecological context through a comprehensive, community-based approach.
Benefits of Holistic Learning in Early Childhood - Glendale Early Childhood E...
When it comes to learning in early childhood, often we are bombarded by the media into believing thi...
Requirments 12 font double space , apa format . cites and reference.docx
Requirments: 12 font double space , apa format . cites and references required, cover page,
Required Resources
Course Text:
Diversity in Early Care and Education
Review Chapter 1, "Perceiving and Responding to Differences"
Chapter 2, "Communicating across Cultures"
Chapter 3, "Working with Diversity Issues"
Course Text:
How Culture Shapes Social-Emotional Development
Review the bullet points on pp. 5–6
Read pp. 16–24, "The Process of Cultural Reciprocity" and "Conclusion"
Article:
Bruno, H. E. (2003).
Hearing parents in every language: An invitation to ECE professionals
.
Child Care Information Exchange, 153,
58–60.
Used by permission.
Optional Resources
Book:
Barrera, I., Corso, R. M., & Macpherson, D. (2003).
Skilled dialogue: Strategies for responding to cultural diversity in early childhood.
Baltimore: Paul H. Brookes.
Assignment: Please follow intructions to the fullest!!!
In this course, you have learned a great deal about the often abstract and complex subject of culture and how it can influence behaviors, interactions, and communication in infant/toddler programs. Imagine that you now have an opportunity to share what you have learned in this course about culture and family centered care and education with other infant/toddler professionals. What information would be most valuable for professionals who will be working with infants/toddlers and their families?
In preparation for this assignment, consider the key insights you have had or the most important ideas you have encountered in this course. The following is one example:
It is important for infant/toddler professionals to learn directly from families rather than make assumptions about their values and beliefs based on cultural stereotypes
. You may wish to consult the Learning Resources and the assignments you for each week to guide your thinking.
For this Application Assignment, describe 10 key insights or major ideas from this course that you would most like to share with infant/toddler professionals to help them build culturally responsive relationships and environments. For each key insight or major idea, include the following:
Explain why it is significant to a professional's work with infants/toddlers and families and may help build culturally responsive relationships and environments.
Provide one or more specific examples from the Learning Resources and assignments to illustrate how the key insight or major idea could be put into practice in an infant/toddler program. Be sure to cite your sources.
Assignment length:
2 pages
Very Important please cite sures from resources provided also include references This a must !!
.
BackgroundCulture is not just a list of holidays or shared .docx
Background:
Culture is not just a list of holidays or shared recipes, religious traditions, or language; it is a lived experience unique to every individual. As ECEC providers, it is our job to stimulate the intellectual development of infants and toddlers and, in this era, it is simply not enough to operate on the axis of “racial color-blindness.” To truly engage students, we must reach out to them in ways that are culturally and linguistically responsive and appropriate, and we must examine the cultural assumptions and stereotypes we bring into the learning environment that may hinder interconnectedness.
Your willingness to examine your own possible biases is an important step in understanding the roots of stereotypes and prejudice in our society. Through the combined efforts of psychologists from Harvard, the University of Virginia, and the University of Washington,
"Project Implicit"
provides a research-based questionnaire created to measure unconscious or automatic biases.
To complete this assignment:
First, complete the Project Implicit Questionnaire.
In the discussion forum, generally explain your questionnaire results (to the extent to which you are comfortable) by answering the following questions:
Did your results surprise you? (If so, what was surprising about your results? If not, why not?)
Do you feel these results were valid and/or impacted by Western culture?
Discuss the anticipated challenges associated with biases and not validating the racial and ethnic identities of the students and families you work with.
Please ensure the assignment is at least 250 words in APA format.
Required Reference
Hearron, P. & Hildebrand, V. (2009).
Guiding young children
. (8th ed.). Upper Saddle River: Pearson.
https://implicit.harvard.edu/implicit/
Other References
Banks, J. A., & Banks, C. A. M. (Eds.). (2004).
Multicultural education: Issues and perspectives.
Hoboken, NJ: John Wiley & Sons.
Greenspan, S. I. (2002).
The secure child: Helping our children feel safe and confident in a changing world.
Cambridge, MA: Da Capo Press Books.
Hearron, P. & Hildebrand, V. (2009).
Guiding young children
. (8th ed.). Upper Saddle River: Pearson.
NICHHD. (n.d.). Mother’s and infants around the world: A report of the cross-cultural data collection at five months.
Child and Family Research Report 1.
Retrieved from
http://www.cfr.nichd.nih.gov/report1.html
Rogoff, B., Paradise, R., Arauz, R. M., Correa-Chaves, M., & Angelillo, C. (2003). Firsthand learning through intent participation.
Annual Review of Psychology, 54
, 175-203
Ward-Grodd, S. (2006, May 1).
A reflection on developmentally appropriate practice
. Retrieved from http://ezinearticles.com/?A-¬Reflection-¬on-¬Developmentally-¬Appropriate--Practice&id=188467
Winton, P. J., McCollum, J. A., & Catlett, C. (2008).
Practical approaches to early childhood professional development: Evidence, strategies, and resources.
Washington DC: Zero to Three
...
Please no plagiarism and make sure you are able to access all re.docx
Please no plagiarism and make sure you are able to access all resource on your own before you bid.
One of the references
must
come from Broderick and Blewitt (2015)
. I need this completed by 12/22/17 at 6pm.
Assignment: The Development of Identity and Self-Concept
In 1975, Edward Tronick conducted an experiment referred to as the Still-Face Paradigm. In this experiment, mothers resisted interaction with their infants, providing no facial or vocal cues. After a few minutes, the mothers’ lack of attentiveness or “still face” began to weigh emotionally on the infants. The infants stared at the mothers, pointing and reaching out for reassurance. Eventually, the infants disengaged and cried until their mothers offered them comfort (Goldman, 2010).
As infants grow from toddlers to preschoolers, parents and primary caregivers have the greatest impact on identity and self-concept. As a child reaches elementary school, the influence of the parent wanes and various environments outside of the family unit take on greater importance. If a child is continually given a “still face” by his or her peers, what impact might this have on his or her identity? Similarly, if a child continually passes (or fails) spelling tests, what impact might this have on his or her identity development and feelings of self-worth?
For this Assignment, review the Learning Resources. Consider the factors that impact identity and self-concept in childhood and early adolescence.
Complete a 3- to 4-page paper in which you do the following:
Explain how identity and self-concept are developed from middle childhood through early adolescence, including how social, biological, and cultural factors might influence the developmental process
Explain how you might use this information in your future counseling practice
Justify your response with specific references to this week’s Learning Resources and the current literature
Readings
· Broderick, P. C., & Blewitt, P. (2015).
The life span: Human development for helping professionals
(4th ed.). Upper Saddle River, NJ: Pearson Education.
o Chapter 6, “Realms of Cognition in Middle Childhood” (pp. 202-243)
o Chapter 7, “Self and Moral Development: Middle Childhood Through Early Adolescence” (pp. 244-281)
· Estell, D. B., Jones, M. H., Pearl, R., Van Acker, R., Farmer, T. W., & Rodkin, P. C. (2008). Peer groups, popularity, and social preference.
Journal of Learning Disabilities, 41
(1), 5–14.
Retrieved from the Walden Library databases.
· Haste, H., & Abrahams, S. (2008). Morality, culture and the dialogic self: Taking cultural pluralism seriously.
Journal of Moral Education, 37
(3)
,
377–394.
Retrieved from the Walden Library databases.
· Kuhn, D. (2008). Formal operations from a twenty-first century perspective.
Human Development, 51
(1), 48–55.
Retrieved from the Walden Library databases.
· Psaltis, C., Duveen, G., & Perret-Clermont, A.-N. (2009). The social and the psychological: Structure and context in ...
A Guide for Early childhood educators_ the influence of cultural background o...
This document provides a guide for early childhood educators on the influence of cultural background on parenting beliefs and practices. It discusses how culture can impact views of individualism vs collectivism and parenting goals. The guide emphasizes that parenting is a cultural activity that varies between groups. It suggests that involving parents in children's learning experiences can help facilitate understanding between families and educators and help children develop a sense of cultural identity and belonging.
Learning through play, a review of the evidence
This white paper summarises current evidence on
the role and importance of children’s learning through
play. We first consider what it takes to thrive in a 21st
century context, before defining learning in a broad
sense: both as a deep understanding of content and as
learning-to-learn skills that build on children’s natural
Executive summary
affinity to learn and engage with their world from birth.
We then draw on the science of effective learning,
rigorous play research and neuroscience to explore
the potential of playful experiences for promoting
deeper learning and a breadth of skills.
Communication with children
This document provides a summary of a book about principles and practices for communicating effectively with children. It discusses why communication with children is important to support their rights and development. It outlines what is known about the influences of media on children and how child development varies by age, with sections focused on early childhood, middle childhood, and early adolescence. It then presents four principles for child-friendly communication: being age-appropriate, addressing the whole child, having a positive approach, and ensuring inclusion. The document concludes by discussing common pitfalls to avoid and providing examples of best practices in communicating with children.
Biologising Parenting: Neuroscience Discourse and English Social and Public H...
Biologising Parenting: Neuroscience Discourse and English Social and Public H...ParentingCultureStudies
Paper given at workshop for participants in the ‘Uses and Abuses of Biology’ research programme. University of Cambridge, 21 September 2013Respond to 8 students - due in 2 hours - 50 words each - I have put
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 ...
Discussion Week 4 Possible Effects of Poverty on Young Children’s
Discussion: Week 4: Possible Effects of Poverty on Young Children’s Language and Literacy Development
Imagine that there are two 4-year-old girls standing in front of you. One girl, whom you might assume to be from a more economically affluent home, has hair that cascades down in neat curls, a dress ablaze with bright colors, and a new princess lunchbox in her hand. The other girl appears a bit unkempt, with mismatched socks and a sweet, yet sleepy, smile. Without hearing either girl speak, which might you select as the one with a greater vocabulary? Why?
Like most people, you might gravitate toward the child who appears to be from the more economically affluent home. Although this choice might seem stereotypical, this selection does mirror findings from research studies that have linked vocabulary development and skill statistically with economic background. For example, one study found that by 3 years of age, there was a 30 million word gap between children from the wealthiest and the poorest families (Fernald, Marchman, & Weisleder, 2013). What is the reason for this gap? How can the daily contrasts between each environment affect the ability to acquire and develop language?
Simply put, language is derived largely from parental support and diverse experiences. Because of a variety of factors, children in low income environments generally do not have the variety of experiences that those in higher income families have, nor are they exposed to as rich a speaking and reading vocabulary. Consider again the two children. How might their mornings have been different? For example, if the first girl’s mother spent time doing her daughter’s hair, how might she have been talking to and supporting her daughter’s literacy at the same time? And if the second girl put on her own socks, what language opportunities might her mother have missed while she was nervously gathering enough change for bus fare and her daughter’s lunch? As the second mother worked to provide, she might have felt she had less opportunity to engage her daughter in child-directed speech, which is the case for many children in low income environments.
In this Discussion, you explore the possible effects of poverty on young children’s language and literacy development.
To prepare
Review the Roseberry-McKibbin (2012) article in the Learning Resources and reflect on the statistics that highlight the effects of poverty on early language experiences. Then, select one of the following scenarios as the focus of your Discussion posting.
Select one of the following scenarios as the focus of your Discussion posting.
Post the following: Describe the strategies you observed in your selected scenario and explain whether they were effective and appropriate for the child and family presented. Then, explain what, if anything, you would do differently and why you think your strategies might be more effective. Last, share any assumptions you had about the effects of poverty on language and li ...
List and discuss five important criteria that a state must meet in.docx
List and discuss five important criteria that a state must meet in order to be approved by OSHA for safety- and health-related responsibility.
Please provide approximately 200-300 words and a reference citation for your source material in your response.
Make certain that all of your sources (including your textbook) are referenced at the end of the written response and that directly quoted information within your written response is cited to show the difference between your ideas and the exact words of your sources.
.
List and define the five traits included in the Big Five theory of p.docx
List and define the five traits included in the Big Five theory of personality. What are the limitations of this approach?
Post your message on the topic by Day 3 or Day 5 of this week. Comment on at least 1 colleagues' postings, selecting, if applicable, postings that have not yet received feedback. Reply to other discussion developments.
The Big Five theory of personality traits is described as extraversion, agreeableness, conscientiousness, neuroticism and openness.
1.
Extraversion: Includes characteristics such as enthusiasm, sociability, dominance, talkativeness and energetic. It also refers to people that is shy, submissive and quite as an extrovert.
2.
Agreeableness is individuals who are friendly, warm, trusting and cooperative. On the other hand, individuals who are low on this component are usually cold, confrontational and unkind.
3.
Conscientiousness: dimension includes people who are dependable, courteous, persistent, and responsible and organize. It also characterizes some people as being impulsive, these individuals tend to be careless, undependable and antisocial.
4.
Neuroticism: Are individuals, who are emotional instability, they tend to be nervous, moody, sad and anxious. While emotionally sound individuals are usually calm and contented.
5.
Openness this trait highlight characteristics such as imagination, insightful, witty, original and artistic. Individuals who are low on openness tend to be shallow and plain (Friedman& Schustack, 2012).
The limitation of the Big Five theory is it cannot accurately predict any particular behavior for the simple fact that, human behavior is formed on many different factors, not only personality. The model is also limited by its extensive Universalism doctrines. For instance, when we think of a person, one must consider all facets such as
religious beliefs, and philosophical concepts with universal application. The Big Five does not give us a better understanding of gender, culture, age, or personality expressions.
Friedman& Schustack (2012) suggest that, “One has to be careful when using the big five personality trait because it can underestimate some avenue of other parts of our personality and the role in a social situation. It sometimes fails to notice personal situation or even the fact that basic dimensions do a better job in describing some person than others (Friedman& Schustack, 2012, p. 275)
Discussion 2 - Week 7
Collapse
Top of Form
[removed][removed]
Total views: 9 (Your views: 1)
List and define three of Henry Murray's needs. For one of the needs, provide an example of an occupation that would help to satisfy that need and explain why. For another need, describe how the need can cause trouble for a person in an occupational role.
Post your message on the topic by Day 3 or Day 5 of this week. Comment on at least 1 colleagues' postings, selecting, if applicable, postings that have not yet received feedback. Reply to other discussion developments.
When Henry
Bott.
List and describe the six (6) parts of a speech.Describe.docx
List and describe the six (6) parts of a speech.
Describe Audience Analysis. Why is it important to know your audience?
3.
What are the 4 methods of delivery? Briefly explain each one.
4.
Discuss controlling the voice. Why is volume important? Why should you vary your pitch? Why should you adjust your speaking rate?
.
List 2 characteristics of each period listed below1-2. Renais.docx
List 2 characteristics of each period listed below:
1-2. Renaissance
3-4. Mannerism
5-6. Baroque
7-8. Byzantine
Multiple choices
9. Which family controlled Florence during the Renaissance?
a) Sforza
b) Medici
c) Borgia
d) Duccio
10) Which family controlled Milan during the Renaissance?
a) Sforza
b) Medici
c) Montagues
d) DaVinci
11) Whose return to Rome from France made the resurgence of Rome possible?
a) Victor Emannuel I
b) Frederick Barbarossa
c) The Papacy
12) Whose European invention of the printing press brought about religious change?
a) DaVinci
b) Johannes Gutenburg
c) Marco Polo
d) Machiavelli
13) What major events occurred in 1492?
a) Columbus discovery of America
b) Expulsion of Jews and Arabs from Spain
c) Discovery of gold in California
d) all of the above
e) a and b only
14) Which Pope brought a new Golden Age to Rome?
a) Leo X
b) John Paul II
c) Innocent IX
d) Julius II
15) What famous philosopher was expelled from Florence and wrote “The Prince?”
a) Francis Bacon
b) Aristotle
c) Niccolo Macchiavelli
d) Immanuel Kant
16) What was the first domed building since Roman times?
a) Santa Maria Novella
b) Duomo of Florence
c) Tempietto
d) St Peter’s
17) Which artist invented pendentives for decorative purposes only?
a) Giotto
b) Talenti
c) Di Cambio
d) Alberti
18) Who gave the East Doors of the Florence baptistery the nickname – ‘the gates of paradise?’
a) Michelangelo
b) DaVinci
c) Raphael
d) another ninja turtle
19) What statue and by whom was the first nude since antiquity?
a) David-Michelangelo
b) David – Bernini
c) David- Bellini
d) David – Donatello
20) What is the name of the 1
st
painting to use true perspective?
a) Battle of San Romano
b) The Tribute Money
c) Holy Trinity
d) David
21) Which artist is famous for his return to classical pagan themes in the Renaissance?
a) Raphael
b) Botticelli
c) Rembrandt
d) Rubens
22) What is the only work Michelangelo signed?
a) Sistine Chapel
b) David
c) Pieta
d) Last Judgment
23) What famous American president’s home was based on the Villa Rotunda?
a) Jefferson’s Monticello
b) Washington’s Mt Vernon
c) Munroe’s Peoria
24) Who nailed the 95 thesis to the door of Wittenburg Cathedral and started the Protestant Reformation?
a) Henry VIII
b) Martin Luther
c) John Calvin
25) Who started his own church, called the Anglican Church, in order to get a divorce? a) Henry VIII
b) Martin Luther
c) John Calvin
d) Thomas More
26) Which artist’s creations made art available to the general public for the 1
st
time?
a) van Eyck
b) Breughel the Younger
c) Holbein the Elder
d) Albrecht Durer
27) Which artist gained fame for portraying ordinary people doing everyday things?
a) van Eyck
b) Breughel the Elder
c) Holbein the Younger
d) Albrecht Durer
28) What style of art did the French excel at during the Renaissance?
a) painting
b) pottery
c) architecture
d) sculpture
29) During the Renaissance, what was the strang.
Linking or actionThe government opertaion many large parks.Many .docx
Linking or action
The government opertaion many large parks.
Many people were homeless.
The armchair feels comfortable.
Everyone ran for shelter.
A hurricane swept the island.
The syation wagon is a front-wheel drive car.
Meyers was an All-American from UCLA
Reporters uncovered a scandal.
.
Limit responses to less than one page each using 12 pt. Time News Ro.docx
Limit responses to less than one page each using 12 pt. Time News Roman font and 1 inch margins.
(Please answer all parts of each question)
1.
I
n your view, what are some current of emerging trends that will beimportant to understand for a Recreation Specialist? WHY are these mostimportant? HOW would you integrate them into Mecklenburg Park and
R
ecreation?HOW do you stay informed of emerging trends?
WHAT resources do you use to track the industry and trends?
2.
Describe an
innovative program that will involve approximately (10) 55 and older adults. Prepare a timeline of all the steps needed to implement your
program from beginning to end. Please include a budget for you program and creative funding
sources that
could
supplement the program.
3.
4.
Please describe two innovative
partnership
programming ideas that would reach and be implemented for the following ta
rget groups: Teens (13-17) and
older Adults
(55+)
.
.
Limit responses to less than one page each using 12 pt. Time News .docx
Limit responses to less than one page each using 12 pt. Time News Roman font and 1 inch margins.
(Please answer all parts of each question)
1.
I
n your view, what are some current of emerging trends that will beimportant to understand for a Recreation Specialist? WHY are these mostimportant? HOW would you integrate them into Mecklenburg Park and
R
ecreation?HOW do you stay informed of emerging trends?
WHAT resources do you use to track the industry and trends?
2.
Describe an
innovative program that will involve approximately (10) 55 and older adults. Prepare a timeline of all the steps needed to implement your
program from beginning to end. Please include a budget for you program and creative funding
sources that
could
supplement the program.
3.
4.
Please describe two innovative
partnership
programming ideas that would reach and be implemented for the following ta
rget groups: Teens (13-17) and
older Adults
(55+)
.
.
More Related Content
Similar to Learning ResourcesRequired ResourcesCourse TextConcepts f.docx
Diversity
The document discusses the importance of understanding family needs and cultural differences in early childhood programs. It recommends listening to families, learning about their emotional functioning and cultural backgrounds, and empowering and involving parents through a variety of activities and direct participation in their child's education. Meeting with families should focus on building trusting relationships through respectful communication and shared learning between teachers, families and researchers.
2Personal JournalStudentProfessorInstitutional aff.docx
2
Personal Journal
Student
Professor
Institutional affiliation
Course
As I go through these study materials, I find them very interesting and informative, and they give me a desire to keep learning more about working with and for the aboriginal early childhood education. The material's content drives me into the lives of the Aboriginal people, their challenges with education, their relationship and practices to education, and how these are shaping education for such children. One issue that caught my attention is the reading by Annie Wenger(2010), Where she demonstrates the concepts of human development. The fact that the Aboriginal people are among the authors who are part of those that write the theories on the Cree medicine wheel excites me to continue learning about the subject in question. However, I am fascinated by the fact that even though the life aspects of the Aboriginal people are integrated into this particular theory and scholarly work, the significant European-centered academic work doesn't welcome this holding. This motivates me and my desire to narrate the infants of their perspective to education and on the scholarly work that might have been done by people that understand their culture best. I feel they are a model that empowers children of this ethnicity to choose and have power over their education as they grow as learners. Coming across this reading drives one into a lively Aboriginal environment and feels like exploring areas of knowledge not widely explored before.
Another paper by Nick et al. (n.d) demonstrates how colonial activities brought out the native Aboriginal people as deficient, making them exploitable subjects. I felt a sense of hopelessness for the Aboriginal child upon reading the title of this particular content. As presented by this specific article, this led to the growth of a hierarchical society. This author presents compelling information that leaves me wondering about the social place of the Aboriginal child and if this subjectivity was inherited right from the previous generations into the present. However, the material presents a chronological view of the development of psychology and how this psychology was being utilized as the concept of putting the Aboriginal people as a subject of control and depicts a sense of a struggling ethnicity. The author enables me to understand better the situation of the Aboriginal child and how to handle their educational and teaching needs based on their historical experiences. I understand what shapes their understanding of the specific phenomenon and know why they do some things and how they do them. I am heartbroken when the author concludes that the period ends with the psychotherapist-client relationship reshaped as a blended colonial relationship. It seems that the understanding of the aboriginal people is based on a foreign culture and may not be based on reality as with the Aboriginal people themselves.
Nguyen's (2011) material sounds to be .
Benefits Of Early Childhood Education
Early childhood education provides numerous benefits. It establishes a strong foundation for children's brain development through high-quality experiences. Research shows the brain develops from the bottom up in the early years, and early experiences directly impact brain quality and structure. A stable foundation through early childhood education leads to better future outcomes for children. Racially, culturally and developmentally responsive practices as well as parental involvement are critical for a strong foundation and positive early experiences. Aboriginal early childhood programs that incorporate indigenous culture and language can help inspire learning and community participation.
006Child, Family, and Community Relationships Week 3We.docx
This document provides an overview of the learning objectives, resources, and assignments for Week 3 of a course on child, family, and community relationships. The key points are:
1) The learning objectives are to understand factors associated with high-quality childcare, cultural assimilation vs. pluralism, and the responsibilities of early childhood educators regarding children with disabilities and equitable interactions.
2) Required readings include chapters from a textbook on child socialization and ecology of nonparental care, schools, and teaching. Additional resources focus on child abuse prevention and intervention.
3) The assignment asks students to identify how organizations promote quality care, explain cultural assimilation vs. pluralism, and discuss educator responsibilities regarding disabilities and inclusion
The School as a hub article V3
The document discusses a best practice model for using schools as hubs for child and youth services. It describes a project called "Better Beginnings, Better Futures" that was implemented at a school called Highfield to provide early intervention programs. The programs addressed all aspects of children's development, built nurturing relationships over multiple years, supported cultural identity and integration, created continuity between home/school, and involved parents extensively in leadership and committees. The goal was to support children's well-being in an ecological context through a comprehensive, community-based approach.
Benefits of Holistic Learning in Early Childhood - Glendale Early Childhood E...
When it comes to learning in early childhood, often we are bombarded by the media into believing thi...
Requirments 12 font double space , apa format . cites and reference.docx
Requirments: 12 font double space , apa format . cites and references required, cover page,
Required Resources
Course Text:
Diversity in Early Care and Education
Review Chapter 1, "Perceiving and Responding to Differences"
Chapter 2, "Communicating across Cultures"
Chapter 3, "Working with Diversity Issues"
Course Text:
How Culture Shapes Social-Emotional Development
Review the bullet points on pp. 5–6
Read pp. 16–24, "The Process of Cultural Reciprocity" and "Conclusion"
Article:
Bruno, H. E. (2003).
Hearing parents in every language: An invitation to ECE professionals
.
Child Care Information Exchange, 153,
58–60.
Used by permission.
Optional Resources
Book:
Barrera, I., Corso, R. M., & Macpherson, D. (2003).
Skilled dialogue: Strategies for responding to cultural diversity in early childhood.
Baltimore: Paul H. Brookes.
Assignment: Please follow intructions to the fullest!!!
In this course, you have learned a great deal about the often abstract and complex subject of culture and how it can influence behaviors, interactions, and communication in infant/toddler programs. Imagine that you now have an opportunity to share what you have learned in this course about culture and family centered care and education with other infant/toddler professionals. What information would be most valuable for professionals who will be working with infants/toddlers and their families?
In preparation for this assignment, consider the key insights you have had or the most important ideas you have encountered in this course. The following is one example:
It is important for infant/toddler professionals to learn directly from families rather than make assumptions about their values and beliefs based on cultural stereotypes
. You may wish to consult the Learning Resources and the assignments you for each week to guide your thinking.
For this Application Assignment, describe 10 key insights or major ideas from this course that you would most like to share with infant/toddler professionals to help them build culturally responsive relationships and environments. For each key insight or major idea, include the following:
Explain why it is significant to a professional's work with infants/toddlers and families and may help build culturally responsive relationships and environments.
Provide one or more specific examples from the Learning Resources and assignments to illustrate how the key insight or major idea could be put into practice in an infant/toddler program. Be sure to cite your sources.
Assignment length:
2 pages
Very Important please cite sures from resources provided also include references This a must !!
.
BackgroundCulture is not just a list of holidays or shared .docx
Background:
Culture is not just a list of holidays or shared recipes, religious traditions, or language; it is a lived experience unique to every individual. As ECEC providers, it is our job to stimulate the intellectual development of infants and toddlers and, in this era, it is simply not enough to operate on the axis of “racial color-blindness.” To truly engage students, we must reach out to them in ways that are culturally and linguistically responsive and appropriate, and we must examine the cultural assumptions and stereotypes we bring into the learning environment that may hinder interconnectedness.
Your willingness to examine your own possible biases is an important step in understanding the roots of stereotypes and prejudice in our society. Through the combined efforts of psychologists from Harvard, the University of Virginia, and the University of Washington,
"Project Implicit"
provides a research-based questionnaire created to measure unconscious or automatic biases.
To complete this assignment:
First, complete the Project Implicit Questionnaire.
In the discussion forum, generally explain your questionnaire results (to the extent to which you are comfortable) by answering the following questions:
Did your results surprise you? (If so, what was surprising about your results? If not, why not?)
Do you feel these results were valid and/or impacted by Western culture?
Discuss the anticipated challenges associated with biases and not validating the racial and ethnic identities of the students and families you work with.
Please ensure the assignment is at least 250 words in APA format.
Required Reference
Hearron, P. & Hildebrand, V. (2009).
Guiding young children
. (8th ed.). Upper Saddle River: Pearson.
https://implicit.harvard.edu/implicit/
Other References
Banks, J. A., & Banks, C. A. M. (Eds.). (2004).
Multicultural education: Issues and perspectives.
Hoboken, NJ: John Wiley & Sons.
Greenspan, S. I. (2002).
The secure child: Helping our children feel safe and confident in a changing world.
Cambridge, MA: Da Capo Press Books.
Hearron, P. & Hildebrand, V. (2009).
Guiding young children
. (8th ed.). Upper Saddle River: Pearson.
NICHHD. (n.d.). Mother’s and infants around the world: A report of the cross-cultural data collection at five months.
Child and Family Research Report 1.
Retrieved from
http://www.cfr.nichd.nih.gov/report1.html
Rogoff, B., Paradise, R., Arauz, R. M., Correa-Chaves, M., & Angelillo, C. (2003). Firsthand learning through intent participation.
Annual Review of Psychology, 54
, 175-203
Ward-Grodd, S. (2006, May 1).
A reflection on developmentally appropriate practice
. Retrieved from http://ezinearticles.com/?A-¬Reflection-¬on-¬Developmentally-¬Appropriate--Practice&id=188467
Winton, P. J., McCollum, J. A., & Catlett, C. (2008).
Practical approaches to early childhood professional development: Evidence, strategies, and resources.
Washington DC: Zero to Three
...
Please no plagiarism and make sure you are able to access all re.docx
Please no plagiarism and make sure you are able to access all resource on your own before you bid.
One of the references
must
come from Broderick and Blewitt (2015)
. I need this completed by 12/22/17 at 6pm.
Assignment: The Development of Identity and Self-Concept
In 1975, Edward Tronick conducted an experiment referred to as the Still-Face Paradigm. In this experiment, mothers resisted interaction with their infants, providing no facial or vocal cues. After a few minutes, the mothers’ lack of attentiveness or “still face” began to weigh emotionally on the infants. The infants stared at the mothers, pointing and reaching out for reassurance. Eventually, the infants disengaged and cried until their mothers offered them comfort (Goldman, 2010).
As infants grow from toddlers to preschoolers, parents and primary caregivers have the greatest impact on identity and self-concept. As a child reaches elementary school, the influence of the parent wanes and various environments outside of the family unit take on greater importance. If a child is continually given a “still face” by his or her peers, what impact might this have on his or her identity? Similarly, if a child continually passes (or fails) spelling tests, what impact might this have on his or her identity development and feelings of self-worth?
For this Assignment, review the Learning Resources. Consider the factors that impact identity and self-concept in childhood and early adolescence.
Complete a 3- to 4-page paper in which you do the following:
Explain how identity and self-concept are developed from middle childhood through early adolescence, including how social, biological, and cultural factors might influence the developmental process
Explain how you might use this information in your future counseling practice
Justify your response with specific references to this week’s Learning Resources and the current literature
Readings
· Broderick, P. C., & Blewitt, P. (2015).
The life span: Human development for helping professionals
(4th ed.). Upper Saddle River, NJ: Pearson Education.
o Chapter 6, “Realms of Cognition in Middle Childhood” (pp. 202-243)
o Chapter 7, “Self and Moral Development: Middle Childhood Through Early Adolescence” (pp. 244-281)
· Estell, D. B., Jones, M. H., Pearl, R., Van Acker, R., Farmer, T. W., & Rodkin, P. C. (2008). Peer groups, popularity, and social preference.
Journal of Learning Disabilities, 41
(1), 5–14.
Retrieved from the Walden Library databases.
· Haste, H., & Abrahams, S. (2008). Morality, culture and the dialogic self: Taking cultural pluralism seriously.
Journal of Moral Education, 37
(3)
,
377–394.
Retrieved from the Walden Library databases.
· Kuhn, D. (2008). Formal operations from a twenty-first century perspective.
Human Development, 51
(1), 48–55.
Retrieved from the Walden Library databases.
· Psaltis, C., Duveen, G., & Perret-Clermont, A.-N. (2009). The social and the psychological: Structure and context in ...
A Guide for Early childhood educators_ the influence of cultural background o...
This document provides a guide for early childhood educators on the influence of cultural background on parenting beliefs and practices. It discusses how culture can impact views of individualism vs collectivism and parenting goals. The guide emphasizes that parenting is a cultural activity that varies between groups. It suggests that involving parents in children's learning experiences can help facilitate understanding between families and educators and help children develop a sense of cultural identity and belonging.
Learning through play, a review of the evidence
This white paper summarises current evidence on
the role and importance of children’s learning through
play. We first consider what it takes to thrive in a 21st
century context, before defining learning in a broad
sense: both as a deep understanding of content and as
learning-to-learn skills that build on children’s natural
Executive summary
affinity to learn and engage with their world from birth.
We then draw on the science of effective learning,
rigorous play research and neuroscience to explore
the potential of playful experiences for promoting
deeper learning and a breadth of skills.
Communication with children
This document provides a summary of a book about principles and practices for communicating effectively with children. It discusses why communication with children is important to support their rights and development. It outlines what is known about the influences of media on children and how child development varies by age, with sections focused on early childhood, middle childhood, and early adolescence. It then presents four principles for child-friendly communication: being age-appropriate, addressing the whole child, having a positive approach, and ensuring inclusion. The document concludes by discussing common pitfalls to avoid and providing examples of best practices in communicating with children.
Biologising Parenting: Neuroscience Discourse and English Social and Public H...
Biologising Parenting: Neuroscience Discourse and English Social and Public H...ParentingCultureStudies
Paper given at workshop for participants in the ‘Uses and Abuses of Biology’ research programme. University of Cambridge, 21 September 2013Respond to 8 students - due in 2 hours - 50 words each - I have put
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 ...
Discussion Week 4 Possible Effects of Poverty on Young Children’s
Discussion: Week 4: Possible Effects of Poverty on Young Children’s Language and Literacy Development
Imagine that there are two 4-year-old girls standing in front of you. One girl, whom you might assume to be from a more economically affluent home, has hair that cascades down in neat curls, a dress ablaze with bright colors, and a new princess lunchbox in her hand. The other girl appears a bit unkempt, with mismatched socks and a sweet, yet sleepy, smile. Without hearing either girl speak, which might you select as the one with a greater vocabulary? Why?
Like most people, you might gravitate toward the child who appears to be from the more economically affluent home. Although this choice might seem stereotypical, this selection does mirror findings from research studies that have linked vocabulary development and skill statistically with economic background. For example, one study found that by 3 years of age, there was a 30 million word gap between children from the wealthiest and the poorest families (Fernald, Marchman, & Weisleder, 2013). What is the reason for this gap? How can the daily contrasts between each environment affect the ability to acquire and develop language?
Simply put, language is derived largely from parental support and diverse experiences. Because of a variety of factors, children in low income environments generally do not have the variety of experiences that those in higher income families have, nor are they exposed to as rich a speaking and reading vocabulary. Consider again the two children. How might their mornings have been different? For example, if the first girl’s mother spent time doing her daughter’s hair, how might she have been talking to and supporting her daughter’s literacy at the same time? And if the second girl put on her own socks, what language opportunities might her mother have missed while she was nervously gathering enough change for bus fare and her daughter’s lunch? As the second mother worked to provide, she might have felt she had less opportunity to engage her daughter in child-directed speech, which is the case for many children in low income environments.
In this Discussion, you explore the possible effects of poverty on young children’s language and literacy development.
To prepare
Review the Roseberry-McKibbin (2012) article in the Learning Resources and reflect on the statistics that highlight the effects of poverty on early language experiences. Then, select one of the following scenarios as the focus of your Discussion posting.
Select one of the following scenarios as the focus of your Discussion posting.
Post the following: Describe the strategies you observed in your selected scenario and explain whether they were effective and appropriate for the child and family presented. Then, explain what, if anything, you would do differently and why you think your strategies might be more effective. Last, share any assumptions you had about the effects of poverty on language and li ...
Similar to Learning ResourcesRequired ResourcesCourse TextConcepts f.docx (15)
2Personal JournalStudentProfessorInstitutional aff.docx
2Personal JournalStudentProfessorInstitutional aff.docx
006Child, Family, and Community Relationships Week 3We.docx
006Child, Family, and Community Relationships Week 3We.docx
Benefits of Holistic Learning in Early Childhood - Glendale Early Childhood E...
Benefits of Holistic Learning in Early Childhood - Glendale Early Childhood E...
Requirments 12 font double space , apa format . cites and reference.docx
Requirments 12 font double space , apa format . cites and reference.docx
BackgroundCulture is not just a list of holidays or shared .docx
BackgroundCulture is not just a list of holidays or shared .docx
Please no plagiarism and make sure you are able to access all re.docx
Please no plagiarism and make sure you are able to access all re.docx
A Guide for Early childhood educators_ the influence of cultural background o...
A Guide for Early childhood educators_ the influence of cultural background o...
Biologising Parenting: Neuroscience Discourse and English Social and Public H...
Biologising Parenting: Neuroscience Discourse and English Social and Public H...
Respond to 8 students - due in 2 hours - 50 words each - I have put
Respond to 8 students - due in 2 hours - 50 words each - I have put
Discussion Week 4 Possible Effects of Poverty on Young Children’s
Discussion Week 4 Possible Effects of Poverty on Young Children’s
More from jesseniasaddler
List and discuss five important criteria that a state must meet in.docx
List and discuss five important criteria that a state must meet in order to be approved by OSHA for safety- and health-related responsibility.
Please provide approximately 200-300 words and a reference citation for your source material in your response.
Make certain that all of your sources (including your textbook) are referenced at the end of the written response and that directly quoted information within your written response is cited to show the difference between your ideas and the exact words of your sources.
.
List and define the five traits included in the Big Five theory of p.docx
List and define the five traits included in the Big Five theory of personality. What are the limitations of this approach?
Post your message on the topic by Day 3 or Day 5 of this week. Comment on at least 1 colleagues' postings, selecting, if applicable, postings that have not yet received feedback. Reply to other discussion developments.
The Big Five theory of personality traits is described as extraversion, agreeableness, conscientiousness, neuroticism and openness.
1.
Extraversion: Includes characteristics such as enthusiasm, sociability, dominance, talkativeness and energetic. It also refers to people that is shy, submissive and quite as an extrovert.
2.
Agreeableness is individuals who are friendly, warm, trusting and cooperative. On the other hand, individuals who are low on this component are usually cold, confrontational and unkind.
3.
Conscientiousness: dimension includes people who are dependable, courteous, persistent, and responsible and organize. It also characterizes some people as being impulsive, these individuals tend to be careless, undependable and antisocial.
4.
Neuroticism: Are individuals, who are emotional instability, they tend to be nervous, moody, sad and anxious. While emotionally sound individuals are usually calm and contented.
5.
Openness this trait highlight characteristics such as imagination, insightful, witty, original and artistic. Individuals who are low on openness tend to be shallow and plain (Friedman& Schustack, 2012).
The limitation of the Big Five theory is it cannot accurately predict any particular behavior for the simple fact that, human behavior is formed on many different factors, not only personality. The model is also limited by its extensive Universalism doctrines. For instance, when we think of a person, one must consider all facets such as
religious beliefs, and philosophical concepts with universal application. The Big Five does not give us a better understanding of gender, culture, age, or personality expressions.
Friedman& Schustack (2012) suggest that, “One has to be careful when using the big five personality trait because it can underestimate some avenue of other parts of our personality and the role in a social situation. It sometimes fails to notice personal situation or even the fact that basic dimensions do a better job in describing some person than others (Friedman& Schustack, 2012, p. 275)
Discussion 2 - Week 7
Collapse
Top of Form
[removed][removed]
Total views: 9 (Your views: 1)
List and define three of Henry Murray's needs. For one of the needs, provide an example of an occupation that would help to satisfy that need and explain why. For another need, describe how the need can cause trouble for a person in an occupational role.
Post your message on the topic by Day 3 or Day 5 of this week. Comment on at least 1 colleagues' postings, selecting, if applicable, postings that have not yet received feedback. Reply to other discussion developments.
When Henry
Bott.
List and describe the six (6) parts of a speech.Describe.docx
List and describe the six (6) parts of a speech.
Describe Audience Analysis. Why is it important to know your audience?
3.
What are the 4 methods of delivery? Briefly explain each one.
4.
Discuss controlling the voice. Why is volume important? Why should you vary your pitch? Why should you adjust your speaking rate?
.
List 2 characteristics of each period listed below1-2. Renais.docx
List 2 characteristics of each period listed below:
1-2. Renaissance
3-4. Mannerism
5-6. Baroque
7-8. Byzantine
Multiple choices
9. Which family controlled Florence during the Renaissance?
a) Sforza
b) Medici
c) Borgia
d) Duccio
10) Which family controlled Milan during the Renaissance?
a) Sforza
b) Medici
c) Montagues
d) DaVinci
11) Whose return to Rome from France made the resurgence of Rome possible?
a) Victor Emannuel I
b) Frederick Barbarossa
c) The Papacy
12) Whose European invention of the printing press brought about religious change?
a) DaVinci
b) Johannes Gutenburg
c) Marco Polo
d) Machiavelli
13) What major events occurred in 1492?
a) Columbus discovery of America
b) Expulsion of Jews and Arabs from Spain
c) Discovery of gold in California
d) all of the above
e) a and b only
14) Which Pope brought a new Golden Age to Rome?
a) Leo X
b) John Paul II
c) Innocent IX
d) Julius II
15) What famous philosopher was expelled from Florence and wrote “The Prince?”
a) Francis Bacon
b) Aristotle
c) Niccolo Macchiavelli
d) Immanuel Kant
16) What was the first domed building since Roman times?
a) Santa Maria Novella
b) Duomo of Florence
c) Tempietto
d) St Peter’s
17) Which artist invented pendentives for decorative purposes only?
a) Giotto
b) Talenti
c) Di Cambio
d) Alberti
18) Who gave the East Doors of the Florence baptistery the nickname – ‘the gates of paradise?’
a) Michelangelo
b) DaVinci
c) Raphael
d) another ninja turtle
19) What statue and by whom was the first nude since antiquity?
a) David-Michelangelo
b) David – Bernini
c) David- Bellini
d) David – Donatello
20) What is the name of the 1
st
painting to use true perspective?
a) Battle of San Romano
b) The Tribute Money
c) Holy Trinity
d) David
21) Which artist is famous for his return to classical pagan themes in the Renaissance?
a) Raphael
b) Botticelli
c) Rembrandt
d) Rubens
22) What is the only work Michelangelo signed?
a) Sistine Chapel
b) David
c) Pieta
d) Last Judgment
23) What famous American president’s home was based on the Villa Rotunda?
a) Jefferson’s Monticello
b) Washington’s Mt Vernon
c) Munroe’s Peoria
24) Who nailed the 95 thesis to the door of Wittenburg Cathedral and started the Protestant Reformation?
a) Henry VIII
b) Martin Luther
c) John Calvin
25) Who started his own church, called the Anglican Church, in order to get a divorce? a) Henry VIII
b) Martin Luther
c) John Calvin
d) Thomas More
26) Which artist’s creations made art available to the general public for the 1
st
time?
a) van Eyck
b) Breughel the Younger
c) Holbein the Elder
d) Albrecht Durer
27) Which artist gained fame for portraying ordinary people doing everyday things?
a) van Eyck
b) Breughel the Elder
c) Holbein the Younger
d) Albrecht Durer
28) What style of art did the French excel at during the Renaissance?
a) painting
b) pottery
c) architecture
d) sculpture
29) During the Renaissance, what was the strang.
Linking or actionThe government opertaion many large parks.Many .docx
Linking or action
The government opertaion many large parks.
Many people were homeless.
The armchair feels comfortable.
Everyone ran for shelter.
A hurricane swept the island.
The syation wagon is a front-wheel drive car.
Meyers was an All-American from UCLA
Reporters uncovered a scandal.
.
Limit responses to less than one page each using 12 pt. Time News Ro.docx
Limit responses to less than one page each using 12 pt. Time News Roman font and 1 inch margins.
(Please answer all parts of each question)
1.
I
n your view, what are some current of emerging trends that will beimportant to understand for a Recreation Specialist? WHY are these mostimportant? HOW would you integrate them into Mecklenburg Park and
R
ecreation?HOW do you stay informed of emerging trends?
WHAT resources do you use to track the industry and trends?
2.
Describe an
innovative program that will involve approximately (10) 55 and older adults. Prepare a timeline of all the steps needed to implement your
program from beginning to end. Please include a budget for you program and creative funding
sources that
could
supplement the program.
3.
4.
Please describe two innovative
partnership
programming ideas that would reach and be implemented for the following ta
rget groups: Teens (13-17) and
older Adults
(55+)
.
.
Limit responses to less than one page each using 12 pt. Time News .docx
Limit responses to less than one page each using 12 pt. Time News Roman font and 1 inch margins.
(Please answer all parts of each question)
1.
I
n your view, what are some current of emerging trends that will beimportant to understand for a Recreation Specialist? WHY are these mostimportant? HOW would you integrate them into Mecklenburg Park and
R
ecreation?HOW do you stay informed of emerging trends?
WHAT resources do you use to track the industry and trends?
2.
Describe an
innovative program that will involve approximately (10) 55 and older adults. Prepare a timeline of all the steps needed to implement your
program from beginning to end. Please include a budget for you program and creative funding
sources that
could
supplement the program.
3.
4.
Please describe two innovative
partnership
programming ideas that would reach and be implemented for the following ta
rget groups: Teens (13-17) and
older Adults
(55+)
.
.
Likewise with each new investigative finding there will dependably b.docx
Likewise with each new investigative finding there will dependably be some uncertainty. The lessened jaw muscle change in the development of people was not tended to regarding its versatile hugeness. Granted, it permitted the cranial ability to expand, alongside the mind, however it is vague how such a change got to be "altered" in the primate populace (implying that the transformation was by one means or another valuable, and wasn't simply wiped out of presence), prompting the immense increment in the quantity of the Homo species on the planet. Currie voices his assessments on this matter when he expresses, "A few clarifications could be progressed to counter this ideological road obstruction, for example, a contemporaneous move in eating regimen (say, to an expanded dependence on meat eating), or a developing reliance on hands instead of the jaw in sustenance arrangement" (Currie, 374). These conceivable circumstances could have been the reason that such a change got to be "settled" in the primate populace. Be that as it may, not at all like the crevice in the human DNA grouping that the change causes, Currie's recommendations remain presumptions. Along these lines, the motivation behind why the weaker-jaw ripped Homo species got to be "settled" in development has yet to be replied, and will probably draw a considerable measure of consideration sooner rather than later from flow researchers inspired by such research.
Since I know without a doubt that we are genuine relatives of chimp like species, it will make me take a gander at them in an unexpected way. Also, realizing that such a little transformation in the genome arrangement of an animal categories can bring about a completely new species to develop is extremely captivating. Sometime in the future, possibly sooner rather than later, there will be a little change in Homo sapiens genome succession, bringing on a completely new species to rise that may be more canny than us. Possibly they will compass the whole planet as we have, assuming control as the predominant species, and completion the Human guideline. The potential outcomes are inestimable and eccentric, and this tries for everything in science which is the reason it is so interesting to such a large number of individuals. You and I are both ready to peruse and grasp the words on this page, alongside having the capacity to do many different errands that no different species has the capacity do, because of a little, strong hereditary change that happened in primates 2.4 million years back, offering ascent to the family Homo, and inevitably Homo sapiens.
.
Lifelong Learning PlanIntroductionLife long learning is a concep.docx
Lifelong Learning Plan
Introduction
Life long learning is a concept or really a process that has generated much enthusiasm in the business management world. In the twenty-first century, I believe we will see more remarkable leaders and managers who develop their skills through lifelong learning, because a rapidly changing environment is increasingly rewarding that pattern of growth. In an ever-changing world, we can never learn it all, even if we keep growing into our nineties. As the rate of change increases, the willingness and ability to keep developing become central to career success for individuals and economic success for organizations. Many successful leaders and manager I have known did not begin their careers with the most money or the most intelligence. They were successful nevertheless because they we able to out grow their rivals. They developed the capacity to handle a complex and changing health care environment. They grow to become unusually competent in advancing organizational transformation. The best of them learned to become leaders.
Just as health care organizations are going to be forced to learn, change, and constantly reinvent themselves in the twenty-first century, so will increasing numbers of individuals. So what are the habits of life long learners? There is no single formula, and individuals accomplish it through varying paths, often with more than one major career change. However, if I had to identify the five most important characteristics of life long learners, it would be the following:
·
Risk taking
: Willingness to push oneself out of comfort zones
·
Humble self-reflection:
Honest assessment of successes and failures, especially the latter.
·
Solicitation of opinions
: Aggressive collection of information and ideas from others
·
Careful listening
: Propensity to listen to others
·
Openness to new ideas:
Willingness to view life with an open mind.
The beauty is that that listening with an open mind, trying new things, or reflecting honestly on successes and failures do not require a high IQ, a Ph.D., or a privileged background. But beware of the simplicity of these habits. There is a major reason why so few individuals develop them -- in the short term, its painful. Risk taking brings failure as well as success. Honest reflection, listening solicitation of opinions, and openness bring bad news and negative feedback as well as interesting ideas. In the short term, life is generally more pleasant without failure and negative feedback.
Effective lifelong learners overcome a natural human tendency to shy away from or abandon habits that produce short-term pain. By surviving difficult experiences, they build up certain immunity to hardship. With clarity of thought, they come to realize the importance of both these habits and lifelong learning. But most of all, their goals and aspirations facilitate the development of humility, openness, willingness to take risks, and the capacity to listen..
Library Research AssignmentYou are new member of internal affairs .docx
You have been asked by your lieutenant to write a report based only on the information in the blue folder, however you noticed while reviewing the other folders that some important information implicating another officer was left out. This other officer is your lieutenant's brother, making you suspicious that a cover-up may be occurring. You must decide whether to write the report as instructed or go to your lieutenant's supervisor, and consider how each option could impact your job, others involved, and the community.
Library Research AssignmentUse the library and other Web resources.docx
Library Research Assignment
Use the library and other Web resources to complete the following:
Identify and describe a case in which an employer's activities were restricted because of religious rights of employees.
Be sure to explain how the U.S. Equal Employment Opportunity Commission's criteria for religious discrimination apply to the case.
Clearly connect the employer's activities to EEOC religious discrimination criteria.
Include citations for all resources using APA style
.
Let U = {8, 9, 10, 11, 12, 13, 14}, .docx
Let
U
= {
8
,
9
,
10
,
11
,
12
,
13
,
14
},
A
= {
8
,
9
,
10
,
11
},
B
= {
8
,
9
,
12
,
13
}, and
C
= {
10
,
12
,
14
}. List all the members of the given set. (Enter your answers as a comma-separated list.)
A
∪
(
B
∩
C
)
.
Letter of CreditThe text describes problems exporters have with le.docx
Letter of Credit
The text describes problems exporters have with letters of credit. Since letters of credit transactions are document-based, the slightest discrepancies between documents can snag a transaction. In 200 to 300 words, describe how an organization can mitigate one risk in writing a letter of credit.
.
Lets start this discussion by sharing public observations. Spend ti.docx
Let's start this discussion by sharing public observations. Spend time either walking around or sitting and watching people in a very busy public place. Look for things that you associate with people from race/ethnic, cultural, gender, and social-class backgrounds that are different from your own. Look for the kinds of common interactions or behaviors between different groups and those like your own. For example, do they acknowledge the other's presence if eye contact happens to occur? Do any behaviors change in the presence of other groups?
Consider what you expect to see based on your assumptions and understandings about persons of different backgrounds (how you expect them to dress, walk, talk, interact with each other, interact with others, etc). Make note of those things that catch your attention. Pay special attention to what you don't see as well. In two to three paragraphs, share your observations with the class. Please begin your post with, "In my observation..."
lass the opening scenario outlines a number of observations to consider....choose just one or two that you are aware of in your work environment!
Begin your post with "In my observation.....(any pet peeves?)
.
Lets look to the 20th century portion of the Modules for this Discu.docx
Let's look to the 20th century portion of the Modules for this Discussion. Select one of the following to compare and contrast:
#1.
An artist from the Dada Movement with an artist from the Surrealist Movement
. Discuss the artist and the artwork as well as the art movements. Discuss similarities and differences. Embedded images are required. Choose an artist that hasn't been chosen yet (you can't ALL choose Dali!). Don't limit yourself to men, we have women in both movements who made notable contributions.
OR
#2.
An artist from the Futurist movement with an artist from Cubism
(note: there are two different types of Cubism - Analytic and Synthetic Cutism - know the difference!). There are fewer choices in Cubism but enough works of art in both movements to provide lots of interest. Very few women in these two movements. (note: Futurist movement was an Italian movement). Discuss what the Futurists were trying to achive and what the Cubists were trying to achieve. Be specific with your artist and artwork chosen.
Use vocabulary from the applicable module.
Emphasize
the words.
100 words required for discussion. Use your own words.
.
Leiningers Theory of Cultural Care Diversity and Universality.docx
Leininger's Theory of Cultural Care: Diversity and Universality:
Based on Leininger's Theory of Cultural Care: Diversity and Universality, the goal was to provide culturally congruent holistic care. Share an experience in which you used this theory for an ethnically diverse patient.
To support your work, use your course and text readings and also use outside sources. As in all assignments, cite your sources in your work and provide references for the citations in APA format.
.
Length PowerPoint presentation with 10 - 15 slides (not including.docx
Length:
PowerPoint presentation with 10 - 15 slides (not including title/reference slide) 75 Word speaker notes
Due
11/3/2014
Use APA style
Case Study
As the department head of the Risk Management Department at Lincoln Terrace Community Hospital, you are responsible for providing training for all newly hired employees and in-service training for current staff. After recent, negative publicity of Lincoln Terrace Community Hospital in the community’s newspaper, the chief executive officer requests immediate training. You are informed that not all staff members are familiar with the legal, ethical, and regulatory terms associated with healthcare issues. You are asked to research a healthcare case that involves an unintentional medical tort and respond to the following bullets:
·
Identify and discuss the source and type of law that governs the case
·
Discuss unintentional and intentional torts, and identify the tort applicable to this case
·
Identify the following parties in the case:
o
a. Plaintiff
o
b. Defendant
·
Discuss the different types of defenses that can be utilized and what defense, if applicable, the defendant’s lawyer used in the case?
·
Were the four elements of negligence evident in the case? Discuss how each element relates to the case
o
Duty of care
o
Dereliction (Breach of duty of care)
o
Damage
o
Direct Cause
·
Discuss whether or not the standard of care was practiced in this case?
·
Was the principle of Prudent Person observed? Why/Why not?
·
Discuss if damages were awarded in the case. If damages were awarded, discuss why the judge/jury awarded the damages. If no damages were awarded, discuss why the judge/jury didn't award damages.
·
Discuss the history of malpractice insurance and its current impact on the healthcare industry
.
Length PowerPoint presentation with 15 slides (not including ti.docx
Length:
PowerPoint presentation with 15 slides (not including title/reference slide)
Due :
11/10/2014
Case Study:
After witnessing your presentation to the staff of Lincoln Terrace Community Hospital, the chief executive officer is impressed and asks you to conduct more in-service training regarding a current case against the hospital. You are given the details of the case, but told to observe the Health Insurance Portability and Accountability Act (HIPAA) standards of privacy, security, and confidentiality of the patient in the case. You are asked to address the ethical, legal, and regulatory considerations of patient care, and the goals, standards, and requirements of effective health provider/patient relationships in a scholarly manner.
J. R. vs. Lincoln Terrace Community Hospital
J. R., a 35 year old woman, at 37 weeks pregnant began feeling intense pain in her lower abdomen. Upon arrival at the emergency room (ER), she was assessed and then sent home. Over the next 2 weeks J.R. returned to the ER three times with complaints of pressure in her lower pelvic area and pain at level 7. On all three occasions J.R was assessed and sent home. Three days later the pain became unbearable and J. R. once again returned to the ER. This time her blood pressure was 180/130, and her pain level was 9. She was immediately admitted. Nine hours after her admission was completed, J. R. still had not dilated. The decision for cesarean was made, which was successful. While in the hospital she received custodial care from a patient care associate (PCA), but never saw a physician. Once she saw a woman with a badge, “RN’. But no one cleaned the wound site, nor did J. R. receive instructions on how to clean her wound. The education checklist J. R. received upon discharge from the maternity unit indicating areas requiring patient education was blank, but signed by the registered nurse. Three days after discharge from the hospital J. R. returned to the ER with infection at the post-surgical wound site.
A month later J. R. contacted a lawyer who requested her medical records. After the third request to the medical records department was unsuccessful, the lawyer requested a subpoena for the medical records. An unidentified woman representing the hospital left a detailed message of the specifics of the subpoena and the status of the release of the medical record on the lawyer’s office voice mail. A week later, finally J. R.’s medical records arrived at her lawyer’s office. The education checklist was found after a thorough review of the medical record. The signature on the education checklist in the medical records was the same on the education checklist J. R. produced to the lawyer, the dates were the same. The difference was, the education checklist in the medical record was complete, indicating J. R. received proper care for her wound site while in the hospital, and received instructions on how to clean her post-surgical wound site.
In 15 slides, 75 w.
Length is 3-4 pages not including References. references should be a.docx
Length is 3-4 pages not including References. references should be another page. Double space size 12 fonts.
Use APA Format for references, i want the reseaech paper to include History of the diseases, descrription of the diseases, effects on other body system, cause of the diseases, complications if any, Treatment and side effects. conclusion should include brief mention of current or proposed research that may significantly impact the disease. prevention strategy and your insight and opinion.
.
Length1,000 words maximumThere are five general ethical t.docx
Length:
1,000 words maximum
There are five general ethical topics and you are required to select one of these topics and clearly define one focused and specific ethical question which you will investigate. The five topics are
1.
Information and technology (Internet, social media, robotics, artificial intelligence etc.)
2.
Immigration and refugees (Detention, humanitarian intake, skills migration etc.)
3.
Media and advertising (Dishonesty, sexualisation, public interest, press freedom etc.)
4.
Sport (Drugs, cheating, sledging, prize money etc.)
5.
Whistleblowing (WikiLeaks, Snowden, protection of whistle blowers, corporate secrets etc.)
Present your assignment under clearly separated headings which answer parts ‘a to f’ below and provide a list of references at the end of your ethical analysis. No other introductions or summaries are required.
a.
Clearly define your specific ethical question. (1 mark)
b.
Provide a brief background discussion of your chosen ethical question that explains why it is important and in need of analysis. (2 marks)
c.
Identify and fully reference facts relevant to the analysis of your ethical question. (2 marks)
d.
What assumptions are needed to fill gaps in the available facts? (1 mark)
e.
Analyse the ethical question using act utilitarianism. (3 marks)
f.
Provide an ethical conclusion. (1 mark)
About salary for this assignment, we can discuss on other software. eg: QQ or Wechat
.
More from jesseniasaddler (20)
List and discuss five important criteria that a state must meet in.docx
List and discuss five important criteria that a state must meet in.docx
List and define the five traits included in the Big Five theory of p.docx
List and define the five traits included in the Big Five theory of p.docx
List and describe the six (6) parts of a speech.Describe.docx
List and describe the six (6) parts of a speech.Describe.docx
List 2 characteristics of each period listed below1-2. Renais.docx
List 2 characteristics of each period listed below1-2. Renais.docx
Linking or actionThe government opertaion many large parks.Many .docx
Linking or actionThe government opertaion many large parks.Many .docx
Limit responses to less than one page each using 12 pt. Time News Ro.docx
Limit responses to less than one page each using 12 pt. Time News Ro.docx
Limit responses to less than one page each using 12 pt. Time News .docx
Limit responses to less than one page each using 12 pt. Time News .docx
Likewise with each new investigative finding there will dependably b.docx
Likewise with each new investigative finding there will dependably b.docx
Lifelong Learning PlanIntroductionLife long learning is a concep.docx
Lifelong Learning PlanIntroductionLife long learning is a concep.docx
Library Research AssignmentYou are new member of internal affairs .docx
Library Research AssignmentYou are new member of internal affairs .docx
Library Research AssignmentUse the library and other Web resources.docx
Library Research AssignmentUse the library and other Web resources.docx
Letter of CreditThe text describes problems exporters have with le.docx
Letter of CreditThe text describes problems exporters have with le.docx
Lets start this discussion by sharing public observations. Spend ti.docx
Lets start this discussion by sharing public observations. Spend ti.docx
Lets look to the 20th century portion of the Modules for this Discu.docx
Lets look to the 20th century portion of the Modules for this Discu.docx
Leiningers Theory of Cultural Care Diversity and Universality.docx
Leiningers Theory of Cultural Care Diversity and Universality.docx
Length PowerPoint presentation with 10 - 15 slides (not including.docx
Length PowerPoint presentation with 10 - 15 slides (not including.docx
Length PowerPoint presentation with 15 slides (not including ti.docx
Length PowerPoint presentation with 15 slides (not including ti.docx
Length is 3-4 pages not including References. references should be a.docx
Length is 3-4 pages not including References. references should be a.docx
Length1,000 words maximumThere are five general ethical t.docx
Length1,000 words maximumThere are five general ethical t.docx
Recently uploaded
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...Nguyen Thanh Tu Collection
https://app.box.com/s/y977uz6bpd3af4qsebv7r9b7s21935vdYour Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective UpskillingExcellence Foundation for South Sudan
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.clinical examination of hip joint (1).pdf
described clinical examination all orthopeadic conditions .
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
How to Manage Your Lost Opportunities in Odoo 17 CRM
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
PCOS corelations and management through Ayurveda.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
ANATOMY AND BIOMECHANICS OF HIP JOINT.pdf
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Digital Artifact 1 - 10VCD Environments Unit
Digital Artifact 1 - 10VCD Environments Unit - NGV Pavilion Concept Design
How to Build a Module in Odoo 17 Using the Scaffold Method
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Community pharmacy- Social and preventive pharmacy UNIT 5
Covered community pharmacy topic of the subject Social and preventive pharmacy for Diploma and Bachelor of pharmacy
Azure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
The Diamonds of 2023-2024 in the IGRA collection
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Recently uploaded (20)
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
How to Manage Your Lost Opportunities in Odoo 17 CRM
How to Manage Your Lost Opportunities in Odoo 17 CRM
Liberal Approach to the Study of Indian Politics.pdf
Liberal Approach to the Study of Indian Politics.pdf
How to Build a Module in Odoo 17 Using the Scaffold Method
How to Build a Module in Odoo 17 Using the Scaffold Method
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
Community pharmacy- Social and preventive pharmacy UNIT 5
Community pharmacy- Social and preventive pharmacy UNIT 5
Azure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
Learning ResourcesRequired ResourcesCourse TextConcepts f.docx
- 1. Learning Resources Required Resources Course Text: Concepts for Care: 20 Essays on Infant/Toddler Development and Learning "Nurturing Very Young Children Who Experience More Than One Language" by Barbara Zurer Pearson with Peter L. Mangione (pp. 31–39) "Embracing Inclusion: When ALL Means ALL" by Rebeca Valdivia, Linda Brault, and Anne Kuschner (pp. 65–69) "Every Child Is a Cultural Being" by Carol Brunson Day (pp. 97–99) Course Text: Building Strong Foundations: Practical Guidance for Promoting the Social-Emotional Development of Infants and Toddlers Review "Thinking About Culture" (pp. 9–10) Optional Resources Web Article: Shackelford, J. (1994). Providing early services to children with special needs and their families (IDEA Paper No. 1). Retrieved from http://www.nectac.org/~pdfs/pubs/hsprov.pdf Web Article: DEC/NAEYC. (2009). Early childhood inclusion: A joint position statement of the Division for Early Childhood (DEC) and the National Association for the Education of Young Children (NAEYC). Retrieved from http://community.fpg.unc.edu/resources/articles/Early_Childhoo d_Inclusion Web Article:
- 2. National Professional Development Center on Inclusion. (2009). Research synthesis points on early childhood inclusion . Retrieved from http://npdci.fpg.unc.edu/sites/npdci.fpg.unc.edu/files/resources/ NPDCI-ResearchSynthesisPoints-10-2009 The Role of Culture in Childrearing Culture, representing what each individual has learned through his or her unique process of socialization, influences our theories of childrearing. Decisions about whether a 3-month-old should be allowed to "cry it out" or be picked up and soothed; when it is appropriate to begin toilet training; and where a child should sleep at night are all influenced, in part, by each individual's beliefs. Understanding your own beliefs regarding childrearing and those of the families with whom you work is vital but only the beginning. Early childhood professionals must also be aware of how these beliefs may complement or contradict one another, and the related implications of both. For this week's Discussion, you will have the opportunity to explore the potential influence and impact of culture on childrearing practices, and discuss the relevance of developing "cultural competency" as a tool supporting infant/toddler mental health. Pose the following questions to three to five people, keeping in mind there are no right or wrong answers. Your role is simply to listen and record their responses. Where should a newborn sleep? At what age should toilet training begin? Should 3-month-old children be allowed to cry themselves to sleep at night? What role does the extended family play in rearing children? What role does the extended family play in rearing children? Based on what you have learned about the role of culture in childrearing practices, consider the following questions:
- 3. Based on your course readings and interviews, in what ways can culture influence childrearing practices? How can differences in cultural beliefs between the family and professional impact the professional's ability to support infant/toddler mental health? How can developing "cultural competence" support the child development professional's ability to promote infant/toddler mental health? By Day 3: Post your thoughts about how culture can influence childrearing practices and infant/toddler mental health, and the ways in which developing "cultural competency" can support the child development professional's ability to promote positive outcomes for young children and their families. Include examples from your interviews.