2 content review week 4 and week 5

2 Content Review Week 4 and Week 5

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·         Course Text: Discovering Child Development

·          

o    Page 243: Early Childhood Development

o    Chapter 8: Physical Development and Health in Early Childhood

o     

§  Pages 245–251

·         CD-ROM: Development: Journey Through Childhood and Adolescence

·          

o    Unit 6: Early Childhood

o     

§  Learning Launch: Early Childhood: The Cognitive Realm

·         Course Text: Discovering Child Development

·          

o    Chapter 9: Cognitive and Language Development in Early Childhood

o     

§  Pages 269–287 (Read to “How Does Early Childhood Education Influence Development?”)

o    Chapter 10: Social and Emotional Development in Early Childhood

o     

§  Pages 299–315 (Read to “How Do Parenting Behaviors and Family Context Influence Young Children’s Development?”)

§  Pages 326–331 (Read from “Young Children’s Friendships” to “Differences in the Quality of Sibling Relationships”)

·         Online Reading: Week 3: Sum It Up (PDF format)

From Exploring Child Development (2nd ed.) by Richard Fabes and Carol Lynn Martin

Published by Allyn and Bacon, Boston, MA. Copyright 2003 by Pearson Education. Used by permission of the publisher.

Optional Resources

 

·         Web Article: “Understanding Physical Development in Young Children” by Sean Brotherson

http://www.ag.ndsu.edu/pubs/yf/famsci/fs632.pdf (PDF format)

·         Web Site: Six Stages to a Strong Self-Image

http://www.scholastic.com/teachers/article/emotional-growth-and-its-link-learning-six-stages-strong-self-images

·         Web Site: Growing Ideas: Friends & Feelings: Social-Emotional Development in Young Children

http://ccids.umaine.edu/resources/ec-growingideas/socemores/

·         Web Report: “Children’s Developmental Benchmarks and Stages: A Summary Guide to Appropriate Arts Activities,” an excerpt from the Arts Education Partnership report Young Children and the Arts: Making Creative Connections

http://journal.naeyc.org/btj/200407/ArtsEducationPartnership.pdf (PDF format)

 

 

 

 

 

Week 4

 

Content Review

Directions:

·         Respond to each item. Each response should be concise and between two and three 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.

 

 

1.       The “Learning How to Learn” section in your course text (p. 371) summarizes a very important aspect of children’s cognitive development. In your own words, define the term metacognition. Then, explain why this skill is integral to children’s future cognitive development including success in school and in life.

2.       “As children grow and change, their vulnerability to stress and the situations that produce it also changes” (Martin & Fabes, 2009, p. 407). Review pages 406–413 of your course text, which discuss the situations or types of interactions that are likely to be sources of stress for children between the ages of 5 and 11. Then, explain how a child’s competencies or capabilities related to physical, cognitive, and social and emotional development may affect how the child responds to stressful situations or interactions.

3.       Poverty can create stressful and/or threatening conditions that affect children’s development. Consider, for example, the effects that poverty can have on children’s access to adequate nutrition. In what ways might undernutrition or malnutrition and the stress associated with both impact children’s physical, cognitive, and social and emotional development?

 

 

 

WEEK 5

Content Review

Directions:

·         Respond to each item. Each response should be concise and between two and three 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.

 

 

 

1.       As discussed on pages 448–451 of your course text, the brain continues to undergo significant physical changes during adolescence. Describe two ways that brain development typically contributes to changes in thinking and behavior as individuals progress through adolescence. Provide two specific examples of how most adolescents think and reason based on the information on pages 485–493 of the course text.

2.       Although identity formation does not begin or end in adolescence, it seems to take on greater importance during this period. Based on the information on pages 513–523 of your course text, explain three reasons why this is so. (Consider the concept of the actual self and possible self; the influences of gender, culture, ethnicity, and sexual orientation; and the development of autonomy during this stage of development.)

 

3.       When children enter adolescence, many important changes and adjustments occur in their relationships. Review the information on pages 523–5 37 and pages 547–549 in your course text. Then, describe three causes of stress or changes in relationships that adolescents may experience, and discuss factors that may promote or inhibit adolescents’ ability to cope with these stressors.

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