Fluent Essays

3 PAGES DUE IN 20 HOURS INSTRUCTIONS AND RESOURCES ARE ATTACHED2Influences on Child Development © Alena Brozova/iStock/Thinkstock “I can’t go back to yesterday because I was a different person then.” Alice, from Alice’s Adventures in Wonderland (Lewis Carroll, 1865) Learning Objectives After studying this chapter you will be able to: ሁ Distinguish between correlational and causal relationships. ሁ Name at least five contexts that can put a child at increased risk or improve the child’s resilience. ሁ Identify three different types of temperament, and describe each briefly. ሁ Describe four parenting styles and their possible impact on child behavior. ሁ Describe the importance of early attachment and relationships on future social-emotional health. ሁ Develop a list of pros and cons for the influence of modern media and technology on children’s future achievements. gro81431_02_c02_019-042.indd 19 4/24/14 8:00 AM Section 2.1 Genetics and Other Biological Influences Chapter Outline Chapter Overview 2.1 Genetics and Other Biological Influences 2.2 Environmental Contexts 2.3 Cultural and Societal Influences on Child Development 2.4 Influences From the Larger Environment: Community and Neighborhoods 2.5 Child Abuse and Neglect 2.6 Brain Development and Executive Functioning 2.7 Media and Technology Summary and Resources Chapter Overview In the 19th-century classic Alice’s Adventures in Wonderland, by Lewis Carroll (1865), Alice could not go back to being the person she was at the beginning of the novel because she changed too much through the course of her experiences in the fantasy world, “Wonderland.” Of course, extreme experiences at any stage of life can have long-lasting effects on how a person behaves, but how children grow, develop, and behave later in life is now known to be influenced by early factors that can be genetic, environmental, or a combination of the two. This chapter describes what evidence tells us about early influences, the extent to which these influences are based on speculation or professional judgment, and where more research is needed. It also provides information about the key debates surrounding these issues, includ- ing children’s resilience. Resilience is a child’s ability to compensate for negative influences, to recover from them or, in other words, to “bounce back.” Child development professionals need to recognize that some factors may be correlated to a future outcome but may not cause that outcome. Having a correlational relationship to a future characteristic means that there is a connection between the early factor and the child’s future outcome, although the early factor may not have caused that particular result. Having a causal relationship between an early factor and a later outcome means that the factor produced, at least to some degree, the outcome. An example of a causal relationship is when a child develops a fear of dogs after being bitten by one. If the child did not have a fear of dogs prior to the dog bite, you can link6Toddler Development (1–3 years) Christina Groark “Sometimes the smallest things take up the most room in your heart.” Winnie the Pooh (A. A. Milne) Learning Objectives After studying this chapter you will be able to: ሁ Identify major physical changes in toddlerhood. ሁ Describe the typical motor milestones in toddlerhood. ሁ Name five best practices for keeping toddlers safe. ሁ Distinguish between abilities and limitations of a toddler’s cognitive development. ሁ Sequence the typical stages of language development in children ages 1–3 years. ሁ Describe strategies for supporting appropriate social-emotional development in toddlers. ሁ Identify three signs of readiness for toilet training. ሁ Describe typical toddler advances toward independence in bathing, feeding, and dressing. ሁ Identify the typical developmental milestones during toddler development by age, and explain how developmental red flags are identified. gro81431_06_c06_121-146.indd 121 4/24/14 11:54 AM Section 6.1 Physical Development and Growth Patterns in Toddlerhood Chapter Outline Chapter Overview 6.1 Physical Development and Growth Patterns in Toddlerhood 6.2 Motor Development in Toddlerhood 6.3 Cognitive Development in Toddlerhood 6.4 Communication Development in Toddlerhood 6.5 Social-Emotional Development in Toddlerhood 6.6 Self-Help Development in Toddlerhood 6.7 Developmental Red Flags and Where to Get Help Summary and Resources Chapter Overview An infant’s entering toddlerhood can be seen as a somewhat natural progression. But the comparison of a 3-year-old child to the 1 year old he or she once was can tell us a much more astounding and marvelous story. A closer look at the changes that take place from the beginning of the second year of life through the fourth year takes us on a journey from a dependent baby focused only on survival, to a running, jumping, problem-solving little per- son with a unique personality. This journey consists of physical growth, motor development, cognitive advancement, evolved communication, social-emotional progress, and emerging self-help abilities. Advances made in each of the developmental domains introduced in Chapter 1 play interre- lated roles in sculpting the unique toddler. Coordinated actions, both physical and emotional, are the true triumph of the typical toddler. Through the toddler’s recognition of self, indepen- dence is sought and skills flourish. Behaviors such as tantrums or acts of aggression, used to gain this newly sought-after independence, can appear startling to the naive onlooker. Most of this chapter describes the advances made from 12 months to 3 years. Developmental growth can vary across toddlers of the same chronological age, and develop- ment does not always occur evenly across all developmental domains for an individual child. While taking into account this expected variation, caregivers should be ready to identify and quickly address any substantial delays in typical mi5Infant Development (Birth–12 months) © evgenyatamanenko/iStock/Thinkstock “Even miracles take a little time.” Cinderella’s Fairy Godmother Learning Objectives After studying this chapter you will be able to: ሁ Name six infant reflexes. ሁ Explain the two typical motor development patterns seen in infants. ሁ Describe how an infant learns through the five senses. ሁ Explain the development of attachment in the first year of life. ሁ Describe the basic behaviors infants use in communication. ሁ Identify five red flags in infancy that require attention from a professional. gro81431_05_c05_093-120.indd 93 4/24/14 12:50 PM Section 5.1 Areas of Development in Infancy Chapter Outline Chapter Overview 5.1 Areas of Development in Infancy 5.2 Physical Growth and Brain Development in Infancy 5.3 Motor Development in Infancy 5.4 Cognitive Development in Infancy 5.5 Communication Development in Infancy 5.6 Social-Emotional Development in Infancy 5.7 Attending to the Infant’s Basic Needs 5.8 Developmental Red Flags and Where to Get Help Summary and Resources Chapter Overview At birth, human babies enter the world as entirely dependent and helpless organisms. How- ever, infancy, the period from birth until 12 months of age, is a period of rapid and amazing development. Infancy begins with a newborn who is completely reliant on others, and who is unguarded from all environmental influences. The nervous system and all components of the brain are developing and are vulnerable in this early stage of life, so much so that attention and memory may be affected far into the future by experiences that occur at this time. For infants, not only do their basic needs require careful attention, but also their sensory abili- ties, reflexes, self-regulation, and temperament need consideration, so that appropriate levels of stimulation can be offered and so that any serious atypical development can be identified early. This first year of life brings about major changes in communication; self-recognition; and the development of trust, autonomy, and emotional relationships with others. As discussed in Chapter 4, the first 4 weeks of life are known as the neonatal period. During this period, an infant learns the early skills of survival and independence. This is where the discussion in this chapter begins. In addition to focusing on the infant’s rapid physical growth and continued neurological development, this chapter details the infant’s progress in each of the developmental domains, emphasizing reflexes, social-emotional competencies, com- munication, learning through the senses, and the infant’s basic needs of nurturance, feeding, diaper changing, rest, and appropriate levels of stimulation. 5.1 Areas of Development in Infancy As introduced in Chapter 1, child development is the dynamic process of acquiring increas- ingly more complex motor, cognition, communication, social-emotional, and self-help skills from the stage of conceptionChild Development Observation #1 [WLOs: 2, 4] [CLOs: 1, 2, 4] Each and every child is unique and complex. Although children develop at different rates, there are common stages of development that serve as guidelines for what most children can do by a certain age. Observation is typically used as a tool to gain a better understanding of the stages of development. By observing childrens’ behavior, you can determine their current stages of development and formulate strategies based on those observations to best support your work. Chapters 5 and 6 of your textbook describe stages of physical, social, emotional, cognitive, and language development in children 0 – 12 months of age and 1 – 3 years of age. Use the textbook in addition to the video provided with the instructions for this assignment as resources. To prepare for this assignment, · Refer to the Week 2 Guidance for further tips and examples that will support your success with this discussion. · Review Chapters 5 and 6 of your textbook. · Read 10 Effective DAP Teaching Strategies (Links to an external site.) . · Review and download the Week 2 Exemplar Template. · Choose one of the below age ranges and corresponding video to use for this assignment. Age Range Corresponding Observation Video Corresponding Developmental Checklist Infant: 0 – 12 Months of Age Baby 11 Months Observation Video (Links to an external site.) Developmental Checklist: 8 To 12 Months Toddler: 1 – 3 Years of Age Toddler Observation Video 3 (Links to an external site.)   Developmental Checklist: 12 To 24 Months In your paper, · Complete the sections of the corresponding developmental checklist, including the summary section, that you observed while watching your chosen video. · Note: You will not be able to complete all sections, so many will be left blank. · Paste the checklist on the first page of your assignment (after your title page). · Summarize the typical development that you observed in the child (i.e., the areas that you were able to check off on the checklist). · Explain the developmental concerns you have for this child based on your observation. If you did not see a clear concern, discuss at least one area you were not able to check off the checklist. · Explain, based on your observation and your desired future professional role, how you might support this child using developmentally appropriate practices. · Identify some developmentally appropriate activities you can do with the child to support at least two different developmental domains (physical, social/emotional, self-help, cognitive, language). · Identify one or two considerations or suggestions that should be included into the classroom environment to support the needs of the child. The Week 2 Assignment · Must be three to four double-spaced pages in length (not including title and references pages, but including the completed observation checklist) and formatted according to APA style as outlined in the Writing Running head: OBSERVATION #1 1 OBSERVATION #1 4 Week 2: Child Observation #1 Your Name ECE 205: Introduction to Child Development Instructors Name Date Hint: Delete all of these green boxes before submitting the paper to your instructor. To delete the boxes: click on the edge of each box and press delete. Child Development Observation #1 In this section, write a brief introduction that will allow your reader to follow the organization of your assignment and the focus of your observation. Hint: Ctrl + Click INTRODUCTIONS & CONCLUSIONS for help. Developmental Checklist Add your developmental checklist here, including the summary section. This is the checklist that you completed while watching your child observation video. Summary of Typical Development In this section, briefly summarize the development that you checked off in the developmental checklist. Developmental Concerns Based on your observation, explain the developmental concerns that you have for this child. If you did not see a clear concern, discuss at least one area you were not able to check off the checklist. Supportive Practices Explain how you might best support this child using developmentally appropriate practices. Incorporate an outside source into this paragraph to support your ideas. Hint: For help with completing this section, please refer to the Week 2 readings. Hint: Ctrl + Click QUOTING, PARAPHRASING, & SUMMARIZING for help. Developmentally Appropriate Activities In this paragraph, identify some developmentally appropriate activities that you could do with the child to support at least two different developmental domains (physical, social-emotional, self-help, cognitive, language). Incorporate an outside source into this paragraph to support your ideas. Hint: For help with completing this section, please refer to the Week 2 readings. Hint: Ctrl + Click INTEGRATING RESEARCH For help. Support Considerations Explain one or two considerations that should be included in the class environment in order to support the needs of the child. Incorporate an outside source into this paragraph to support your ideas. Hint: For help with completing this section, please refer to the Week 2 readings. Hint: Ctrl + Click CITING WITHIN YOUR PAPER for help. Conclusion Briefly summarize the ideas that you discussed in your paper, explaining the significance of these ideas. Hint: Ctrl + Click INTRODUCTIONS & CONCLUSIONS for help. References Use APA format to cite and reference your class text and at least two additional scholarly sources. Remember, you MUST include in-text citations throughout your paper to show your reader what information you used from these outside sources. Hint: Ctrl + Click FORMATTING YOUR REFERENCES LIST for help. *In the final version of your assignment, be sure that you have removed all of the hints (green boxes) within the template.DEVELOPMENTAL CHECKLIST - 12 TO 24 MONTHS Child’s Name: Date of Observation: Name of Observer: Milestones Age Date Observed Gross Motor Walks alone 12-16 mos. Pulls toys behind him while walking 13-16 mos. Carries large toy or several toys while walking 12-15 mos. Begins to run stiffly 16-18 mos. Walks into ball 18-24 mos. Climbs onto and down from furniture unsupported 16-24 mos. Walks up and down stairs holding on to support 18-24 mos. Fine Motor Scribbles spontaneously 14-16 mos. Turns over container to pour out contents 12-18 mos. Builds tower of four blocks or more 20-24 mos. Completes simple knobbed wooden puzzles of 3 to 4 pieces 21-24 mos. Cognitive Finds objects even when hidden under 2 or 3 covers 13-15 mos. Will listen to short story book with pictures 15-20 mos. Identifies one body part 15-24 mos. Begins to sort shapes and colors 20-24 mos. Begins make-believe play 20-24 mos. Language Says “no” with meaning 13-15 mos. Follows simple, one-step instructions 14-18 mos. Says several single words 15-18 mos. Recognizes names of familiar people, objects, and body parts 18-24 mos. Points to object or picture when it’s named for them 18-24 mos. Repeats words overheard in conversations 16-18 mos. Uses two-word sentences 18-24 mos. Self-Help Starts to feed self with spoon, with some spilling 13-18 mos. Likes to play with food when eating 18-24 mos. Can put shoes on with help 20-24 mos. Can open doors by turning knobs 18-24 mos. Can drink from open cup, with some spilling 18-24 mos. Social/Emotional Imitates behavior of others, especially adults and older children 18-24 mos. Increasingly enthusiastic about company or other children 20-24 mos. Demonstrates increasing independence 18-24 mos. Begins to show defiant behavior 18-24 mos. Episodes of separation anxiety increase toward midyear, then fade DEVELOPMENTAL RED FLAGS (12 TO 24 MONTHS) · Cannot walk by 18 months · Fails to develop a mature heel-toe walking pattern after several months of walking, or walks exclusively on toes · Does not speak at least 15 words by 18 months · Does not use unique two-word phrases by age 2 (more milk, big dog, mommy help) · By 15 months does not seem to know the function of common household objects (brush, telephone, cup, fork, spoon) · Does not imitate actions or words by 24 mos. · Does not follow simple one-step instructions by 24 mos. · Cannot identify self · Cannot form a two-word phrase · Cannot hold and use a spoon or cup for eating and drinking · Does not display a wide array of emotions (anger, fear, happy, excited, frustrated) Summary: _________________DEVELOPMENTAL CHECKLIST - 8 TO 12 MONTHS Child’s Name: Date of Observation: Name of Observer: Milestones Age Date Observed Gross Motor Crawls forward on belly 8-9 mos. Assumes hand and knee position 8-9 mos. Gets to sitting position without assistance 8-10 mos. Pulls self-up to standing position at furniture 8-10 mos. Creeps on hands and knees 9 mos. Gets from sitting to crawling or prone (lying on stomach) position 9-10 mos. Walks holding on to furniture 10-13 mos. Stands momentarily without support 11-13 mos. May walk two or three steps without support 11-13 mos. Fine Motor Uses pincer grasp (grasp using thumb and index finger) 7-10 mos. Bangs two one-inch cubes together 8-12 mos. Pokes with index finger 9-12 mos. Puts objects into container 10-12 mos. Takes objects out of container 10-12 mos. Tries to imitate scribbling 10-12 mos. Cognitive Looks at correct picture when image is named 8-9 mos. Explores objects in many different ways (shaking, banging, throwing, dropping) 8-10 mos. Enjoys looking at pictures in book 9-12 mos. Imitates gestures 9-12 mos. Engages in simple games of Peek-a-Boo, Pat-a-Cake, or rolling ball to another 9-12 mos. Finds hidden objects easily 10-12 mos. Language Babbles “dada” and “mama” 7-8 mos. Babbles with inflection 7-9 mos. Says “dada” and “mama” for specific person 8-10 mos. Responds to “no” by briefly stopping activity and noticing adult 9-12 mos. Responds to simple verbal requests, such as “Give me” 9-14 mos. Makes simple gestures such as shaking head for “no” 12 mos. Uses exclamations such as “oh-oh” 12 mos. Self-Help Finger-feeds himself 8-12 mos. Extends arm or leg to help when being dressed 9-12 mos. May hold spoon when feeding 9-12 mos. Social/Emotional Shy or anxious with strangers 8-12 mos. Cries when mother or father leaves 8-12 mos. Enjoys imitating people in his play 10-12 mos. Shows specific preferences for certain people and toys 8-12 mos. Prefers mother and/or regular care provider over all others 8-12 mos. Repeats sounds or gestures for attention 10-12 mos. May test parents at bed time 9-12 mos. DEVELOPMENTAL RED FLAGS (8 TO 12 MONTHS) · Does not crawl · Drags one side of body while crawling (for over one month) · Cannot stand when supported · Does not search for objects that are hidden (10-12 mos.) · Says no single words (“mama” or “dada”) · Does not learn to use gestures such as waving or shaking head · Does not sit steadily by 10 months · Does not react to new environments and people · Does not seek out caregiver when stressed · Does